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The worked-example effect is a learning effect predicted by cognitive load theory. [1] [full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2] [page needed] and discovery learning.
An example of punishment may include beatings (positive punishment), and taking away something desired or loved (negative punishment). The effectiveness and value of a consequence are determined by the motivating operations the organism has. For example, deprivation of food can make food more effective as a consequence, and the satiation of ...
Cooper devised a method of moving from an ethical problem to appropriate alternatives and consequences. This model follows a sequential, rational approach to ethical decision-making. This method utilizes description and prescription , where public administrators begin to describe to themselves and others an objective state of affairs, and then ...
ABA is an applied science devoted to developing procedures which will produce observable changes in behavior. [3] [9] It is to be distinguished from the experimental analysis of behavior, which focuses on basic experimental research, [10] but it uses principles developed by such research, in particular operant conditioning and classical conditioning.
These studies have shown that active problem solving early in the learning process is a less effective instructional strategy than studying worked examples (Sweller and Cooper, 1985; Cooper and Sweller, 1987). Certainly active problem solving is useful as learners become more competent, and better able to deal with their working memory limitations.
Some theorists suggest that avoidance behavior may simply be a special case of operant behavior maintained by its consequences. In this view the idea of "consequences" is expanded to include sensitivity to a pattern of events. Thus, in avoidance, the consequence of a response is a reduction in the rate of aversive stimulation.
Because teachers are required to use multiple types of prompts (e.g., verbal and physical prompts), the SLP prompting procedure may be complicated for use in typical settings, [6] but may be similar to non-systematic teaching [7] procedures typically used by teachers that involve giving learners an opportunity to exhibit a behavior ...
Chaining is a type of intervention that aims to create associations between behaviors in a behavior chain. [1] A behavior chain is a sequence of behaviors that happen in a particular order where the outcome of the previous step in the chain serves as a signal to begin the next step in the chain.