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BEHAVIOURAL DEBATE CONDITIONING

lucy duckmanton 11 preguntas

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  1. 1INTRODUCTION
    [blank_start]Conditioning[blank_end] is a highly [blank_start]contentious[blank_end] area because it involves [blank_start]manipulating[blank_end] someones behaviour, possibly without their [blank_start]knowledge[blank_end]. People who are for it believe that it has many [blank_start]benefits[blank_end] for children, [blank_start]parents[blank_end] and teachers, but people [blank_start]opposed[blank_end] think we're raising a [blank_start]generation[blank_end] of selfish '[blank_start]robots[blank_end]'.
    1. Acontentious
    2. Bmanipulating
    3. Cknowledge
    4. Dbenefits
    5. Eparents
    6. Fgeneration
    7. Grobots
    8. HConditioning
    9. Iopposed
  2. 2AT HOME - FOR
    - It benefits both children and [blank_start]parents[blank_end] when positive [blank_start]reinforcements[blank_end] are used, for example Supernanny used the [blank_start]naughty[blank_end] [blank_start]step[blank_end].
    - Makes for a more pleasant and [blank_start]respectful[blank_end] household.
    - [blank_start]Gill[blank_end] ([blank_start]1998[blank_end]) found giving kids [blank_start]money[blank_end] for completing household [blank_start]chores[blank_end] (or [blank_start]taking[blank_end] away pocket money) was [blank_start]successful[blank_end], as the kids performed [blank_start]20[blank_end]% of the overall household chores.
    - It encourages [blank_start]appropriate[blank_end] behaviour and teaches children to [blank_start]behave[blank_end] in other areas.
    1. Aparents
    2. Breinforcements
    3. Cnaughty
    4. Dstep
    5. Erespectful
    6. FGill
    7. G1998
    8. Hmoney
    9. Ichores
    10. Jtaking
    11. Ksuccessful
    12. L20
    13. Mappropriate
    14. Nbehave
  3. 3IN SCHOOL - FOR
    - [blank_start]Operant[blank_end] conditioning is widely used in [blank_start]schools[blank_end], for example [blank_start]rewards[blank_end] systems like [blank_start]merits[blank_end] and house points.
    - [blank_start]Levitt[blank_end] ([blank_start]2010[blank_end]) found that on a programme in the US offering [blank_start]financial[blank_end] incentives improved academic [blank_start]performance[blank_end].
    - [blank_start]LeFrancois[blank_end] ([blank_start]2008[blank_end]) suggested that [blank_start]classical[blank_end] conditioning can be used too. Teachers should maximise [blank_start]pleasure[blank_end] stimuli in classrooms (laughter, [blank_start]displays[blank_end]) and reduce [blank_start]unpleasant[blank_end] stimuli (shouting). Students will [blank_start]associate[blank_end] school with feeling [blank_start]positive[blank_end].
    1. AOperant
    2. Brewards
    3. Cmerits
    4. Dschools
    5. ELevitt
    6. F2010
    7. Gfinancial
    8. Hperformance
    9. ILeFrancois
    10. J2008
    11. Kclassical
    12. Lpleasure
    13. Mdisplays
    14. Nassociate
    15. Opositive
    16. Punpleasant
  4. 4PEERS - FOR
    - Children in schools are [blank_start]influenced[blank_end] by their [blank_start]peers[blank_end]
    - To fit in and be [blank_start]accepted[blank_end] children [blank_start]imitate[blank_end] their peers = they are [blank_start]conditioned[blank_end] by each other
    1. Apeers
    2. Binfluenced
    3. Caccepted
    4. Dimitate
    5. Econditioned
  5. 5VULNERABLE GROUPS OF CHILDREN - FOR
    - Used with [blank_start]psychological[blank_end] and medical conditions
    - [blank_start]Lovaas[blank_end] ([blank_start]1987[blank_end]) developed the Applied Behaviour [blank_start]Analysis[blank_end] (ABA) to increase frequency and [blank_start]quality[blank_end] of interactions for kids with [blank_start]autism[blank_end].
    - One on [blank_start]one[blank_end] therapy shapes their behaviour. Initially they are [blank_start]rewarded[blank_end] for everything, but that [blank_start]gradually[blank_end] gets reduced so they only get rewarded for being [blank_start]close[blank_end] to their target.
    - [blank_start]Chaney[blank_end] et al ([blank_start]2004[blank_end]) created the '[blank_start]Funhaler[blank_end]' and gave it to children with asthma.
    - After [blank_start]2[blank_end] weeks the kids had had fewer problems [blank_start]medicating[blank_end] and had a better [blank_start]response[blank_end] to treatment.
    1. Apsychological
    2. BLovaas
    3. C1987
    4. DAnalysis
    5. Equality
    6. Fautism
    7. Gone
    8. Hrewarded
    9. Igradually
    10. Jclose
    11. KChaney
    12. L2004
    13. MFunhaler
    14. N2
    15. Omedicating
    16. Presponse
  6. 6AT HOME - AGAINST
    - [blank_start]Naughty[blank_end] step can cause long-term [blank_start]negative[blank_end] effects according to [blank_start]Morris[blank_end] (2014)
    - Because kids can't [blank_start]verbalise[blank_end] their feelings and [blank_start]reflect[blank_end] on behaviour, so they won't get [blank_start]empathy[blank_end] or help with their [blank_start]feelings[blank_end]
    - If parents are [blank_start]inconsistent[blank_end] it can send [blank_start]mixed[blank_end] messages to the child
    - Children can come to expect [blank_start]rewards[blank_end] in other contexts of their [blank_start]lives[blank_end] and it will be [blank_start]disappointing[blank_end] for them if they don't [blank_start]receive[blank_end] any.
    1. ANaughty
    2. Bnegative
    3. CMorris
    4. Dverbalise
    5. Ereflect
    6. Fempathy
    7. Gfeelings
    8. Hinconsistent
    9. Imixed
    10. Jrewards
    11. Kdisappointing
    12. Lreceive
    13. Mlives
  7. 7IN SCHOOL - AGAINST
    - [blank_start]Rewards[blank_end] don't always lead to [blank_start]better[blank_end] performance
    - [blank_start]Dweck[blank_end] ([blank_start]1975[blank_end]) found that kids [blank_start]praised[blank_end] for doing well in a [blank_start]maths[blank_end] test did worse at a [blank_start]later[blank_end] date in [blank_start]comparison[blank_end] to those who were told they'd been [blank_start]lazy[blank_end]. The second group had learned to [blank_start]persist[blank_end] whereas the [blank_start]first[blank_end] group gave up early.
    - Can diminish an [blank_start]internal[blank_end] drive to [blank_start]learn[blank_end] because children become more [blank_start]focused[blank_end] on what they will achieve.
    - [blank_start]Lewis[blank_end] (1995) found that [blank_start]Japanese[blank_end] schools rarely use reward systems but children are more [blank_start]motivated[blank_end] to learn.
    1. Abetter
    2. BRewards
    3. CDweck
    4. D1975
    5. Epraised
    6. Fmaths
    7. Gcomparison
    8. Hlazy
    9. Ilater
    10. Jpersist
    11. Kfirst
    12. Linternal
    13. Mlearn
    14. Nfocused
    15. OLewis
    16. Pmotivated
    17. QJapanese
  8. 8PEERS - AGAINST
    - Some peers may not be good [blank_start]influences[blank_end]
    - [blank_start]Bricker[blank_end] et al ([blank_start]2006[blank_end]) found that kids [blank_start]10[blank_end] years old were more likely to try [blank_start]smoking[blank_end] if their friends did it
    1. Ainfluences
    2. BBricker
    3. C2006
    4. Dsmoking
    5. E10
  9. 9VULNERABLE GROUPS OF CHILDREN - AGAINST
    - [blank_start]Critics[blank_end] of Lovaas' method argue that the research had many [blank_start]methodological[blank_end] issues such as not [blank_start]randomly[blank_end] allocating kids to the control and [blank_start]experimental[blank_end] groups.
    - Also [blank_start]Lovaas[blank_end] suggested that kids need [blank_start]40hrs[blank_end] a week, but [blank_start]Anderson[blank_end] et al (1987) found that [blank_start]20hrs[blank_end] a week was enough.
    - Conditioning only treats the [blank_start]symptoms[blank_end] and the symptoms could [blank_start]re-emerge[blank_end] once the reinforcement has been [blank_start]removed[blank_end].
    1. ACritics
    2. Bmethodological
    3. Crandomly
    4. Dexperimental
    5. ELovaas
    6. F40hrs
    7. GAnderson
    8. H20hrs
    9. Isymptoms
    10. Jremoved
    11. Kre-emerge
  10. 10CONCLUSION
    - Becoming [blank_start]socialised[blank_end] will inevitably involve [blank_start]conditioning[blank_end] as it's one of the [blank_start]basic[blank_end] routes to teaching right and [blank_start]wrong[blank_end].
    - Children need to be able to [blank_start]function[blank_end] in society
    - But it might not be the most [blank_start]effective[blank_end] way, for example children can't start expecting [blank_start]reward[blank_end] systems all the time
    - Ethically [blank_start]moulding[blank_end] people is wrong especially for the [blank_start]vulnerable[blank_end], although it could be [blank_start]necessary[blank_end].
    1. Asocialised
    2. Bconditioning
    3. Cbasic
    4. Dwrong
    5. Efunction
    6. Feffective
    7. Greward
    8. Hmoulding
    9. Ivulnerable
    10. Jnecessary

Información

Descripción
AS - Level (behavioural ) Psychology Test sobre BEHAVIOURAL DEBATE CONDITIONING, creado por lucy duckmanton el 03/03/2016.
Idioma
English
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Etiquetas
psychologybehavioural as - level
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