Inducing
a response, providing for the transfer of stimulus
control by gradually withdrawing prompts or cues,
reinforcing subtle improvements in the behavior,
and scheduling reinforcements so that natural reinforcers can
maintain their behavior are the key ingredients identified
both in teaching pigeons to play ping-pong and in
developing complex skills in the classroom.
References: Gredler, M. E. (2001). Learning and instruction: Theory
into practice (4th ed.). Upper Saddle, NJ:
Prentice-Hall. |
According
to Gredler (2001), the same factors apply to developing complex
skills in a classroom setting as to developing complex
skills in any setting. A response must be induced, then reinforced
as it gets closer to the desired behavior. Reinforcers have
to be scheduled carefully, and cues have to be withdrawn
gradually so that the new behaviors can be transferred
and maintained.
References: Gredler, M. E. (2001). Learning and instruction: Theory
into practice (4th ed.). Upper Saddle, NJ:
Prentice-Hall. |
| Explanation: This example has been plagiarized.
The student has only moved the original author's
words around, inserting and deleting small portions
as needed. The student has not used quotation marks
for the portions that are still identical to the
original, and has not credited the original author. |
Explanation: This example has been paraphrased
and is not considered plagiarized. The author was
cited at the end of the passage as well as in the
bibliographic section. Since paraphrasing occurred,
quotation marks are not used. Nothing was directly
quoted. |
