{"content":{"sharePage":{"page":0,"digests":[{"id":"63693396","dateCreated":"1378673193","smartDate":"Sep 8, 2013","userCreated":{"username":"emayo90","url":"https:\/\/www.wikispaces.com\/user\/view\/emayo90","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/63693396"},"dateDigested":1532724664,"startDate":null,"sharedType":"discussion","title":"Behaviorism ","description":"I believe that behaviorism can be a good thing, if used for the right reasons. There are some things that are easier to teach if you use positive reinforcement. Teaching a pet to do any trick, you almost have to use some sort of positive reinforcement. I think this also works when teaching young children certain skills like using the bathroom. When teaching young children, it sometimes helps to have some added motivation behind it because they may not see the importance of changing their habits without some positive reinforcement. But I think as the child gets older, they should become self motivated to complete tasks and to work hard. I think for children to become successful adults, they need to be self motivated. This isn't realistic for everyone, but I think the less you control people's behavior, the more they are able to grow and learn on their own.","replyPages":[{"page":0,"digests":[{"id":"65879566","body":"I would say that behaviorism is a wonderful theory for training (as in pets and some basic behaviors in humans) but not a good theory for educating human beings to become responsible adults.","dateCreated":"1381250886","smartDate":"Oct 8, 2013","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"61075328","dateCreated":"1355277320","smartDate":"Dec 11, 2012","userCreated":{"username":"laeling1","url":"https:\/\/www.wikispaces.com\/user\/view\/laeling1","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/61075328"},"dateDigested":1532724664,"startDate":null,"sharedType":"discussion","title":"Behaviorism response","description":"1) Behavioral techniques are definitely effective for all kinds of people especially when using the right one. Response was one that worked for me. Two years ago, I got a speeding ticket while driving on the highway. Needless to say, I dramatically slowed down when driving. Contiguity works all the time when learning everyday information. The question and answer mentality is good when studying, or learning what happens as a result of something else happening. On the other hand however, negative reinforcement tends not to work well for me. I don\u2019t always see criticism as constructive, and instead just try to avoid any negativity altogether.
\n
\n 2) Teachers should have a moral stance on these techniques that change and flexuate between different age groups. It is beneficial for teachers to utilize operant conditioning with both positive and negative reinforcement. For example, giving detention when a student misbehaves and giving praise or extra points when a student is doing well in class. As the student ages and matures, these techniques will probably not have to be used as often as the student will already have the appropriate behaviors internalized. Contingency plans also can have an effect on children's behavior as they learn the kind of \u201ceye for and eye" mentality where they only get rewarded when they first do what they agreed to do. Teachers absolutely need to have some kind of stance; it is important because they spend significant parts of their day with kids and have a large influence in shaping who they become.
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\n3) Intrinsic motivation is the innate motivation a person has to do something regardless of the motives for doing it. To me, there are few, if any things that I do that are intrinsically motivated to do. Of course, the things I am required to like work, go to class, and study are in order to receive good grades and money, however even things like laying on the couch and relaxing, I am motivated to do out of a sense of enjoyment and stress relief. I belief this mentality to be common as no action is fueled by a spontaneous burst of motivation.
\n I think that this relates to behaviorism in that reward and punishment methods of behavior can affect a person\u2019s motives and reasons for doing something. For example, implementing a point system reward will give students something to work towards. In order to achieve or win this reward, their behavior would have to change intrinsically.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"60960334","dateCreated":"1354228334","smartDate":"Nov 29, 2012","userCreated":{"username":"ChristineAngi","url":"https:\/\/www.wikispaces.com\/user\/view\/ChristineAngi","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60960334"},"dateDigested":1532724664,"startDate":null,"sharedType":"discussion","title":"Response","description":"
\n1.When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)? Can you think of times when they have not worked?
\n
\nAn example of when these techniques have been used and have worked is when I was around 9 years old and I got my first pet, a hamster. It was my job to clean its cage once a week and keep up with food and water and if I did this I received an allowance at the end of each week which was a great incentive for me, never having had my own source of \u201cincome\u201d. Although there have been times when incentives did not work, such as when I did not like to read long books when I was the same age my parents said I would receive a mystery prize for finishing a book in over 100 pages in length. This did not work however and I could accredit that to the mystery prize feeling intangible so I had less drive\/ motivation to earn something that wasn\u2019t a thing.
\n
\n2.What moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\n
\nIn my personal opinion and from experience I have had as both a nanny and tutor what seems to be most effective is making a point to let students know when they do something good or right in a way that reassures the student that it was good they did that and to keep up the behavior but at the same time not in a way that is too blatant or over the top. I say this because students should not always be searching for an incentive but instead leave some or most things under the category: I did \u201c\u2026\u201d because it is the right thing to do and leave it at that, but keeping mindful of positive reactions to good and fitting reactions to the not so good.
\n
\n3.From your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism?
\nThis concept means to me having motivation from inside yourself to do something because it is something you know in your heart you should be doing because it feels right and makes you feel good or happy to do it. Behaviorism ties in with this because when a student tries their best in a certain area it is a teachers job to step in a nurture and motivate those feelings so the student can remain self motivated for as long as possible.","replyPages":[{"page":0,"digests":[{"id":"58781148","body":""I did such and such because it is the right thing" is intrinsic motivation and I agree that "over the top" praise can kill that.","dateCreated":"1354390646","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60881344","dateCreated":"1353374638","smartDate":"Nov 19, 2012","userCreated":{"username":"mgreathousemarshall","url":"https:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60881344"},"dateDigested":1532724664,"startDate":null,"sharedType":"discussion","title":"Behaviorism Response","description":" When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)?
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\nI can say that positive reinforcement has worked for me most of my life. I loved getting attention or rewards for being the "good girl". I would get the praise from my family, friends, teachers or other adults I would come in contact with. Also by being the girl who behaved well, I got things that other kids would not get because they were the trouble makers, or the ones who go in trouble all the time. Even in school, my bad behavior would be overlooked because I was the one who never got in trouble. The image allowed me free passes on a lot things simple because I learned to play the role that was given to me. I was allowed to do things other children couldn't do. Teachers looked to me for help all the time and allowed me to do more in the classroom. I even got free passes on homework if for some reason I decided not to do it.
\n
\nCan you think of times when they have not worked?
\n
\nI cannot think of a time that they did not work. In most cases they always worked. The behavior stayed with me, even in adulthood. I don't like the idea of not getting what I want because I did not behave the way I am expected to.
\n What moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\n
\nMorally teachers should work to find a way to help students, without manipulating them. The goal is to reach all students and getting them to learn, without breaking them. Or making them feel like they are less of a person because they don't get it right by our standards.
\n
\n From your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism?
\n
\nIntrinsic motivation means finding enjoyment in what you do without any outside issues. It goes against behaviorism. Meaning, in behaviorism you look to influence the behavior of the other person whether it is positive or negative. Intrinsic motivation allows a person to enjoy the learning process whether they are rewarded for it or not.
\n
\nOther ideas that come to your mind?
\nBehavorism can be a good things, when applied correctly. The problem is in most cases it is abused by the person in charge. It leaves a bad taste in the students mouth and they can rebel against it. If a teacher is going to use it they should learn to balance it and find a way to make the work enjoyable for the students to that they no longer need the rewards or punishment to get the student to learn.","replyPages":[{"page":0,"digests":[{"id":"58625176","body":"Absolutely we should seek not to manipulate kids and we need to be aware of the influence we have. I have seen people who seem to have no intrinsic motivation to learn because they have been manipulated for so many years in K-12 schooling.","dateCreated":"1354017905","smartDate":"Nov 27, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}},{"id":"58854076","body":"I think tha is really sad, because now you have adults who are only motivated if there is an reward or some type of compensation for doing. They lose the joy or learning and living and just exist to please.","dateCreated":"1354633637","smartDate":"Dec 4, 2012","userCreated":{"username":"mgreathousemarshall","url":"https:\/\/www.wikispaces.com\/user\/view\/mgreathousemarshall","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60839038","dateCreated":"1352941087","smartDate":"Nov 14, 2012","userCreated":{"username":"kleitschuh","url":"https:\/\/www.wikispaces.com\/user\/view\/kleitschuh","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60839038"},"dateDigested":1532724665,"startDate":null,"sharedType":"discussion","title":"Behaviorism Response","description":"Behaviorism Questions
\n
\n1.When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)? Can you think of times when they have not worked?
\n Using behavioral techniques were always used when thinking about my childhood. I started playing sports at a very young age so a great example of behavioral techniques would be having an award for doing my best in whatever sport I was playing at the time. From medals and trophies of my accomplishments to my parents rewarding me with my favorite dinner after a great game. I was also involved in our county\u2019s 4h at a very young age where it taught me how to take care of livestock and how to prepare for show. This I think could be an example of how the behavioral techniques did but also didn\u2019t work at times. Being a young child and having to take care of another living thing is difficult in itself but when it is usually an animal that is twice your size it becomes nearly impossible. Not only was there a ribbon and money reward at fair for however much your animal sells for. But my father would also reward me with gifts or trips to my favorite places if I would do the labor of taking care of this animal. For the most part these techniques were successful until I started to become older and wanted to go play with friends instead of taking care of my chores. My father\u2019s threat of course was the elimination of my gifts or trips. But I was more interested in being social to care about loosing those things.
\n
\n2.What moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\n I personally think a teacher should always look at helping their students with positive reinforcements. Even if it is as small as a sticker on a graded paper just as a reassurance that their hard work is being appreciated. But I think that a teacher should always look at what will be most beneficial to the child. If positive reinforcements seem to not help but the child reacts to consequences, then you need to do what will make the child maintain a good behavior. I think it is important to not only have a good relationship with the students but also their families to further your understanding of the child and maybe how they react to behavioral techniques outside of school.
\n
\n3.From your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism?
\n Intrinsic motivation means what you personally do inside yourself to make accomplishments. This is what excites you to want to do something without any external influences of rewards. I think the intrinsic motivation relates to the theory of behaviorism because if one of your students is intrinsically motivated, the need for positive reinforcements may not be helpful because they already satisfied with the work they have put in. This could also be a negative action because if a student is intrinsically motivated with the work they have put in but the actions are negative to the child or any other student\u2019s progress in the classroom the teacher will have to find a way of punishment to make the child want to change by the consequences the teacher makes.","replyPages":[{"page":0,"digests":[{"id":"58625150","body":"This is part of the wisdom it takes to be a teacher. We need to be able to discern when a child is intrinsically motivated to do something and stay out of the way of that intrinsic motivation. When a child is not intrinsically motivated to do something that is necessary, then we should step in.","dateCreated":"1354017666","smartDate":"Nov 27, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60711518","dateCreated":"1352055153","smartDate":"Nov 4, 2012","userCreated":{"username":"escott91","url":"https:\/\/www.wikispaces.com\/user\/view\/escott91","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60711518"},"dateDigested":1532724665,"startDate":null,"sharedType":"discussion","title":"behaviorism- erin scott","description":"When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)? Can you think of times when they have not worked?
\n
\nI cant think of a time when behavioral techniques were a big part of my life. I'm sure they were and maybe they just were in the obvious way; but my parents never paid me for good grades or for chores- i was just taught to work hard and I wanted to obey my parents. So growing up, I really only got good grades or helped around the house because I felt it would help me in the long run. Even if I did get a C in math or or worse on a test, my parents understood and were never upset with me.I I learned to know what I was good and bad at and adapt to that. So I guess I just motivated myself to get where I wanted to go and to better myself. If there was ever something that came up and I felt like it wouldn't help me get where I wanted to go, I wouldn't participate even if there was a reward for doing it or a consequence for not doing it.
\n
\nWhat moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\n
\nHmm...I dont think it is wrong to offer incentives to students but i also dont think it should be the only way to reward or bribe them.When I am a teacher, I dont want to offer candy\/food or anything else right off the bat in order to get my students to produce good works or deeds. I will give them positive feedback for doing good work (or work at all), though. I don't think it's wrong to treat our students every now and then with something small, but i dont want them to expect it. I want them to learn to work hard because they can see how hard works betters them just for the sake of bettering.
\n
\nFrom your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism?
\n
\nI guess everything I have mentioned about is intrinsic motivation...I motivate myself and I hope my students can find an inner motivation as well. Of course, we always need others to
\n encourage us, but if we can't teach ourselves and our students to find motivations in themselves, then we run the risk of raising people who do good work and deeds selfishly and with expectations of getting something in return, and that's just not how life is.","replyPages":[{"page":0,"digests":[{"id":"58041546","body":"I think there's an important difference between encouragement and the kind of reward that sets up extrinsic motivation. Extrinsic motivation is so handicapping for people in the long run.","dateCreated":"1352223867","smartDate":"Nov 6, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60517976","dateCreated":"1350323857","smartDate":"Oct 15, 2012","userCreated":{"username":"cbpries","url":"https:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60517976"},"dateDigested":1532724665,"startDate":null,"sharedType":"discussion","title":"Carly Pries Response","description":"1) When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)? Can you think of times when they have not worked?
\nBehavioral techniques that worked in my life for example when I was 6 or 7 and I played soccer my parents would tell me that every time I scored a goal they would take me to my favorite restaurant, Dave & Buster\u2019s. So, I always worked so hard to score a goal because I knew it would be rewarded with a trip to my favorite restaurant. Another one would be when my parents would reward me for good grades with A\u2019s and A+\u2019s but they would never be satisfied with A-\u2018s so in high school my contiguity was pairing A\u2019s and A+\u2019s with a good feeling and A-\u2018s with a bad feeling. Times when behavior techniques have not worked would be when I am coaching, when the children are misbehaving I make them run to tire them out. For me, running was always a punishment so my conditioned response was always negative. So when you threaten the children with running or getting through a drill, they always want to run because they have not had a conditioned reaction to running. So, it is hard to find a consequence that stops the behavior because you also don\u2019t want to cause them to hate running.
\n
\n2) What moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\nI think that the moral stance a teacher should have is to do what is going to benefit the child the most. If positive reinforcements really help the child keep up the good behavior then I think it is important to implement it in the classroom. However if consequences that involve a punishment help the child maintain good behavior then I think it is important to do that. I think it is important to know your students and figure out the best way to help them develop good behavior but also while being ethical and reasonable ofcourse.
\n
\n3) From your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism? Other ideas that come to your mind?
\nIntrinsic motivation means what internally motivates you, what makes you want to do something without any external influences. I think that it relates to the theory of behaviorism because if a student is intrinsically motivated to get good grades then they may not need any extra reinforcement because they already get the satisfaction they are looking for. However, if a student is intrinsically motivated to do bad actions then it may pose a problem because even if they are punished they may not care about the consequences of their actions.","replyPages":[{"page":0,"digests":[{"id":"57534932","body":"One technique that works is to have kids do a behavior that is incompatible with the bad behavior. For example, if talking is a problem, make up some chants for them to do or some silly songs. They can't talk and chant at the same time and you can use the chants to get them geared up mentally.","dateCreated":"1350863161","smartDate":"Oct 21, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60472348","dateCreated":"1349886566","smartDate":"Oct 10, 2012","userCreated":{"username":"escott91","url":"https:\/\/www.wikispaces.com\/user\/view\/escott91","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60472348"},"dateDigested":1532724665,"startDate":null,"sharedType":"discussion","title":"behaviorism-Erin Scott","description":"When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)? Can you think of times when they have not worked?
\n
\nI can't think of a time when behavioral techniques were a big part of my life. I'm sure they were and maybe they just were in the obvious way; but my parents never paid me for good grades or for chores- i was just taught to work hard and I wanted to obey my parents. So growing up, I really only got good grades or helped around the house because I felt it would help me in the long run. Even if I did get a C in math or or worse on a test, my parents understood and were never upset with me.I learned to know what I was good and bad at and adapt to that. So I guess I just motivated myself to get where I wanted to go and to better myself. If there was ever something that came up and I felt like it wouldn't help me get where I wanted to go, I wouldn't participate even if there was a reward for doing it or a consequence for not doing it.
\n
\nWhat moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\n
\nHmm...I'm sure I can speak for teachers in general, but as a teacher myself, I plan on continuing the same concept that my parents started with me- I won't offer candy\/food or anything else in order to get my students to produce good works or deeds, I will give them positive feedback for doing good work (or work at all), though. I don't think it's wrong to treat our students every now and then with something small, but I don't want them to expect it. I want them to learn to work hard because they can see how hard works betters them just for the sake of bettering.
\n
\nFrom your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism?
\n
\nI guess everything I have mentioned about is intrinsic motivation...I motivate myself and I hope my students can find an inner motivation as well. Of course, we always need others to
\n encourage us, but if we can't teach ourselves and our students to find motivations in themselves, then we run the risk of raising people who do good work and deeds selfishly and with expectations of getting something in return, and that's just not how life is.","replyPages":[{"page":0,"digests":[{"id":"57230486","body":"I think you are absolutely right about the centrality of intrinsic motivation to learning. When we "pay" kids for working with rewards, they stop working when the rewards stop. When we expect the right thing and we help kids meet those expectations, we are communicating important messages about responsibility. This is an important lifelong lesson.","dateCreated":"1349974463","smartDate":"Oct 11, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60263180","dateCreated":"1347992416","smartDate":"Sep 18, 2012","userCreated":{"username":"karibradley","url":"https:\/\/www.wikispaces.com\/user\/view\/karibradley","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60263180"},"dateDigested":1532724665,"startDate":null,"sharedType":"discussion","title":"Kari Bradley- Behaviorism Response","description":"When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)? Can you think of times when they have not worked?
\n
\nStarting in middle school, and then through high school, my dad would give me money for good grades. There was a certain amount I would earn for each letter, and I think it was $10 for A\u2019s, and $5 for B\u2019s. If I got straight A\u2019s, I would get $100. My behavior of getting good grades would cause me to earn money, which caused me to work harder to get good grades just for the money. This was a good positive reinforcement, but looking back on it now, I feel as if I only worked for the good grades to get money. I cannot personally think of a time when these different techniques did not work on me.
\n
\nWhat moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\n
\nPersonally, I believe that teachers can have a moral stance, but they should not necessarily project that stance onto their students. Teachers could influence their young students to believe in a certain thing or a feel a certain way, which can conflict with what the parents are teaching their children. This could really affect the student in a negative way. For example, in the public school setting, I believe that teachers should not be allowed to teach anything along the lines of religion. Teachers should have to follow a list of what they have to teach and what they cannot teach, so all students of the same grade in the district\/school learn the same concept even if they have different teachers. Overall, I believe that teachers should do whatever is the most beneficial to their students. The question of moral stance is not really all that important to me. I have a lot of beliefs, but I have grown to understand that everyone has different beliefs, and yours should not necessarily be projected onto someone else.
\n
\nFrom your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism?
\n
\nTo me, intrinsic motivation refers to the inner motivation to do something, without necessarily getting a reward for completing the task. An individual with intrinsic motivation would have their own inner desire to do the task. Relating to my example for the first question, I did not have intrinsic motivation to get good grades. I had extrinsic motivation, meaning that I got good grades for the reward that I received. If I had had intrinsic motivation, I would have worked for the good grades for myself, because I knew it was the best thing to do (this eventually happened during my last couple of years of high school). This all relates to the theory of behaviorism. Behaviorism has to do with a series of punishments and rewards in order to get the final, wanted response. I do not think that intrinsic motivation has anything to do with these punishments and rewards.","replyPages":[{"page":0,"digests":[{"id":"56628620","body":"It's neat that you personally made that transition from extrinsic to intrinsic motivation regarding grades, but I worry about kids who do not make that transition. $100 is significant!!!","dateCreated":"1348068241","smartDate":"Sep 19, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]},{"id":"60255974","dateCreated":"1347925434","smartDate":"Sep 17, 2012","userCreated":{"username":"cbpries","url":"https:\/\/www.wikispaces.com\/user\/view\/cbpries","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/capitaledpsych.wikispaces.com\/share\/view\/60255974"},"dateDigested":1532724666,"startDate":null,"sharedType":"discussion","title":"Carly Pries Response","description":"1) When have behavioral techniques worked in your life (e.g., someone using them on you or you using them on someone else)? Can you think of times when they have not worked?
\nBehavioral techniques that worked in my life for example when I was 6 or 7 and I played soccer my parents would tell me that every time I scored a goal they would take me to my favorite restaurant, Dave & Buster\u2019s. So, I always worked so hard to score a goal because I knew it would be rewarded with a trip to my favorite restaurant. Another one would be when my parents would reward me for good grades with A\u2019s and A+\u2019s but they would never be satisfied with A-\u2018s so in high school my contiguity was pairing A\u2019s and A+\u2019s with a good feeling and A-\u2018s with a bad feeling. Times when behavior techniques have not worked would be when I am coaching, when the children are misbehaving I make them run to tire them out. For me, running was always a punishment so my conditioned response was always negative. So when you threaten the children with running or getting through a drill, they always want to run because they have not had a conditioned reaction to running. So, it is hard to find a consequence that stops the behavior because you also don\u2019t want to cause them to hate running.
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\n2) What moral stance, if any, should teachers have? Why? What is yours or why is the question of moral stance not important to you?
\nI think that the moral stance a teacher should have is to do what is going to benefit the child the most. If positive reinforcements really help the child keep up the good behavior then I think it is important to implement it in the classroom. However if consequences that involve a punishment help the child maintain good behavior then I think it is important to do that. I think it is important to know your students and figure out the best way to help them develop good behavior but also while being ethical and reasonable ofcourse.
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\n3) From your perspective, what does the concept "intrinsic motivation" mean (if it has any meaning) and how does that meaning relate, in your opinion, to the theory of behaviorism? Other ideas that come to your mind?
\nIntrinsic motivation means what internally motivates you, what makes you want to do something without any external influences. I think that it relates to the theory of behaviorism because if a student is intrinsically motivated to get good grades then they may not need any extra reinforcement because they already get the satisfaction they are looking for. However, if a student is intrinsically motivated to do bad actions then it may pose a problem because even if they are punished they may not care about the consequences of their actions.","replyPages":[{"page":0,"digests":[{"id":"58781158","body":"We have to be careful what we have kids associate with being punished. It's a problem if kids hate running or writing or whatever.","dateCreated":"1354390731","smartDate":"Dec 1, 2012","userCreated":{"username":"COCapitalU","url":"https:\/\/www.wikispaces.com\/user\/view\/COCapitalU","imageUrl":"https:\/\/ssl.wikicdn.com\/i\/user_none_lg.jpg"}}],"more":0}]}],"more":true},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}