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Operant Conditioning (Skinner)
Asked 3 months ago · Viewed 16 times
हिन्दी English

Which of the following psychological statements is most authentic and scientifically valid regarding the real psychological implications and scientific management of students' complex skill acquisition, remedial teaching, and systematic behavior modification in classroom teaching, concerning the concept of 'Shaping' propounded under B. F. Skinner's 'Operant Conditioning Theory'?

Detailed Explanation

In B. F. Skinner's operant conditioning theory, 'Shaping' is the process where successive approximations toward the final goal are given step-by-step positive reinforcement to achieve a complex or new behavior. By using this in classroom teaching, teachers can effectively develop complex skills, correct habits, and disciplined behaviors in students.

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Related Questions

→ Among the primary laws of learning propounded by Edward Thorndike, the 'Law of Effect' emphasizes that satisfying outcomes strengthen a response and dissatisfying outcomes weaken it. While critically examining this law from a psychological and theoretical standpoint in the context of B.F. Skinner's 'Operant Conditioning' and Ivan Pavlov's 'Classical Conditioning', which of the following statements is most analytically correct? → Who was the primary proponent of the 'Reinforcement Theory' of learning? → In which learning theory is 'reinforcement' considered the basis of learning? → When conducting an in-depth psychological analysis of the primary laws of Edward Thorndike's 'Trial and Error Theory'—specifically the 'Law of Use and Disuse' and the 'Law of Effect'—which of the following statements most accurately demonstrates its fundamental distinction from B.F. Skinner's 'Operant Conditioning' and Ivan Pavlov's 'Classical Conditioning'? → According to B. F. Skinner's Operant Conditioning Theory, the concept of 'Shaping' or the 'Method of Successive Approximations' involves breaking down a complex, novel, or undesired behavior into small, progressive steps leading toward the desired ultimate goal, and providing positive reinforcement for each correct approximation to gradually mold or establish the complex behavior. Regarding its psychological implications and scientific application in classroom teaching for students' acquisition of new and difficult skills, behavior modification, and systematic instruction, which of the following psychological statements is most authentic and scientifically valid? → Under B. F. Skinner's Operant Conditioning Theory, the concept of 'Positive Reinforcement'—where presenting a favorable or pleasant stimulus (such as praise, encouragement, or reward) immediately after a specific desired behavior significantly increases the probability of that response recurring—has profound psychological implications for stabilizing adaptive behaviors, balancing intrinsic-extrinsic motivation, and scientific classroom management. Which of the following psychological statements is most authentic and scientifically valid regarding this concept? → Under B.F. Skinner's Operant Conditioning Theory, the concept of 'Shaping'—whereby a complex, novel, or undesired behavior is gradually transformed into a desired target behavior through reinforcement using the rule of successive approximations—has specific psychological implications for skill development, remedial teaching, and systematic behavior modification in the classroom. Which of the following psychological statements is most authentic and scientifically valid? → Under B. F. Skinner's Operant Conditioning Theory, the concept of 'Positive Reinforcement'—where presenting a pleasant, favorable, or encouraging stimulus (such as praise, reward, or encouragement) immediately following a specific desired behavior or response significantly increases the frequency and probability of the recurrence of that behavior in the future—which of the following psychological statements is most authentic and scientifically valid regarding its actual psychological implications and the scientific management of students' disciplined conduct, creative participation, and continuous learning motivation in classroom teaching?
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