英国杜伦大学论文代写:Watson认为
Keywords:英国杜伦大学论文代写
Watson认为，一个反应是更可能被连接到一个环境事件（刺激），如果是经常重复的刺激反应和它们之间的一段时间（儿童1997，第115页）。桑代克表明，学生不太可能重复负面刺激的反应，因此，这意味着将有一个积极的刺激反应的增加，直到正确的反应是定期重复。刺激反应增强时，阳性结果的产生。（儿童1997，pp.114-121）。Skinner提出了几个结论从他在操作性条件反射的结果（儿童1997，pp.119-121）。在调节过程中所采取的步骤必须小。在早期阶段需要经常性的奖励，但一旦条件反射是反射性的，奖励就可以少一些。奖励必须立即或保证效果最大化的积极响应后不久（反馈）（儿童1997，pp.114-121）。在讨论学习理论，提巴甫洛夫因工作举行的重要性是很有必要的，即使它并不直接影响课堂。英国杜伦大学论文代写:Watson认为巴甫洛夫开创了经典条件作用的思想与他的著名的实验，他教狗分泌唾液，当施加刺激，就在食物给他们。狗最终与食物到来的铃声和流口水在食物到达预期（儿童1997，pp.116-118）。巴甫洛夫的工作并不直接与课堂上的教学联系在一起，但它确实适用于学生在课堂环境中发生的事件对记忆或反应的制约。
英国杜伦大学论文代写:Watson认为
Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced.(Child 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child 1997, pp.114-121).When discussing learning theories, it's necessary to mention Pavlov due to the importance held in his work, even if it doesn't really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child 1997, pp.116-118). Pavlov's work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment.
