Extinction in classical conditioning Classical conditioning in the classroom

Extinction in classical conditioning classical

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Extinction in classical conditioning Classical conditioning in the classroom Instrumental (operant) conditioning Extrinsic and intrinsic reinforcers Delay of gratification Logical consequences Positive-practice overcorrection Time-out from reinforcement Group contingency Extinction in instrumental conditioning Intermittent reinforcement Shaping Reinforcement of incompatible behavior Chapter 10: Outcome expectations and incentives Reciprocal causation Self-regulation Incentives Cognitive modeling Resilient self-efficacy Collective self-efficacy Effortful control Chapter 11: Situated motivation Extrinsic and intrinsic motivation Need for arousal Self worth and self handicapping Need for self-determination Need for relatedness/affiliation Expectancy and value Internalized motivation Mastery and performance goals Internal and external attributions Incremental and entity views of intelligence Mastery orientation & learned helplessness Self-fulfilling prophecy and motivation Facilitating and debilitating anxiety Chapter 13: What makes a well-managed classroom (focus on development of your understanding, not your opinion) Prevention of and intervention with misbehavior Chapter 12: Teacher-directed and learner-directed instruction Formative assessment Teachable moment Lower-level and higher-level questions Information literacy Effectiveness/appropriateness of ______ (choose a strategy) Chapter 14: Informal and formal assessment Paper-pencil and performance assessment Traditional and authentic assessment Standardized and teacher-developed tests Formative and summative evaluations RSVP characteristics of tests Halo and horns effects (regarding assessment, not behavior!) Chapter 15: Criterion-referenced and norm-referenced assessments (Ch 14 and Ch 15) Effectiveness/appropriateness of _________________ (choose from various assessment tools and strategies) Evidence of bias in assessment PSY/CLDP 3339 Syllabus Page 15
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PSY/CLDP 3339.001 EDUCATIONAL PSYCHOLOGY Fall 2019 The Graduate Teaching Assistant for this class will assist in grading written assignments, review completed online exams with you individually by appointment, and in general facilitate your learning success. The Undergraduate Teaching Interns for this class will organize and lead group study sessions, and in general facilitate your learning success. Names and contact information for the GTA and the UGTI will be posted in eLearning. It is your responsibility to keep track of your grades so that you know where you stand at all times. Feel free to verify your grades with me, at my office (not in class or by email), any time until the last exam. I can help you more effectively if you check your grades in eLearning first, then come see me for any verification or clarification (or anything else).
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