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PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory

PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory Name Capella University PSYC FPX 2200 Educational Psychology Prof. Name Date What is the Behavioral Learning Theory? According to behaviorists, human learning is predominantly a result of conditioning, irrespective of genetic predispositions or personality traits. Behavior modeling involves a series of reinforcement activities that either facilitate or impede stimuli and responses across various contexts (Sun et al., 2017). Conditioning Conditioning entails utilizing reinforcement to impart skills through experiential learning. As Cherry (2019) elucidates, behaviorist learning theory involves the strengthening and weakening of stimulus-response associations based on incentives and punishments. This can be exemplified in classical conditioning (e.g., Pavlov’s dogs) and operant conditioning (e.g., Skinner’s rats), which emphasize stimuli-response dynamics. PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory Learning Task Learning tasks aligned with behavioral learning theory include utilizing flashcards for studying and review, engaging in drills to enhance memorization, and incorporating repetition. Here, the stimulus represents the cue, while the response corresponds to the desired answer (Clark, 2018). Application The application of behavioral learning theory is evident in self-regulated study practices, such as utilizing flashcards. In this context, the stimulus constitutes the presented word or concept, while the response denotes the provided answer or example (Sun et al., 2017). References Cherry, K. (2019). History and key concepts of behavioral psychology. Verywell Mind. https://www.verywellmind.com/behavioral-psychology-4157183 Clark, K. R. (2018). Learning theories: Behaviorism. Radiologic Technology, 90(2), 172-175. PSYC FPX 2200 Assessment 1 Applying the Behavioral Learning Theory Mayer, R. E. (2018). Educational psychology’s past and future contributions to the science of learning, science of instruction, and science of assessment. Journal of Educational Psychology, 110(2), 174-179. Sun, J. C. Y., Oh, Y. J., Seli, H., & Jung, M. (2017). Learning behavior and motivation of at-risk college students: The case of a self-regulatory learning class. Journal of At-Risk Issues, 20(2), 12-24.

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