Question 1

The use of instructional objectives in instruction has several advantages. Which of the following is not a benefit that objectives provide?

Accepted Answer

A)  They help a teacher choose appropriate instructional methods and homework assignments. 
B)  They facilitate student achievement even in areas not covered by the objectives. 
C)  They aid teachers in effectively communicate and coordinating what they are aiming to accomplish. 
D)  They facilitate the evaluation of student achievement. 
A)  They help a teacher choose appropriate instructional methods and homework assignments. 
B)  They facilitate student achievement even in areas not covered by the objectives. 
C)  They aid teachers in effectively communicate and coordinating what they are aiming to accomplish. 
D)  They facilitate the evaluation of student achievement.

Question 2

Over the years people have voiced many concerns about the use of behaviorist techniques in the classroom. Some of these concerns are legitimate, but others are not. What might you say in rebuttal when someone makes each of the following complaints?
a. "Why are you bribing students to learn their math facts?"
b. "Punishing children for inappropriate behavior will make them feel badly about themselves."
c. "When you reward a student for good behavior, you teach other students to misbehave so that they, too, can earn rewards."

Accepted Answer

a. "Why are you bribing students to lear

Question 3

Research indicates that mastery learning approaches are superior to traditional instruction in several ways. Which one of the following conclusions should not be drawn on the basis of research on mastery learning?

Accepted Answer

A)  Academic achievement is higher in classrooms that emphasize mastery learning. 
B)  High-ability students are the primary beneficiaries of mastery learning approaches. 
C)  Students remember material for a longer period of time when taught with a mastery learning approach rather than with traditional instructional methods. 
D)  Some forms of mastery learning 
E) g., Keller's PSI) promote regular study habits rather than procrastination and cramming. 
A)  Academic achievement is higher in classrooms that emphasize mastery learning. 
B)  High-ability students are the primary beneficiaries of mastery learning approaches. 
C)  Students remember material for a longer period of time when taught with a mastery learning approach rather than with traditional instructional methods. 
D)  Some forms of mastery learning 
E) g., Keller's PSI) promote regular study habits rather than procrastination and cramming.

Question 4

Many people object to the use of punishment in educational and/or therapeutic settings. But sometimes other means of discouraging inappropriate behaviors simply don't work. In five short paragraphs, describe five specific strategies you would use to a) maximize the effectiveness of punishment and/or b) minimize the occurrence of adverse side effects. Base your strategies on the textbook's discussion of punishment.

Accepted Answer

a) To maximize the effectiveness of puni

Question 5

In programmed instruction, a branching program is different from a linear program in that a branching program:

Accepted Answer

A)  Allows students to make choices about the topics they study 
B)  Takes smaller steps in teaching new material 
C)  Provides remedial work for students who need it 
D)  Is more likely to address important instructional objectives 
A)  Allows students to make choices about the topics they study 
B)  Takes smaller steps in teaching new material 
C)  Provides remedial work for students who need it 
D)  Is more likely to address important instructional objectives

Question 6

Develop an applied behavior analysis program to teach a 13-year-old girl to be more assertive. In your description, be sure to include and identify:
a. The target behavior
b. The method of measuring the target behavior
c. How an appropriate reinforcer will be selected
d. The treatment plan

Accepted Answer

The target behavior for the 13-year-old

The use of instructional objectives in instruction has several advantages. Which of the following is not a benefit that objectives provide?

Research indicates that mastery learning approaches are superior to traditional instruction in several ways. Which one of the following conclusions should not be drawn on the basis of research on mastery learning?

In programmed instruction, a branching program is different from a linear program in that a branching program:

Develop an applied behavior analysis program to teach a 13-year-old girl to be more assertive. In your description, be sure to include and identify: a. The target behavior b. The method of measuring the target behavior c. How an appropriate reinforcer will be selected d. The treatment plan

Perspectives on Learning

Learning and the Brain

Behaviorist Principles and Theories

Social Cognitive Theory

Introduction to Cognitivism

Basic Components of Memory

Long-Term Memory Storage and Retrieval Processes

The Nature of Knowledge

Cognitive Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking Chapter 13 Transfer, Problem Solving, and Critical Thinking Multiple Choice Questions

Motivation and Affect

Cognitive Factors in Motivation

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Exam 4: Applications of Behaviorist Principles

The use of instructional objectives in instruction has several advantages. Which of the following is not a benefit that objectives provide?

Research indicates that mastery learning approaches are superior to traditional instruction in several ways. Which one of the following conclusions should not be drawn on the basis of research on mastery learning?

In programmed instruction, a branching program is different from a linear program in that a branching program:

Develop an applied behavior analysis program to teach a 13-year-old girl to be more assertive. In your description, be sure to include and identify: a. The target behavior b. The method of measuring the target behavior c. How an appropriate reinforcer will be selected d. The treatment plan

Perspectives on Learning

Learning and the Brain

Behaviorist Principles and Theories

Social Cognitive Theory

Introduction to Cognitivism

Basic Components of Memory

Long-Term Memory Storage and Retrieval Processes

The Nature of Knowledge

Cognitive Developmental Perspectives

Sociocultural Theory and Other Contextual Perspectives

Metacognition, Self-Regulated Learning, and Study Strategies

Transfer, Problem Solving, and Critical Thinking Chapter 13 Transfer, Problem Solving, and Critical Thinking Multiple Choice Questions

Motivation and Affect

Cognitive Factors in Motivation

Filters