2 de fevereiro de 2022 às 15:35 #647235
The contradictory paradoxical intention
п»ї<title>What is educational priming?</title>
In the field of educational and developmental psychology, we can come across the concept of educational priming. Its implementation in the classroom can generate significant changes in the behavior of students. For this reason, today we will discover how to put it into practice and whether this concept is as effective as it promises to be.
The most complete and clear definition of educational priming can be found in the Handbook of Educational Psychology, which describes it as follows: “it is the process by which desired behavior […] is deliberately elicited so that it can be reinforced.”
In other words, educational priming manages to reinforce a desired behavior. To this end, certain strategies can be put into practice that will ensure that not only one student will be able to modify a given behavior, but that this will happen with an entire class.
Educational priming: Thorndike and SkinnerThorndike and Skinner defined the processes in learning that are carried out by operant conditioning. Among these processes is educational priming.
The work carried out by these two psychologists was done with cats. As the book Educational Psychology explains, one of their experiments was the following.
Cats were placed in escape boxes in which they had to turn a crank in order to get out of the boxes and reach the food. Although the cats managed to make the right movement to get out of the boxes, it was always accidental. However, the situation changed when the same circumstance was repeated over and over again.
The cats were able to go directly to the crank and operate it as they had learned to do without realizing it. Thorndike’s conclusion, as stated in the book, was that “[…] any act that elicits a rewarding effect in a given situation will tend to be repeated in that situation”. This can also be effective with students.
“The function of the intellect is to provide a means of modifying our reactions to the circumstances of life, so that we may secure pleasure, the symptom of well-being.”
Educational Priming ResourcesNow that we know how operant conditioning works and we understand what educational priming is all about, we need to look at some examples so that we can begin to put it into practice in the classroom. Let’s remember that it doesn’t matter how many students there are in the classroom.
Educational priming works in a subtle way and, as we have seen, learning in many cases occurs accidentally.
Identifying a behavior to reinforce itFor educational priming to work as expected, it is convenient to identify a behavior and focus on it until the desired behavior is generated.
Taking the example given in the Manual of Educational Psychology, let us imagine that we want students to learn not to close the classroom door abruptly.
To do this, we must get them to do so accidentally and unconsciously. The best way is to resort to certain external stimuli. How can we prevent the door from being closed abruptly, no matter how much the students would like it to be?
Provoking the positive responseAs the Handbook of Educational Psychology points out, you can tighten the hinges or even put some element that prevents the door slamming that we are trying to prevent from occurring.
As happened with the cats in Thorndike and Skinner’s experiment, in the end, all the students in a class will learn not to slam the classroom door.
This is a formula that can be applied in different situations, obtaining good results. Moreover, it can be used for students of different ages, both those who are in kindergarten and those who are studying ESO (Compulsory Secondary Education).
Although educational Priming is intended to be implemented in classrooms, the learning we can get from this resource is also applicable at home.
It is a different but effective way of reinforcing certain behaviors without children or young people being aware of it. A resource to educate that many of us were unaware of.
“Education is what survives when everything learned is forgotten.”
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