Psychology in Teaching, Learning, and Growth |
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Page 25
... responses , while in an interval schedule he or she might reinforce one correct response every thirty seconds . Within these two options are still two more choices . The reinforcer might choose to reinforce correct responses in a ...
... responses , while in an interval schedule he or she might reinforce one correct response every thirty seconds . Within these two options are still two more choices . The reinforcer might choose to reinforce correct responses in a ...
Page 231
... responses than with stimuli , than with other types . In a school situation , students emit responses to their environment , and these responses , if reinforced , tend to be repeated . Let's say , for example , that I am a student in ...
... responses than with stimuli , than with other types . In a school situation , students emit responses to their environment , and these responses , if reinforced , tend to be repeated . Let's say , for example , that I am a student in ...
Page 532
... responses , which constituted about 80 percent of the verbal exchanges between persons . The remaining 20 percent cut across many individualized responses that were not used frequently enough to be put in a separate category . From ...
... responses , which constituted about 80 percent of the verbal exchanges between persons . The remaining 20 percent cut across many individualized responses that were not used frequently enough to be put in a separate category . From ...
Contents
TOWARD DEVELOPING A PSYCHOLOGICAL FRAMEWORK | 1 |
Psychological Models for Understanding and Interpreting Behavior | 37 |
TOWARD UNDERSTANDING GROWTH DYNAMICS INVOLVED | 73 |
Copyright | |
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