Som lärare vill man hjälpa elever att lära sig så mycket som möjligt. Syftet med examensarbetet är därmed att undersöka hur man som lärare kan stödja elevers lärprocesser. En utgångspunkt i studien är de tre lärteoretiska perspektiven behaviorism, kognitivism och social konstruktivism. Eftersom detta arbete är ett konsumtionsarbete har ingen egen studie bedrivits utan frågeställningen har besvarats och tematiserats utifrån den befintliga forskningen. Den analyserade litteraturen visade sig ha kopplingar till alla tre lärteoretiska perspektiv. Som slutsats kan man som lärare stödja elevers lärprocesser genom att använda sig av kopplingar till vardagen, genom att ha varma relationer till sina elever, genom att använda sig av olika sorters strategier, samt genom att ha en tillitsfull klassrumsmiljö som välkomnar misstag.

Numerous human behavior' problems are characterized by a choice between small-immediate and large-delayed reinforcement. Individuals often choose the poorer or smaller of two alternative rewards, even when they seem to be entirely familiar' with both alternatives. In a typical situation choice behavior appears to have a short-term advantage which is later followed by an obvious disadvantage. Selection of the delayed-large reward has been termed self-control.Recent work in the animal laboratory has lead to a model off serf-control that may be partially understood in terms of gradients of delayed reinforcement. This model, developed by George Ainslie and Howard Rachlin, suggest that the self-control situation can be conceptualized as a choice between a small-immediate and a larger-delayed reinforcer whose effective control over behavior is positively accelerated as its availability approaches.Aislie and Rachlin’s model makes two predictions: the first predicts a reversal in preference between two reward options as a function of passing time. The second conceptualizes self-control as a process which involves forestalling the temporary effectiveness that some small rewards acquire as a result of their temporal position. Thus, the model predicts that, given an appropriate opportunity, an organism will commit itself to receiving only the delayed-larger reward. The present research attempted to determine if these two predictions can be confirmed with children, using points on a counter, later exchanged for money as the reinforcer.Children were exposed to a choice between a small-immediate reward and a large-delayed reward in which the time elapsing before making a choice was lengthened systematically. An opportunity to commit themselves to receiving only the large-delayed reward was also provided.Results were congruent with the predictions of the model, although support was not robust and open to alternative explanations. Areas needing refinement include the nature of reinforcer used and the relationship between the amount and length of time delays.

No description available.

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1975. / Bibliography: leaves 125-133. / x, 133 leaves ill

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 26, 2008) Vita. Includes bibliographical references.

Thesis (Ph. D.)--Bob Jones University, 1988. / Includes bibliographical references (leaves 295-307).

Thesis (M.A.)--University of Nevada, Reno, 2007. / "December, 2007." Includes bibliographical references (leaves 27-29). Online version available on the World Wide Web.

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 45-46.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3081628."

Thesis (Ph. D.)--University of Wisconsin--Madison, 1968. / Typescript. Vita. Includes bibliographical references.