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For your this paper you will take a stand on a controversy in learning theory. T

ID: 3445188 • Letter: F

Question

For your this paper you will take a stand on a controversy in learning theory. The topic is The Effects of a child's home or social environment on bullying behavior.


Support your paper with the reference list of the resources or websites used for information.

Length: 1-2 page

- Assignment: Historical Overview of Learning Theory Instructions

For your this paper you will take a stand on a controversy in learning theory. The topic is The Effects of a child's home or social environment on bullying behavior.


Support your paper with the reference list of the resources or websites used for information.

Length: 1-2 page

Explanation / Answer

The effect of a child's home or social environement on bullyimng behaviour .

the learning theorist behaviourist belevie that such behaviour will be learnt over the yaer beacause of stimuli and response relationship. whereas congnitive theory beleive that such beahviour will occur based on how information is processed by an individula . I would rather go with the constructivist who beleive that each indicidual learns differently based on their personal experiences .

If a child observes bullying behaviour at home or in his environment he may acquire , if it is reinforced

. He may not acquire it as well if the key influencer in his life does not appreciate the bullying behaviour and he is discouraged to pursue the same . In the same environment some children will acquire bullying behaviour and others will not, depending upon their individual experience. Even in the same family two children may be different based on how they have been tretaed by their parents , siblings , peer group and extended family .

References :

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Ackerman, S. (1992). Discovering the brain. Washington, DC: National Academy Press.

Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111–150

Bandura, A. (1991). Self-regulation of motivation through anticipatory and self-reactive mechanisms. In R. A. Dienstbier (Ed.), Nebraska Symposium on Motivation, 1990 (Vol. 38, 69–164). Lincoln, NE: University of Nebraska Press.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117–148.

Campbell, G. (2006, September/October). Education, information technologies, and the augmentation of human intellect. Change, 38, 26–31.

Campione, J. C., Brown, A. L., Ferrara, R. A., & Bryant, N. R. (1984). The zone of proximal development: Implications for individual differences and learning. In B. Rogoff & J. V. Wertsch (Eds.), Children’s learning in the “zone of proximal development” (pp. 77–91). San Francisco: Jossey-Bass

Kail, R. (2002), Developmental change in proactive interference. Child Development, 73, 1703–1714.

Kail, R. B., Jr., & Hagen, J. W. (1982). Memory in childhood. In B. B. Wolman (Ed.), Handbook of developmental psychology (pp. 350–366). Englewood Cliffs, NJ: Prentice Hall. K

Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 73–105). San Diego: Academic Press.

Messick, S. (1994). The matter of style: Manifestations of personality in cognition, learning, and teaching. Educational Psychologist, 29, 121–136.

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