Alabama Social Studies SS24.P.11

SS24.P.11 is a cluster heading. These are the individual standards under it.

• SS24.P.11a

  Identify and describe unconditioned stimuli, conditioned stimuli, unconditioned responses, and conditioned responses.

• SS24.P.11b

  Explain the law of effect, and differentiate between reinforcement and punishment, positive and negative reinforcement, and various schedules of reinforcement.

• SS24.P.11c

  Describe original experiments conducted by Albert Bandura, B. F. Skinner, Ivan Pavlov, John B. Watson, Kenneth and Mamie Clark, and Rosalie Rayner.

01

What Students Need to Do

Students explain how cues, consequences, and watching others can change behavior. They label the parts of a learned response and use the law of effect to predict whether a behavior will happen again. They connect experiments to the researchers who ran them.

02

What Mastery Looks Like

A student can label food, a bell, and salivation before and after Pavlov's training. They can tell reinforcement from punishment, added consequences from removed ones, and fixed schedules from variable ones. They can explain what Skinner's box, Bandura's Bobo doll study, Watson and Rayner's Little Albert study, and the Clarks' doll study examined.

03

Common Misconceptions

Students may call the bell an unconditioned stimulus or think salivation to food is learned. They often mistake negative reinforcement for punishment and assume positive means good. They may think watching someone requires a reward, or that a fixed schedule is unpredictable.

04

How to Assess It

Exit ticket: A bell rings before food until a dog salivates at the bell. Label the unconditioned stimulus and response, then the conditioned stimulus and response. A student buckles up to silence a buzzer. Is the buckling reinforced or punished, and is something added or removed?

1. 01

   Give pairs food, bell, and salivation cards; have them arrange the cards before and after training and label each part.

2. 02

   Read a short summary of the Clarks' doll study; ask students what the choices suggest about learned attitudes and what they cannot prove.

3. 03

   Play a card sort with consequence scenarios; students label reinforcement or punishment, then mark whether something was added or removed.

4. 04

   Give students a coffee shop punch card and a mock random-prize receipt; have them label fixed-ratio and variable-ratio rewards.

• SS24.P.10a

  Compare ways memories are stored in the brain, including episodic and procedural, and explain how information is retrieved, reconstructed, or misremembered.

• SS24.P.1c

  Describe how modern psychologists utilize multiple perspectives to understand behavior and mental processes, citing examples.*