Original Source Material The goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus. To accomplish this, the learner must know how to execute the proper response, as well as the conditions under which that response should be made. Therefore, instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. Student Version According to behaviorism, instruction should provide necessary stimulus in order for learners to produce desired response. It is important that the learner must know how to execute the proper response under the required conditions in order to produce the desired response (Ertmer & Newby, 1993). Instruction should provide learner with opportunities that the learner practice to elicit the desired outcome. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.
Original Source Material The goal of instruction for the behaviorist is to elicit the desired response from the learner who is presented with a target stimulus. To accomplish this, the learner must know how to execute the proper response, as well as the conditions under which that response should be made. Therefore, instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71. Student Version According to behaviorism, instruction should provide necessary stimulus in order for learners to produce desired response. It is important that the learner must know how to execute the proper response under the required conditions in order to produce the desired response (Ertmer & Newby, 1993). Instruction should provide learner with opportunities that the learner practice to elicit the desired outcome. References: Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
Problem 1TY
Related questions
Question
Transcribed Image Text:Original Source Material
The goal of instruction for the behaviorist
is to elicit the desired response from the
learner who is presented with a target
stimulus. To accomplish this, the
learner must know how to execute
the proper response, as well as the
conditions under which that response
should be made. Therefore, instruction is
structured around the presentation of
the target stimulus and the provision of
opportunities for the learner to practice
making the proper response.
References:
Ertmer, P. A., & Newby, T. J. (1993).
Behaviorism, cognitivism,
constructivism: Comparing critical
features from an instructional design
perspective. Performance Improvement
Quarterly, 6(4), 50-71.
Student Version
According to behaviorism, instruction
should provide necessary stimulus in
order for learners to produce desired
response. It is important that the learner
must know how to execute the proper
response under the required conditions
in order to produce the desired response
(Ertmer & Newby, 1993). Instruction
should provide learner with opportunities
that the learner practice to elicit the
desired outcome.
References:
Ertmer, P. A., & Newby, T. J. (1993).
Behaviorism, cognitivism,
constructivism: Comparing critical
features from an instructional design
perspective. Performance Improvement
Quarterly, 6(4), 50-71.
Transcribed Image Text:Which of the following is true for the Student Version above?
Word-for-Word plagiarism
O Paraphrasing plagiarism
This is not plagiarism
ооо
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