2. If I were teaching new pieces of music in class, I would have a bell that rang only when the choir sang something perfectly. So, every time that the choir heard that bell, after many rings before, they would know that a prize would be awarded to them. For example, if we weren’t singing in class that day and just talking about the piece and they heard that bell, they would assume that they were going to be awarded a prize even though they weren’t even singing in order to be awarded that prize. It would be punished by the bell not being rung at all and the students not receiving prizes and would be reinforced by the bell ringing many times.
Wednesday, September 21
Blog Posting #2- Module 9
1. Classical conditioning is happening in this video clip with Jim and Dwight. Jim handing Dwight the Altoid once the computer sounds is the unconditioned stimulus, while the unconditioned response is Dwight reaching out his hand to take the mint from Jim. The computer sound is the neutral stimulus. Dwight was conditioned to reach his hand out to receive the mint every time that Jim’s computer sounded, even at the end when Jim didn’t even ask Dwight if he wanted a mint!
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You present an interesting and simple example of reinforcement by a bell. There are many ways to leverage behaviorism in teaching. Do you think that there might be an alternative that is better or more effective? Would you learn well with this strategy? Why or why not?
ReplyDeleteHere you're also discussing two separate pairings--the pairing of the bell with good singing (and you'd need to define what that is) and the pairing of a prize with good singing. You should be able to distinguish why each part is important in the strategy.