2. I would say that a lot of things can be learned through pair associations but not everything. Children can easily associate Santa with Christmas and a green light for “Go”, but if a child was trying to learn a new word in class and there was no symbol for the word, it would be harder for them to associate it with some predetermined knowledge. The student would still learn and remember this new information though! A lot of concepts, words and smells are easier to learn through pair associations and tend to stick in the learner’s mind a lot better compared to something learned with this type of association.
Wednesday, September 21
Blog Posting #1- Module 9
1. I was wondering about children and repeated bad behavior. There is always that ONE child, that no matter how you punish them, they continue to behave in a way that is continuous and frustrating. How would one go about dealing with this type of child? In summary, what “punishments” work best for this type of person?
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To answer your question about punishments, it is hard to discipline a child that continuously repeats the same bad behavior. If you have tried everything and they continue to do it, they will need to see a higher authority, like the principal to talk with them. I remember in elementary and middle school when students had to go see the principal, they were in "big" trouble. If this did not work, then maybe a child needs to see a counselor to figure out what the issue is. Do they have a behavior problem, a learning problem, etc?
ReplyDeleteRemember there are more ways to decrease behavior than simply 'punishments'. There are negative and positive punishments, along with negative and positive reinforcement to increase OTHER more desired behaviors. Behaviorism does NOT discuss the mind, which is one downside of the theory. I'm sure you can imagine that in such cases, there might be a biological or psychological cause, and that child may require a different kind of attention.
ReplyDeleteIn the case of learning words, it's true that many young children have no familiarity with the symbol (the written word itself in their language), but the children typically have familiarity with the concept or meaning. So, a child may have seen some dogs in their lifetime, and heard the word 'dog'. It would be pretty easy to associate that sound (of the word) or the image of a dog with it's symbol ('DOG'). There are a lot of different strategies in doing this, but here you would need to pair that DOG symbol with something connected to its meaning.