Apply consequences, reinforcer types, shaping and schedules to learned behaviour, then identify discrimination, overjustification and superstition effects.
In response to declining reading scores in local schools, John wrote an editorial suggesting that schools need to increase interest in reading books by providing students with incentives. Based on research showing a relation between use of incentives and student reading, he recommended providing a free pizza coupon for every ten books a student reads.
Explain how schedules of reinforcement can be used to strengthen John's plan.
Point 3: Schedules of reinforcement
A. The student must identify a schedule of reinforcement (e.g., variable-interval, fixed-schedule,
intermittent, or partial reinforcement) that enhances reading, strengthens John's plan, or
supports John's plan, OR
B. The student must describe a schedule of reinforcement that enhances reading, strengthens
John's plan, or supports John's plan.
Notes:
- Mere mention of reinforcement is not sufficient;
the student must name or describe schedules
of reinforcement.
- The student can earn the point by describing a schedule and mislabeling it, as long as the
student says it enhances reading.
Examples:
Score "John should use a fixed-interval schedule" because "should" implies an alternative for
improvement of John's plan.
Score "Using a schedule of reinforcement that varies when a student receives a reward strengthens
John's argument" because the student describes a schedule of reinforcement that varies and has
indicated strengthening of John's plan.
Do not score "A schedule of reinforcement would help students know when to do their reading and
strengthen John's plan" because no schedule of reinforcement is identified or described.
Part C: Influence Reader's View