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रविवार, 13 जून 2010
रविवार, 14 मार्च 2010
शनिवार, 27 फ़रवरी 2010
लीर्निंग थेओरी ऑफ़ बिafaf स्किनर
Dear all Students
Today I want to discuss about Learning Theory.
the First Question is What is the Learning?
Than What is Learning Theory?
According to BF Skinner "Learning is the process of Progressive behavior adoption"
It means learning is the Change of Behavior and change is Positive?
Than we found a question 'what is positive change?'
hear positive change means increasing of behavior.
Now the Major Question is 'What we understand after knowing learning theory?'
any learning theory give us the answer of fallowing Question-
1. What is Learned?
2. Why Learned?
3. How Learned?
Now we discuss about Skinner Learning theory
Operant Conditioning (B.F. Skinner)
The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive characteristic of operant conditioning relative to previous forms of behaviorism (e.g., Thorndike, Hull) is that the organism can emit responses instead of only eliciting response due to an external stimulus.
Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. The theory also covers negative reinforcers -- any stimulus that results in the increased frequency of a response when it is withdrawn (different from adversive stimuli -- punishment -- which result in reduced responses). A great deal of attention was given to schedules of reinforcement (e.g. interval versus ratio) and their effects on establishing and maintaining behavior.
One of the distinctive aspects of Skinner's theory is that it attempted to provide behavioral explanations for a broad range of cognitive phenomena. For example, Skinner explained drive (motivation) in terms of deprivation and reinforcement schedules. Skinner (1957) tried to account for verbal learning and language within the operant conditioning paradigm, although this effort was strongly rejected by linguists and psycholinguists. Skinner (1971) deals with the issue of free will and social control.
Scope/Application:
Operant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). Parenthetically, it should be noted that Skinner rejected the idea of theories of learning (see Skinner, 1950).
Example:
By way of example, consider the implications of reinforcement theory as applied to the development of programmed instruction (Markle, 1969; Skinner, 1968)
1. Practice should take the form of question (stimulus) - answer (response) frames which expose the student to the subject in gradual steps
2. Require that the learner make a response for every frame and receive immediate feedback
3. Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement
4. Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal praise, prizes and good grades.
Principles:
1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective
2. Information should be presented in small amounts so that responses can be reinforced ("shaping")
3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning
References:
Markle, S. (1969). Good Frames and Bad (2nd ed.). New York: Wiley.
Skinner, B.F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216.
Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86-97.
Skinner, B.F. (1957). Verbal Learning. New York: Appleton-Century-Crofts.
Skinner, B.F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.
Skinner, B.F. (1971). Beyond Freedom and Dignity. New York: Knopf.
Today I want to discuss about Learning Theory.
the First Question is What is the Learning?
Than What is Learning Theory?
According to BF Skinner "Learning is the process of Progressive behavior adoption"
It means learning is the Change of Behavior and change is Positive?
Than we found a question 'what is positive change?'
hear positive change means increasing of behavior.
Now the Major Question is 'What we understand after knowing learning theory?'
any learning theory give us the answer of fallowing Question-
1. What is Learned?
2. Why Learned?
3. How Learned?
Now we discuss about Skinner Learning theory
Operant Conditioning (B.F. Skinner)
The theory of B.F. Skinner is based upon the idea that learning is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that occur in the environment. A response produces a consequence such as defining a word, hitting a ball, or solving a math problem. When a particular Stimulus-Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond. The distinctive characteristic of operant conditioning relative to previous forms of behaviorism (e.g., Thorndike, Hull) is that the organism can emit responses instead of only eliciting response due to an external stimulus.
Reinforcement is the key element in Skinner's S-R theory. A reinforcer is anything that strengthens the desired response. It could be verbal praise, a good grade or a feeling of increased accomplishment or satisfaction. The theory also covers negative reinforcers -- any stimulus that results in the increased frequency of a response when it is withdrawn (different from adversive stimuli -- punishment -- which result in reduced responses). A great deal of attention was given to schedules of reinforcement (e.g. interval versus ratio) and their effects on establishing and maintaining behavior.
One of the distinctive aspects of Skinner's theory is that it attempted to provide behavioral explanations for a broad range of cognitive phenomena. For example, Skinner explained drive (motivation) in terms of deprivation and reinforcement schedules. Skinner (1957) tried to account for verbal learning and language within the operant conditioning paradigm, although this effort was strongly rejected by linguists and psycholinguists. Skinner (1971) deals with the issue of free will and social control.
Scope/Application:
Operant conditioning has been widely applied in clinical settings (i.e., behavior modification) as well as teaching (i.e., classroom management) and instructional development (e.g., programmed instruction). Parenthetically, it should be noted that Skinner rejected the idea of theories of learning (see Skinner, 1950).
Example:
By way of example, consider the implications of reinforcement theory as applied to the development of programmed instruction (Markle, 1969; Skinner, 1968)
1. Practice should take the form of question (stimulus) - answer (response) frames which expose the student to the subject in gradual steps
2. Require that the learner make a response for every frame and receive immediate feedback
3. Try to arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement
4. Ensure that good performance in the lesson is paired with secondary reinforcers such as verbal praise, prizes and good grades.
Principles:
1. Behavior that is positively reinforced will reoccur; intermittent reinforcement is particularly effective
2. Information should be presented in small amounts so that responses can be reinforced ("shaping")
3. Reinforcements will generalize across similar stimuli ("stimulus generalization") producing secondary conditioning
References:
Markle, S. (1969). Good Frames and Bad (2nd ed.). New York: Wiley.
Skinner, B.F. (1950). Are theories of learning necessary? Psychological Review, 57(4), 193-216.
Skinner, B.F. (1953). Science and Human Behavior. New York: Macmillan.
Skinner, B.F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86-97.
Skinner, B.F. (1957). Verbal Learning. New York: Appleton-Century-Crofts.
Skinner, B.F. (1968). The Technology of Teaching. New York: Appleton-Century-Crofts.
Skinner, B.F. (1971). Beyond Freedom and Dignity. New York: Knopf.
मंगलवार, 19 जनवरी 2010
Development of Learner, Teaching Learning Process,
4007/1
B.Ed Examination-2010
Development of Learner, Teaching Learning Process,
Totle Marks:100 Time:3 Hours
Attempt five question. Q. No. 1 is compulsory. Attempt two question from section A and Two from section B.
1-
Answer each parts in about 150 words.
Discuss the scope of Educational Psychology?
Describe any one Project technique to measure Personality?
Discuss the important of Guialna and counseling for Adolescence in Indian aspect?
Concept of Mental Age and intelligence Quantity?
Section A
2
What do you mean by Measurement and Evaluation? Discuss their Important in education.
3
What do you mean by personality? Describe the Psycho-analytical theory of Personality.
4-
What are the various problems of Adolescents in India? How can counseling help adolescents in solving these problems?
5
What is Motivation? why it is impotare for school teacher?
Section B
6
Mention features of Normal Probability curve.
Calculate SO for the scerees of 15 Students.
5, 15, 20, 25, 3, 7, 17, 14, 21, 25, 30, 7, 6, 2, 10
7
Describe Skinner’s Theory of Learning?
Calculate the Karlpearsons cafficient of correlation for fallaing data?
Set A 25 22 28 30 30 31 30 33 34 34
Set B 10 13 17 14 13 15 16 15 14 23
8
Define Mean, Median and Mode?
Describe various functions of Educational Psychology?
9
What do you mean by individual difference? Discuss.
Calculate Q.D form the following table.
CI F
55-59 1
50-54 1
45-49 3
40-44 4
35-39 6
30-34 7
25-29 12
20-24 6
15-19 8
10-14 2
B.Ed Examination-2010
Development of Learner, Teaching Learning Process,
Totle Marks:100 Time:3 Hours
Attempt five question. Q. No. 1 is compulsory. Attempt two question from section A and Two from section B.
1-
Answer each parts in about 150 words.
Discuss the scope of Educational Psychology?
Describe any one Project technique to measure Personality?
Discuss the important of Guialna and counseling for Adolescence in Indian aspect?
Concept of Mental Age and intelligence Quantity?
Section A
2
What do you mean by Measurement and Evaluation? Discuss their Important in education.
3
What do you mean by personality? Describe the Psycho-analytical theory of Personality.
4-
What are the various problems of Adolescents in India? How can counseling help adolescents in solving these problems?
5
What is Motivation? why it is impotare for school teacher?
Section B
6
Mention features of Normal Probability curve.
Calculate SO for the scerees of 15 Students.
5, 15, 20, 25, 3, 7, 17, 14, 21, 25, 30, 7, 6, 2, 10
7
Describe Skinner’s Theory of Learning?
Calculate the Karlpearsons cafficient of correlation for fallaing data?
Set A 25 22 28 30 30 31 30 33 34 34
Set B 10 13 17 14 13 15 16 15 14 23
8
Define Mean, Median and Mode?
Describe various functions of Educational Psychology?
9
What do you mean by individual difference? Discuss.
Calculate Q.D form the following table.
CI F
55-59 1
50-54 1
45-49 3
40-44 4
35-39 6
30-34 7
25-29 12
20-24 6
15-19 8
10-14 2
बी.एड एक्साम Modal Paper
4009/1
B.Ed Examination-2010
Teacher Emerging in Indian Society
Totle Marks:100 Time:3 Hours
Attempt five question. Q. No. 1 is compulsory. Attempt two question from section A and Two from section B.
1-
Answer each parts in about 150 words.
1-
Rousseaus Negetive Education.
Theory of Pratitya Samutpad.
Education as a Element of Economical Development.
Tagore’s Contribution to Indian Education.
Section A
2-
What do you mean by Pragmatism? How has it influenced the theory and practice of Education.
3-
Mention individual and social aim of Education? How can they be achieved?
4-
What should be the aims of Education’ curriculum and method of teaching according to Realism? Evaluate the role of Realism in the educational background of emerging Indian Society.
5-
What do you mean by Social Change? What is the role of education in the process of social change? Explain with example.
Section B
6-
Discuss the educational provision in Indian constitution.
How education can promote National and Emotional integration in India.
7-
Compression between Idealism and Naturalism in the reference of teaching method and discipline.
Describe the objects of education in the reference of “Satyam Sivam Sundarm”.
8-
Discuses the main characteristics of Vedic Education.
Explain the role of National Adult Education Programme (NAEP) in education of illiteracy.
9-
Describe the contribution of Pt. Madan Mohan Malviya in the field of Education.
Explain the relevance of Basic education in Indian Education.
B.Ed Examination-2010
Teacher Emerging in Indian Society
Totle Marks:100 Time:3 Hours
Attempt five question. Q. No. 1 is compulsory. Attempt two question from section A and Two from section B.
1-
Answer each parts in about 150 words.
1-
Rousseaus Negetive Education.
Theory of Pratitya Samutpad.
Education as a Element of Economical Development.
Tagore’s Contribution to Indian Education.
Section A
2-
What do you mean by Pragmatism? How has it influenced the theory and practice of Education.
3-
Mention individual and social aim of Education? How can they be achieved?
4-
What should be the aims of Education’ curriculum and method of teaching according to Realism? Evaluate the role of Realism in the educational background of emerging Indian Society.
5-
What do you mean by Social Change? What is the role of education in the process of social change? Explain with example.
Section B
6-
Discuss the educational provision in Indian constitution.
How education can promote National and Emotional integration in India.
7-
Compression between Idealism and Naturalism in the reference of teaching method and discipline.
Describe the objects of education in the reference of “Satyam Sivam Sundarm”.
8-
Discuses the main characteristics of Vedic Education.
Explain the role of National Adult Education Programme (NAEP) in education of illiteracy.
9-
Describe the contribution of Pt. Madan Mohan Malviya in the field of Education.
Explain the relevance of Basic education in Indian Education.
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