The Assignment on Foundation Psychology

Running head: FOUNDATION PSYCHOLOGY
FOUNDATION PSYCHOLOGY
Name of the student:
Name of the university:
Author note:

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Introduction
Adolescent development has emerged as one of the most fundamental aspects of
development that shape the personality and thought process of an individual. In the widest sense,
adolescence is considered as the transition period from childhood to adulthood. In school,
classroom activity settings are a significant part of the learning environment for young children.
The teachers and parents play a crucial role in the development of personality and cognition. The
case study involves a secondary teach Mr Tan who teaches children of secondary 2. The students
usually disengaged with the class, stare at his face while he asks any questions. In operant
condition theory of Bf skinner would be most suitable theory for bringing behaviour change
amongst the children. Bf skinner considers Operant conditioning as a mode of learning which
occurs through reward and punishment methods. Therefore, this theory would be suitable to
shape the behaviour of the students described above. This paper aims to provide critical analysis
of a range of behaviours in the classrooms, application of techniques of skinner, comparison with
other theorist and evaluation of the suitability of operant conditioning in the situation.
Discussion
Typical behaviours of secondary two students:

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In Singapore, secondary two students are usually adolescents aged 13 to 14 years who
experience onset puberty that shape their personality and cognition. The five leading
characteristics of this age group include biological growth (hormonal changes), undefined status,
increased peer pressures, increased decision making and self-image (Piotrowski & Valkenburg
2016).. The case study highlighted that the students disengaged with the class activities and
stared at Mr Tan during class activities . This behaviour can be explained by cognitive
development theory by Jean Piaget. According to cognitive-developmental theory, the
adolescents of 13 to 14 years’ experience the formal operational Stage where due to biological
and cognitive changes, they develop the ability to use deductive reasoning and understanding
abstract ideas. Escobar (2017), suggested that abstract ideas are the key hallmark of this stage
where they begin to rationalize the hypothetical situation. Therefore, the major behaviours
exhibited by the students of this group include reasoning about a hypothetical problem, tend to
consider peers as a centre of their life compared to the parents. They take more interest in
romantic relationships, become independent, experience sadness (Moshman, 2019). Due to
emotional changes in this transitional period, the students of this age group tend to be
disinterested and depressed (Moshman, 2019). Therefore, the students of this age group usually
become demotivated in the class if teachers failed to involve in interesting activities as observed
in this case scenario. In this context, behaviour techniques by using operant conditioning of BF
skinner would be helpful.

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Operant conditioning:
In the classroom setting, students are engaged in a range of activities that facilitate their
academic performance. The personal meaning and attitude towards the class as a motivation for
the students in the engagement. While the intrinsic motivation of student comes from the factors
inherent in the classroom activities that students are involved, external motivation comes from
the external source to the student such as a reward (Blackman, 2017). The operant condition in
this context would be the most suitable theory that can alter the behaviour of the students.
Skinner suggested that learning in the classroom occurs through a continuous chain of reward
and punishment for the behaviours they exhibit and it is considered as the behavioural learning
(Goddard, 2018). Therefore, while skinner suggested a range of behaviours that are well applied
in the classroom, two most prominent concept that can alter the behaviours of the student include
positive reinforcement and negative reinforcement (Soh, 2017). In order to alter the behaviour,
positive reinforcement can be used. For example, encourage engagement while asking a question
through positive remarks and praises. However, since a similar approach in each question and
during assignment can reduce the importance of reinforcement, the variable ratio of positive
reinforcement can increase engagement and response rate in the class. For example, initial
positive reinforcement can be done by Mr Tan when a student listens to him during the class and
provide responses (Hornstra et al., 2018). The second positive reinforcement can be done in the
interval where Mr Tan can encourage students in every attempt irrespective of the validity of the
answers. Deci and Ryan (2016), suggested that students usually motivated in the class and
provide a response when they consider praise and positive remarks or performance feedback as a
pleasurable experience and it resulted in the involvement of similar behaviour. Therefore, when
students will provide correct answers the reinforcement can occur less frequently until exclusive