Q&A Hero

Q: An educational application of the primacy and recency effect is to: a) cover the most important or most difficult concepts in the middle part of a lecture. b) provide a preview of the next period, at the end of class, rather than a review of what was covered today. c) whenever possible, start a class with seatwork, teach new material, and then end the class with seatwork. d) teach important materials at the beginning or end of class and deal with administrative tasks in the middle.

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: Keeping students interested in various activities is an example of which procedure from the principles of least intervention? a) Prevention b) Praise of correct behavior c) Repeated reminders d) Consequences

Q: Which of the following is an example of retroactive facilitation? a) A student starts playing racquetball and finds that her tennis skills decline. b) A student finds that his old typing skills give him a real advantage in learning to use a word processor. c) A student is able to remember the name of each teacher she had from kindergarten through high school. d) After taking a music theory course, a student finds that his piano playing improves.

Q: A group contingency seeks to: a) reward an individual. b) reward a select group of students. c) reward the entire class. d) punish the entire class.

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: In a research study, subjects were asked to count backwards by threes while trying to memorize nonsense letters. A major implication of the findings was: a) a mechanical task such as counting cannot be performed if long-term memory is filled to capacity. b) short-term memory involves random rather than sequential access. c) interference does not occur if two sets of stimuli are unrelated. d) interference occurs when people are unable to rehearse information in short-term memory.

Q: Moving closer to a student who is talking and disrupting class is a prime example of a(n): a) nonverbal cue. b) verbal cue. c) repeated reminder. d) application of consequence.

Q: A seventh-grade middle school science teacher wants students to know a particular organism they studied under a microscope. Based on the dual code theory, what is the best strategy for students to use? a) Naming it and repeating the name b) Touching it c) Viewing it at different magnifications under the microscope d) Seeing it and naming it

Q: Which one of the following principles is effective in setting a list of classroom rules? a) There should be a large number of well-defined rules. b) They should be worded in instructional vocabulary. c) They should be deliberately taught. d) They should be individualized to each student.

Q: Two students are shown a variety of tools in a woodworking class. The first one is asked to name the tools and the second is asked to indicate several possible uses of each tool. Later, they are asked to recall which tools they were shown. What would be predicted by levels-of-processing theory? a) The second student will remember more tools. b) The first student will remember more tools. c) There is no way to determine who will remember more tools. d) They will remember the same amount of tools.

Q: The number of minutes actually spent on learning is defined as: a) allocated time. b) lost time. c) time on task. d) planned time.

Q: Schemata consist of: a) recall strategies through which episodic memory is accessed. b) frameworks for organizing ideas in memory. c) whatever information we are conscious of at a given moment. d) strategies or game plans for solving problems.

Q: If misbehavior persists, parents should be: a) instructed to punish the student at home. b) contacted by letter. c) involved in establishing a program to decrease the problem. d) notified after the third misbehavior.

Q: Semantic memory would be most directly involved in trying to remember: a) how to drive a car with a stick shift. b) information from a textbook. c) which classes you took last semester. d) the names of one's new classmates as they are introduced.

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: A teacher tries to help a student recall an event that took place during a field trip to the natural history museum by saying, "Remember, it was the time when you went off to see the skeletons." Which memory component was most directly involved? a) Short-term memory b) Massed practice c) Episodic memory d) Semantic memory

Q: Studies of truancy among delinquents have shown that: a) truancy and delinquency are strongly related. b) attendance prizes have little impact on decreasing truancy. c) once truancy becomes habitual there is little that will impact it. d) behavioral consequences for excessive absences have been successful at increasing school attendance.

Q: Human beings often complain about having poor memories. This inadequacy of the memory system is primarily due to: a) the small capacity of long-term memory. b) too many items permanently stored in working memory. c) difficulties in gaining access to information in long-term memory. d) the limited storage capacity of the sensory registers.

Q: In a survey conducted in 2011 on bullying, what percent of high school students admitted to participating in bullying? a) less than 10 % b) 30% c) 50% d) 90%

Q: Which of the following terms describes the capacity of working memory? a) limited b) long-term c) network d) random

Q: Applied behavior analysis strategies use rewards in a systematic way and: a) use punishers for prevention of discipline problems. b) avoid punishers as much as possible. c) use punishers for routine classroom misbehavior. d) use punishers for being off-task.

Q: The process of maintaining a thought in working memory is called: a) elaboration. b) automaticity. c) repository. d) rehearsal.

Q: In discussing the ethics of behavior modification techniques, your text author suggests that these methods: a) should only be used under supervision of a clinical or school psychologist. b) are ethical, but not powerful enough to use with disruptive students. c) can lead to overcontrol of student behavior. d) frequently injure students' self-esteem through excessive use of punishment.

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: Which of the following types of rewards are recommended for home-based reinforcement programs? a) Change of a grade b) Receiving a special gift or privilege c) Release from a homework assignment d) Extra credit points

Q: Which of the following statements about attention is accurate? a) One way to gain attention is to reduce emotional content of subject matter. b) Attention is the tendency to organize stored memories. c) Attention is a limited resource. d) Attention is the mental repetition of information.

Q: A teacher starts a home-based reinforcement program. Over time, the student responds positively with increased frequency of good behavior. Given this result, the reinforcement should now be: a) reduced gradually. b) kept at the same level indefinitely. c) terminated. d) gradually increased.

Q: When the senses receive stimuli, the mind immediately begins working on some of them. Therefore, the sensory images of which we are conscious are not exactly the same as what we saw, heard, or felt. Which of the following terms relates most closely to these statements? a) Perception b) Reception c) Attention d) Registration

Q: A student plays the role of the class clown. The teacher isolates the student from peers using time out. Which of the following statements about this practice is true? a) The strategy is inappropriate because the student will receive sympathy from the class. b) The strategy is appropriate because it deprives the student of an audience. c) The strategy is appropriate because it directly applies the Premack principle. d) The strategy is inappropriate because the student will continue to misbehave out of class.

Q: One of the educational implications of the sensory register is that: a) without attention, information received by the senses is quickly lost, and will not be remembered. b) learning difficulties occur when we are conscious of all the information stored in our sensory registers. c) learning is a slow process because the sensory register holds only a few items. d) reinforcement is necessary if learners are to retain information.

Q: Our book discusses seven principles for the effective and humane use of punishment. According to our book along with giving punishment, you should reinforce the student for: a) stating a reasonable excuse. b) behaviors incompatible with those you wish to reduce. c) mock participation. d) behaviors compatible with those you wish to reduce.

Q: The cognitive theory of learning that describes how individuals take in, work with, store, and retrieve information about the world is called: a) behaviorism. b) dual code. c) serial learning. d) information processing.

Q: The most common reinforcer for misbehavior in the classroom is: a) removal from the learning setting. b) attention. c) escape from cooperative groups. d) tangible rewards.

Q: Mr. Swan had made it through his first semester of teaching industrial technology at Lindberg Middle School. For the most part, he felt good about his teaching relationships with students and other faculty, and the support he received from his principal. One problem kept him from being completely pleased with this job, however. Two students who were difficult to handle during his first semester computer drafting class had signed up to take his electronics class for the second semester. Mr. Swan's concern was that the two might continue to talk loudly, use tools inappropriately, hit at each other, and bother other students as they had done in the drafting class. Talking to them didn't seem to help. When the lunch bell rang, Mr. Swan headed for the teachers' lounge as he did every day. He appreciated having time to talk with other adults and today he had a question for his colleagues. "Stewart Bell and Annie Hanks are in my electronic class this term. When I had them last term, they were difficult. Can you give me some ideas about what to do with them when they misbehave?" Several of the teachers had ideas for Mr. Swan, so he grabbed a paper and pencil and proceeded to write down their suggestions. After school he took out the paper and looked at the ideas he had listed: - Make a contract with them. Tell them they have three times to misbehave, then you will send them to the principal. - The contract idea is good, but reward their good behavior rather than punish their bad behavior. - Make them come to your class before or after school to do extra assignments. - If you ignore their behavior, it will stop. - Give them detention, then call their parents. - Talk to them privately about their behavior. Explain how they will be punished, then follow through. - Give them a failing grade for the day. Using a behaviorist's perspective, identify strategies (from the above list) that you would consider effective and those you would consider ineffective. Explain your rationale.

Q: In applying consequences for routine misbehavior, the teacher should present the consequence: a) after a sufficient delay b) with another adult present c) as soon as possible d) for a long duration

Q: How does social learning theory bridge the gap between behavioral and cognitive learning theories?

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: Evaluate behavioral learning theories (as a group), identifying both strengths and weaknesses.

Q: A student who frequently taps a pencil loudly during seatwork stops the tapping behavior. The teacher praises the quiet behavior. Which intervention strategy is being used? a) nonverbal cues b) praise of incompatible, correct behavior c) simple verbal reminder d) repeated reminder

Q: Recall a behavior you have learned through observation, in a cooperative learning situation. Use this learning experience to illustrate Bandura's four phases of observational learning. Explain how the concept of vicarious learning relates to your example.

Q: According to the principle of least intervention, which of the following strategies would normally be tried sooner than the others, following minor misbehavior? a) apply consequences b) verbal reminder c) repeated reminders d) nonverbal cues

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: Using an example of classroom learning, illustrate both generalization and discrimination. Identify the important stimuli and responses in your example. Explain the text author's statement that "generalization cannot be taken for granted." Indicate two ways in which the teacher in your example could facilitate generalization.

Q: Which of the following is one of the most important classroom management principles? a) Three strikes and you are out. b) Drastic misbehaviors call for drastic measures. c) Refer to the administration. d) Use the simplest intervention that will work.

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: A teacher has developed a class rule that covers: listening when the teacher or other students are talking, working on seatwork, continuing to work during any interruptions, staying in one's seat and following directions. Which of the following would be the best wording for this rule? a) "Stay on task." b) "Don't get off task." c) "Never get out of your seat." d) "Always listen."

Q: Use a classroom example to illustrate the technique Skinner called shaping. Include a brief description of the learners and the setting. Specify: 1. the reinforcement used, 2. the target behavior, 3. what the learners are capable of at the outset, and 4. several responses that function as successive approximationsto the desired behavior.

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: The research indicates that effective managers teach students specific procedures in the first days of school. For example, some had students: a) practice jigsaw, rehearsing the transition from expert groups to regular groups. b) take tests. c) help the teacher prepare teaching materials that would be used in the first few weeks. d) learn the meaning of signals, by responding to stimuli like the flick of a light switch.

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?

Q: In the research on teachers as effective managers, it was found that during the first days of school effective teachers: a) work with the whole class. b) divide the class into groups. c) separate the class into high, average, and low achievers. d) work with individual students as much as possible.

Q: Below are four examples of behavior changes that occurred as a result of some consequence. Read each example; then identify it as positive reinforcement, negative reinforcement, presentation punishment, or removal punishment. Explain your classifications. Rita is caught cheating on her English exam. The teacher, in a loud voice, threatens Rita with an F. Rita starts to cry, then fabricates a story about hardships at home. The teacher stops the threats and lets Rita finish the exam with no penalty. In the future, Rita uses the same ploy when caught cheating in her other classes. Targeted Behavior: Cheating Raul repeatedly gets into heated arguments with students during his physical education class basketball game. As a result, the teacher removes Raul from the game. He spends the rest of the class period sitting on the bench. During future games, Raul does not argue with officials. Targeted Behavior: Arguing with Officials Stan gets caught passing a note to Marilyn describing his plans for their date that evening. The teacher sees this, grabs the note, and reads it to the class. In the future, Stan does not pass notes. Targeted Behavior: Note Passing Suzette shouts out to the teacher, "Why do we have to learn this stuff, anyway? I'll never use it." The teacher, who has been assisting another student, stops to explain why the information is important. With increasing frequency throughout the term, Suzette shouts out questions. Targeted Behavior: Shouting

Q: A study of teachers' actions at the beginning of the school year was correlated with students' behaviors later in the year. The study found that effective teachers expected students to: a) work in small groups the first day of school. b) do their most difficult assignments within the first few days, so that the rest of the year would seem easy. c) already know classroom procedures, from experience in previous years. d) get right to work on the first day of school.

Q: What role do consequences play in strengthening or weakening behaviors, according to operant conditioning theory? Give an example that supports your response.

Q: Management in a student-centered classroom is: a) unlikely to involve students in setting standards of behavior. b) more directed at individual work than cooperative projects. c) oriented toward few choices for the students. d) more participatory than in a traditional classroom.

Q: Using Pavlov's classical conditioning terms, explain how test anxiety develops. Develop your explanation using an example of an individual learner. Use that learner's experiences to illustrate neutral stimulus, unconditioned stimulus, unconditioned response, conditioned stimulus,and conditioned response. Extended thinking: Apply the concept of generalizationto classical conditioning. Expand on your example by illustrating how the learner's test anxiety might generalize beyond the original stimuli.

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 schedule allows for a constant number of behaviors required for reinforcement? a) Fixed ratio b) Variable ratio c) Fixed interval d) Variable interval

Q: Which strategy does calling on students at random exemplify? a) withitness b) transition management c) maintaining momentum d) group alerting

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: Ms. Watkins notices how listless and bored students seem when they enter class after lunch. Misbehavior seems to increase as a result. Based on the discussion in our text, the best strategy for reducing such misbehavior is likely to be: a) making the lessons more interesting to students. b) using a daily report card system. c) using moderate punishment such as time-out or a verbal reminder. d) discussing the problem with individual students.

Q: Which phase of observational learning best represents the modeling of desired behavior based on the teacher's likes and dislikes? a) Attention phase b) Retention phase c) Motivational phase d) Reproduction

Q: Mrs. Barr wants to increase students learning. The most effective strategy would be to: a) increase the amount of independent practice assigned. b) maintain a rapid pace of instruction. c) increase the length of lectures by five minutes per lesson. d) have classroom rules clearly posted.

Q: The first phase in observational learning defined as paying attention to a model is: a) attention phase. b) retention phase. c) motivational phase. d) reproduction.

Q: A great deal of allocated instructional time is lost because the teacher does not start teaching at the beginning of the period. This can be a problem in self-contained elementary classes, especially, because: a) the teachers lack "withitness." b) waiting for everyone to fill a seat is time consuming. c) there are no bells or fixed schedules to structure the period. d) the class may be out of control.

Q: Which of the following forms of assessment is the best example of a fixed-interval schedule? a) Pop quiz b) Infrequent major exams c) Homework assigned as needed d) Friday quizzes

Q: Our book tells us about a third-grade teacher who continued to work with students instead of merely waiting in the hallway to use the library. This teacher helped students develop the perception that: a) patience is a virtue and that schools need to help teach it. b) school is for learning, not for marking time. c) learning need not be organized. d) teachers need to manage their time better.

Q: Which of the following is an example of removal punishment? a) Response cost b) Loss of recess c) Seatbelt buzzer d) Fine

Q: Mr. Sterling wants to improve student achievement by increasing the time that students spend learning. Which type of time would be most valuable to increase for that purpose? a) Time spent on procedures (e.g., distributing materials) throughout the year b) Engaged time c) Allocated time d) Seatwork time

Q: Which of the following would be the most effective to help children engage in self-regulated learning when completing long or complex tasks? a) A detailed paragraph of instructions b) Student models of expectation c) A task completion checklist d) A stack of blank paper

Q: Research indicates that the greatest time variable affecting student learning is the: a) allocated time. b) amount of time students actually spend learning. c) number of school days districts add, above and beyond state requirements. d) length of the school day.

Q: Which of the following illustrates Bandura's concept of self-regulation? a) A teacher is in charge of creating and enforcing all class rules. b) Standard grading criteria are applied to all members of a class. c) Reinforcement is based on improvement. d) A student engages in a desired activity after judging previous work as well done.

Q: Below is a student's erroneous portrayal of Maslow's Hierarchy of Needs. Study it, then make changes so that it is correct. safety needs esteem needs aesthetic needs physiological needs belongingness needs self-actualization needs need to know and understand

Q: In Bandura's classic study on modeling, children who observed a film of an aggressive adult being punished: a) appeared unaffected by the film. b) engaged in more aggressive acts in subsequent play than did the control group. c) engaged in fewer aggressive acts during subsequent play than did the control group. d) showed less desire to see movies in later classes.

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.