Self-Regulated Learning Quiz

In Pavlov’s famous experiment with a ringing bell and a salivating dog, which is considered the conditioned stimulus?

• The dog

• The experimenter

• The bell

• 1. The meat

Answer explanation

Pavlov turned the bell from a neutral stimulus to the conditioned stimulus through classical conditioning. 

Slavin, R. E. (2021). Educational Psychology: Theory and Practice (13th ed.). Hoboken, NJ: Pearson.

Skinner coined the term _______ _________ as the use of pleasant and unpleasant consequence to change behavior.

Answer explanation

1. B.F. Skinner contributed to behavioral learning theories by explaining the relationship between behavior and consequences. 

3. Slavin, R. E. (2021). Educational Psychology: Theory and Practice (13th ed.). Hoboken, NJ: Pearson.

According to behavior learning theory, how can consequences change behavior?

Answer explanation

Pleasurable consequences, "reinforcers" increase target behavior, unpleasant consequences, "punishers" decrease target behavior.

1. Slavin, R. E. (2021). Behavioral and Social Theories of Learning. In Educational psychology: Theory and practice (13th ed., pp. 105). Hoboken, NJ: Pearson.

All of the following could be considered reinforcers EXCEPT:

• 1. Praising correct behavior

• 1. Candy for participation

• 1. Ignoring bad behavior

• 1. Attention from the teacher

• 1. A pass from chores to work on homework

Answer explanation

Reinforcers are defined as increasing behavior. Ignoring bad behavior for attention-seeking students is designed as a punisher, because the student desires the teacher's attention. If ignoring bad behavior reduces the bad behavior, then it is not a reinforcer.

Slavin, R. E. (2021). Behavioral and Social Theories of Learning. In Educational psychology: Theory and practice (13th ed., pp. 105-106). Hoboken, NJ: Pearson.

True or false:

Teachers are in control of their students' intrinsic motivation.

• True

• False

Answer explanation

False. Teachers can control external motivation by use of rewards and punishers. Internal motivation is subject to each student. Teachers may influence a student's intrinsic motivation through use of external motivators, but the evidence is only seen in those who already have intrinsic motivation for the behavior and the wrong external motivator can degrade the internal motivation of the individual. High quality feedback can increase intrinsic interest. However, the teacher is not in control of the student's interest and response. The teacher can only control their use of external motivation, because the teacher has control of reinforcers or punishers they use to manage the classroom.

Slavin, R. E. (2021). Behavioral and Social Theories of Learning. In Educational psychology: Theory and practice (13th ed., pp. 106-107). Hoboken, NJ: Pearson.

A common mistake new teachers make is accidentally reinforcing the wrong behavior. All of the following are examples EXCEPT:

• 1. Calling on a student after repeated attempts to get your attention by shouting out

• 1. Ignoring disruptive attempts to get your attention

• 1. Sending a student to the principal's office for not doing their classwork work

• 1. Praising a student’s intelligence

Answer explanation

Calling on a student who shouts out to get your intention reinforces persistence in calling out. If the target behavior is silently and patiently raising your hand, then the correct reinforcement is ignoring inappropriate requests to be called on. If a student doesn’t do their work and becomes disruptive, the principal’s office may be a reward if they are seeking to get out of classwork. Praising a student’s intelligence does not focus on their choices and effort, and may therefore teach students to give up when they meet a challenge because they don’t think they’re “smart enough” to do it right the first time.

Slavin, R. E. (2021). Behavioral and Social Theories of Learning. In Educational psychology: Theory and practice (13th ed., pp. 105-107). Hoboken, NJ: Pearson.

True or false: reflection is an important part of Self Regulated Learning.

• True

• False

Answer explanation

True. The final stage of Self-Regulated Learning is a reflection period where students analize their performance of a task and make decisions about adaptations for the future.

Panadero, E. (2017). A review of Self-regulated Learning: Six models and four directions for research. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00422

1. True or false: scolding a student is always a punisher.

• True

• False

Answer explanation

False. Teachers must observe the outcome of a consequence to determine if it is a punisher or a reinforcer. If a student is seeking attention from you or wants to show their peers defiance of authority, scolding may actually be a reinforcer for them. The evidence must show a decrease in the behavior in order to consider the consequence a punisher.

Slavin, R. E. (2021). Behavioral and Social Theories of Learning. In Educational psychology: Theory and practice (13th ed., p. 108). Hoboken, NJ: Pearson.

Teachers praise students for their work during which stage of Bandura’s Observational Learning?

• Attentional phase

• Retention phase

• Reproduction phase

• Motivational phase

Answer explanation

Motivational phase. In the attentional phase, students pay attention to you. In the retention phase, you produce the model and students practice. In the reproduction phase, you assess student learning. In the motivational phase, students imitate your model to earn your praise.

Slavin, R. E. (2021). Behavioral and Social Theories of Learning. In Educational psychology: Theory and practice (13th ed., p. 117). Hoboken, NJ: Pearson.

Learning from other students’ behavior being reinforced or punished is called __________ learning.

Answer explanation

vicarious. It is standard best practice to praise good behavior from students for the benefit and instruction of students with bad behavior. Studies show that students improve their behavior according to praise other students receive.

Slavin, R. E. (2021). Behavioral and Social Theories of Learning. In Educational psychology: Theory and practice (13th ed., p. 117). Hoboken, NJ: Pearson.