Accounting
Anthropology
Archaeology
Art History
Banking
Biology & Life Science
Business
Business Communication
Business Development
Business Ethics
Business Law
Chemistry
Communication
Computer Science
Counseling
Criminal Law
Curriculum & Instruction
Design
Earth Science
Economic
Education
Engineering
Finance
History & Theory
Humanities
Human Resource
International Business
Investments & Securities
Journalism
Law
Management
Marketing
Medicine
Medicine & Health Science
Nursing
Philosophy
Physic
Psychology
Real Estate
Science
Social Science
Sociology
Special Education
Speech
Visual Arts
Question
The abilities that make up formal operational thought include:a) Metacognition, hypothetical weighing of negatives, and conceptual workings.
b) Thinking abstractly, testing hypotheses, and forming concepts.
c) Brainstorming, collaborating, and building.
d) General articulation, critical thinking, and creative conceptualization.
Answer
This answer is hidden. It contains 156 characters.
Related questions
Q:
What is the term used to describe the degree to which the teacher is vigilant, and continuously responsive to student behavior?
a) withitness
b) momentum
c) skill at managing transitions
d) smoothness
Q:
Which of the following is an example of self-regulated learning?
a) Assign a complex task with a form for progress monitoring.
b) Assign a complex task that is assessed upon completion.
c) Assign a short task with peer tutoring.
d) Assign a short task that is assessed upon completion.
Q:
Mary Resnick is teaching creative writing as part of her first teaching assignment. She wonders how her students will react to this being her first year of teaching, but not her first year as a working adult (she decided to become a teacher after raising her own children). Because her daughters had teachers who Mary considered weak, she decided she was going to be firm, but fair. "This is not a popularity contest," Mary reasons. "All students should work hard and if they do, I'll reward them with good grades."
Mrs. Resnick stands by the door as her first period students enter. When they are settled into their desks, she says that she expects them to write well by the end of the school year. She also tells them that if they don't, they will fail her class.
Each week, as the school year progresses, Mrs. Resnick reviews her students' essays. As a motivational technique, she writes comments such as "below average work" or "unacceptable" on the top of their papers. "This will get them to try harder," she rationalizes. However, while the writing skills of some of the students improve, most seem to be giving up. "This is not what I expected to happen," Mary tells her mentor teacher, Annie Jasperson. "Maybe I can explain how your students might be feeling," replies Annie.
Using the motivational theories from the chapter (e.g., behavioral, human needs, attribution, and expectancy theory), write Annie's response.
Q:
At his locker, Rick is describing his exciting weekend to Tony, using very colorful and inappropriate language. Tony gestures down the hall to let Rick know that Sherri is approaching. Rick continues his story but instantly cleans up his language, sounding like a completely different person while Sherri walks by. Rick's adjustment of his behavior is based on:
a) a fixed interval schedule.
b) discrimination.
c) shaping.
d) immediate primary reinforcement.
Q:
Students receive a reward every third time they score 90 percent or higher on a test. What schedule is being used to reinforce the students?
a) fixed interval
b) variable interval
c) variable ratio
d) fixed ratio
Q:
A student is used to getting the attention of the teacher by making annoying sounds. One day the teacher decides to ignore the sounds by showing no reaction. Based on behavioral theory, what would be the expected outcome, assuming the teacher's attention was the reinforcer?
a) The behavior will be immediately extinguished.
b) The behavior will immediately increase in frequency, but then decrease over time.
c) The behavior will immediately decrease in frequency, but then increase over time.
d) There will be very little change, since the teacher did not apply an aversive stimulus.
Q:
An English teacher wants students to begin writing paragraphs on various topics. How should the teacher proceed in explaining the parts of paragraph construction?
a) Allow the student to write in whatever manner he or she chooses.
b) Reinforce only the behaviors that demonstrate the final skill.
c) Have students write entire paragraphs, then hand them in so the teacher can score them on grammar, punctuation, and spelling.
d) Teach the skills step-by-step, gradually shaping the final skill.
Q:
Using the attribution theory of motivation, describe a situation in which a person attributes success to each of the following: ability, effort, task difficulty, and luck.
For each of these situations, quote the specific attribution made, and indicate the attribution's locus of control, and whether it is stable or unstable.
Q:
A teacher praises a student for good work, but frowns and looks displeased at the same time. By these actions, the teacher is failing to make the praise seem:
a) contingent.
b) specific.
c) credible.
d) interesting.
Q:
Praise is effective as a student motivator to the extent that it is specific, credible, and:
a) emotionally neutral.
b) contingent on the desired behavior.
c) given to all students in the same words.
d) focused on performance of easy tasks.
Q:
The three basic categories of secondary reinforcers are:
a) social, token, and unconditioned.
b) activity, token, and metacognition.
c) social, mediation, and symbolic.
d) social, activity, and token.
Q:
Teachers can enhance intrinsic motivation by:
a) withholding feedback.
b) giving constant praise.
c) personalizing lesson material.
d) giving tokens.
Q:
Recent research on classroom rewards, using older students and school-like tasks:
a) provides unequivocal support for the idea of offering extrinsic rewards on most school tasks.
b) suggests that extrinsic rewards do not necessarily decrease intrinsic motivation.
c) clearly supports the earlier finding that material rewards decrease intrinsic motivation.
d) suggests that by the time students reach high school, extrinsic rewards are no longer influential.
Q:
According to our text, the main source of anxiety in school is:
a) being late to class.
b) highly structured instruction.
c) fear of failure.
d) gangs.
Q:
Make lists of multicultural classroom activities that would be appropriate for elementary, middle level, and secondary students.
Q:
A student uses the term ROY G BIV to remember the colors of the spectrum: red, orange, yellow, green, blue, indigo, and violet. What type of memory strategy is this?
a) Initial-letter
b) Loci
c) Rhyming
d) Pegword
Q:
How do management strategies differ between student-centered and traditional classrooms?
Q:
When a student has completed his/her consequence for misbehavior, he/she must be:
a) reminded about past behavior and told that trust must be earned again.
b) fully accepted as a member of the class again.
c) gradually given back some classroom privileges until trust has been regained.
d) trained to monitor classroom misbehavior of others.
Q:
An example of proactive facilitation would be:
a) learning piano first, which may help a student later learn conducting.
b) learning the wrong spelling of a name first, which later creates difficulty in learning the correct spelling.
c) learning Spanish first, which may help an English-speaking student learn Italian (a language similar to Spanish).
d) learning Spanish, which may help an English-speaking student better understand English.
Q:
Which of the following is an example of proactive inhibition?
a) A North American driver who is used to driving on the right side of the road has difficulty driving in England where they drive on the left.
b) A student forgets the name of last year's teachers when meeting this year's instructors.
c) A student says each letter of the alphabet while trying to think of an old friend's last name.
d) Emily can play her first song on the violin very well, until she learns a second song. After learning the second song she has trouble remembering the first.
Q:
Tamika is a sixth-grade student who mocks the teacher when her back is turned. Tamika is seeking:
a) the teacher's attention.
b) the attention of peers.
c) the attention of parents.
d) the attention of an administrative official.
Q:
Group contingencies can be especially effective with predelinquent students because:
a) they involve the students' families.
b) these students need to be singled out for special treatment.
c) they reverse the effects of tracking.
d) they can deprive students of peer support for misbehavior.
Q:
What is the name for the component of memory that holds current thoughts?
a) Permanent memory
b) Working memory
c) Episodic memory
d) Sensory register
Q:
A student who usually behaves well is not paying attention during class. Which of the following management strategies would be most effective?
a) deprive the student of privileges
b) praise other students
c) implement a daily report card system
d) time out
Q:
Much has been said about violence in the media and its effect on children and adolescents. According to Bandura's social learning theory, can humans learn to be violent by watching violence? Explain.
Identify two factors that could influence modeling of violent behavior; use an example to illustrate the effect of each factor.
Q:
In classroom management, boredom-caused behavior problems need to be addressed using:
a) a little frustration.
b) extinction.
c) mock participation.
d) prevention.
Q:
Below are three different schedules of reinforcement. Identify which schedule is depicted and predict the effect of the schedule on behavior.
1. An elementary school has a policy that prohibits students from running in the halls. The hall monitor waits by the cafeteria doors every morning from 8:00 until 8:30 looking for runners.
2. A teacher has his students complete all problems at the end of the chapter in their math text; however, he only grades the even ones.
3. A teacher gives unannounced quizzes, usually once per week, but sometimes more often.
Q:
There are three principles that govern the process of setting class rules. First, they should be few in number; second, they should make sense and be seen as fair; and third, they should:
a) be specific enough that each rule covers only one or two behaviors.
b) be clearly explained and deliberately taught to students.
c) be in alphabetical order for easier recall.
d) always be the same as the previous year's rules, for continuity.
Q:
Using the guidelines below, analyze an example of punishment. Use an example based on your personal observations; choose an example in which punishment was used to control a student's (or a child's) behavior.
What consequence was used in your "case"? Classify the consequencewhat type of punishment was used? Explain any operant-conditioning terms used in your answer.
Explain why the punisher might have chosen the form of punishment used. Evaluate the effectiveness of the punishment, including any unintentional effects on the learner.
Suggest an alternative to punishment that could be used in a situation like the one in your example. Identify any consequences or techniques used in your alternate solution. Identify at least one drawback or pitfall that might be encountered in implementing your alternative.
Q:
A teacher makes the following statement: I reinforce my students with praise, but it doesn't always work.Using Skinner's definition of reinforcement, how would you respond to the teacher?