Study Guide--Chapter 5--Slavin (1997).      				Page 1

** Questions marked with asterisks are not necessarily answered directly in the text; you may need to expand on the information provided in the book.

1.  ** What is the point of the example of the teacher who is being driven crazy by her students?

2.  How do behavioral and cognitive theories of learning differ?

3. What is required for learning to occur? 

4.  What is the central problem of instruction in terms of getting children to learn?

5.  How do unconditioned stimuli and responses differ?  In Pavlov's famous experiments, what are the unconditioned stimulus and unconditioned response?

6.  What is a conditioned stimulus?  What is a conditioned response?  (See Fig. 5.1)

7.  Briefly describe the process of classical conditioning.

8.  What is the point of Thorndike's Law of Effect?

9.  What is operant conditioning?

10.  What is the purpose of the Skinner box?  How were animals'
behavior changed in the box?

11.  What effect do reinforcers have on behavior?  How do primary
and secondary reinforcers differ?  

12.  How do positive and negative reinforcers differ?  

13.  What is the Premack principle?  Why is it sometimes called
"Grandma's Rule"?

14.  How can principles of reinforcement be used in the
classroom?  (See "Theory into Practice", p. 160)?

15.  What effect on behavior does punishment have?  

16.  How do presentation and removal punishment differ?  Which is
timeout considered to be?

17.  Should punishment be avoided by teachers?  Support your
answer.

18.  How is the immediacy of consequences important?  Why?


19.  What is the purpose of shaping?  How can it be used in the
classroom?

20.  What are chaining and reverse chaining?  How are they
related to shaping?

21.  How was extinction used in Zimmerman and Zimmerman's study
(1962) with the student who threw temper tantrums?

22.  Briefly describe fixed ratio, variable ratio, fixed
interval, and variable interval schedules of reinforcement.

23.  How can different schedules of reinforcement be implemented
in the classroom?  (See "Theory into Practice", pp. 169-170).

24.  When do behaviors need to be maintained externally?

25.  What is the role of cueing?  How are antecedent stimuli
related to this principle?

26.  How is discrimination learned?  How does it differ from
generalization?

27.  What differences have been detected in how teachers react to
male and female students?  (See "Focus On", p. 172).

28.  How does social learning theory differ from behavioral
learning theories?

29.  How do we learn, according to Bandura?

30,  What is vicarious learning?  What did Broden et al. (1970)
show about vicarious learning?

Study Guide--Chapter 5--Slavin (1994).      Page 3

31.  What did Bandura (1965) show in his study of aggressive
behavior?

32.  How does self-regulation lead to changes in behavior?

33.  How is cognitive behavior modification used to change
behavior?  How was this demonstrated in Manning's (1988) study of
disruptive children?

34.  What was the purpose of self-reinforcement in Drabman's
(1973) study of children learning to match their teacher's
rating?

35.  How did the teachers in the section "Teachers on Teaching"
use behavioral and social learning theories in their teaching?

36.  What are the strengths and limitations of behavioral
learning theories?