Deck 8: Social Cognitive Views of Learning

Question 1

Two boys are fighting on school grounds during recess.Fighting is against school rules, and the boys know this.Even so, a teacher who sees them lets them continue to fight rather than punishing them for doing so.Judging from what social cognitive theorists say regarding what happens when expected punishments do not occur, we can predict that these boys will be:

A)less likely to fight in the future.
B)more likely to fight in the future.
C)likely to feel guilty when they stop fighting.
D)likely to imitate more appropriate social behaviours in the future.

Answer 1

more likely to fight in the future.

Question 2

Which one of the following is the best example of a student working for an incentive?

A)Scott's teacher gives him a big hug after he surprises her by bringing her a cupcake from home.
B)Betsy decides not to talk in class because her teacher ridiculed her earlier in the day when she gave an incorrect answer.
C)Cyril stays out late, even though he knows he will be punished when he gets home.
D)Doris is studying so that she can pass her history test.

Answer 2

Doris is studying so that she can pass her history test.

Question 3

Which one of the following instances of learning can be explained more easily by social cognitive theory than by operant conditioning?

A)Playing the role of a German soldier in the school play, Andy says his lines using a German accent similar to one he has heard in the movies a few times.
B)Jason discovers that to get his teacher's approval he must turn in his writing assignments without a single error in grammar, spelling, or punctuation.
C)Craig finds that he gets one "special" girl's attention when he shows off on the playground.
D)Byron has stopped trying in school, because he seems to get low grades no matter what he does.

Answer 3

Playing the role of a German soldier in the school play, Andy says his lines using a German accent similar to one he has heard in the movies a few times.

Question 4

Which of the following is not a stated characteristic of effective models?

A)kindness
B)prestige and power
C)competence
D)relevant behaviour

Question 5

Ms.MacKenzie promises her students special treats if they turn in their homework assignments the next day.The following day Ms.MacKenzie forgets to bring the treats she promised.From the perspective of social cognitive theory, what has just happened to the students who turned in their homework assignments?

A)They have been negatively reinforced for doing so.
B)They have been punished for doing so.
C)They have been vicariously reinforced for doing so.
D)Their behaviour has been extinguished.

Question 6

Tommy received detention for throwing rocks in the schoolyard.Tim and Lisa stopped doing the same behaviour once they heard about what happened to Tommy.This is an example of:

A)negative reinforcement.
B)vicarious reinforcement.
C)modelling.
D)vicarious punishment.

Question 7

Ms.Goodwin is thinking about how she might help the students in her introductory French class learn to pronounce the word bonjour correctly.Which one of her thoughts below is most consistent with a social cognitive perspective of learning?

A)"If I explain the parts of the word-if I tell them that bon means "good" and jour means "day"-then they will have an easier time understanding why the word is pronounced the way it is."
B)"Maybe I should show them how I form my mouth and lips as I pronounce the word, and encourage them to imitate me."
C)"Maybe I should explain how certain letters and letter combinations are consistently pronounced differently in French than they are in English."
D)"I need to be patient.Correct pronunciation will come in time for those students who are really motivated to speak French."

Question 8

The response facilitation effect is:

A)When an observer acquires a new behaviour demonstrated by a model.
B)When an observer displays a previously forbidden behaviour after seeing another have no adverse consequences after performing the behaviour
C)When an observer displays previously learned behaviour more often after seeing a model reinforced for the behaviour
D)When an observer displays previously learned behaviour less frequently after seeing the model punished for it.

Question 9

According to social cognitive theorists, reinforcement affects learning because it:

A)encourages students to pay attention.
B)reduces the likelihood of punishment.
C)strengthens stimulus-response connections.
D)makes students feel good, thereby eliminating any emotions that might interfere with the learning process.

Question 10

Hua knows that Lee frequently completes her assignments long after they are due.She has noticed that their teacher willingly accepts Lee's late assignments because Lee always has a creative excuse for turning them in late.Hua begins to do the same thing-she turns in assignments past the due date and makes up excuses for why she is late.Hua's increase in excuse-making is due to:

A)shaping and intrinsic reinforcement.
B)an increase in self-reinforcement.
C)a decrease in self-regulation.
D)modelling and vicarious reinforcement.

Question 11

Which one of the following statements best describes vicarious reinforcement?

A)anticipating future reinforcement
B)receiving reinforcement after behaving inappropriately
C)remembering reinforcement that one has previously received
D)watching someone else receive reinforcement for a behaviour

Question 12

Which of the following is not one of the assumptions of Social Cognitive Theory?

A)Goal-directed behaviour.
B)Direct effects of reinforcement.
C)Self-regulation on behaviour.

Question 13

According to a Canadian poll (Environics, 1993), what do Canadians believe is the most important issue facing public school?

A)a lack of appropriate role models
B)school-based youth violence
C)violent television programs
D)a lack of appropriate teacher training

Question 14

Which one of the following is the best example of a symbolic model?

A)a detective on a television show
B)the school principal
C)an older brother or sister
D)the police officer who lives next door

Question 15

Social cognitive theory can best be characterized as being concerned with learning:

A)communication skills.
B)socially appropriate behaviours.
C)through observations of others.
D)from a sociological rather than psychological perspective.

Question 16

Andre is caught cheating on a homework assignment.He suffers no consequences for doing so, even though cheating is in clear violation of school policy.From a social cognitive perspective, which one of the following predictions can we make about Andre's future behaviour?

A)He will cheat less frequently.
B)He will cheat as frequently as he has in the past.
C)He will cheat more frequently.
D)He will regress to a lower stage of moral reasoning.

Question 17

A guest speaker is coming to your classroom, and you want your students to treat her with courtesy and respect.You decide to give your students 15 minutes of free time if they show appropriate behaviour during the guest's visit.From the perspective of social cognitive theory, your reinforcement is only likely to work if your students:

A)also experience intrinsic reinforcement for good behaviour.
B)expect that this consequence will follow their good behaviour.
C)have previously been directly reinforced for such behaviour.
D)have previously been vicariously reinforced for such behaviour.

Question 18

An incentive is likely to be an effective motivator for students only when:

A)it is described in explicit terms.
B)it will be available by the end of the same day.
C)students believe it is within their reach.
D)students believe that their friends will think it is a really "cool" thing to get.

Question 19

Your students will undoubtedly know a great many things, and they will not be able to show you everything they know.According to social cognitive theorists, your students will be most likely to show you things they:

A)learned recently rather than a long time ago.
B)think they will be reinforced for demonstrating.
C)have learned at a concrete rather than abstract level.
D)are especially excited about.

Question 20

Which one of the following examples illustrates vicarious reinforcement?

A)Alicia notices that her friend Elle gets extra attention from the teacher when she acts helpless.Alicia begins to act helpless as well.
B)Brandon knows that he will get a higher grade if he turns in a research paper that is typed rather than handwritten, but he turns in a handwritten paper anyway.
C)Avril sees her friend Martha scolded for chewing gum in class.She quickly takes her own gum out of her mouth.
D)Winston sees how Michael gets good grades when he works hard on his mathematics homework, but Winston does not want to work that hard.

Question 21

Trudy makes an obscene gesture in class, and the teacher punishes her severely.Other students in class observe both the gesture and the punishment.Based on social cognitive theory, what can we guess about what those students have learned and how they are likely to behave in the future?

A)They do not know how to make the gesture, but they do know that the teacher will punish them severely for inappropriate behaviour.
B)They know how to make the gesture but are likely to forget it within a few days.
C)They know how to make the gesture and are likely to make it in class in the future.
D)They know how to make the gesture but are unlikely to make it in class.

Question 22

From a social cognitive theory perspective, which one of the following children most clearly reflects a key ingredient of self-regulation as social cognitive theorists define it?

A)Johanna remembers to do her chores so that she will get her weekly allowance.
B)Chin is proud of the fact that he always keeps a promise.
C)Sinead hopes she can stay awake during class because she knows she will be tested on the information being presented.
D)Danny refrains from punching a classmate because he thinks his teacher might be watching.

Question 23

Imagine that you are a teacher at a junior high school.Below are four behaviours you might exhibit in your classroom.Considering the discussion in the textbook regarding modelling, choose the behaviour your students are least likely to imitate.

A)You show them how to estimate the price of an outfit they might want to buy.
B)You show them how to fill out their class schedule form for next year.
C)You show them how much you enjoy reading professional education journals.
D)You show them how to make a tasty fruit drink for a hot day.

Question 24

What differentiates bullying from other forms of aggression?

A)technology is used as a tool.
B)more boys than girls are bullies.
C)the targeted person cannot defend themselves.
D)it has more long-term detrimental effects.

Question 25

Considering what we know about the kinds of models people are likely to imitate, we can guess that the girls in our classes will be least likely to imitate:

A)Anita, a skillful auto mechanic.
B)Brianne, head majorette in the school band.
C)Claudia, the most popular girl in school.
D)Yin, a graceful dancer.

Question 26

Layla is what social cognitive theorists would describe as a self-regulating person when it comes to her moral behaviour.Given this information, which one of the following descriptions best describes Layla's moral behaviour?

A)She works for social incentives; for example, she contributes to charity if she thinks that other people will like her better for doing so.
B)She behaves in morally appropriate ways only when she thinks other people are watching her.
C)She has an internal set of standards regarding right and wrong behaviour, and she feels guilty when she violates those standards.
D)She has an internal set of standards regarding right and wrong, but those standards seldom influence the way she actually behaves.

Question 27

Which one of the following statements best reflects the concept of collective self-efficacy?

A)Over time, students develop a general sense of self-efficacy that influences their performance in a wide variety of content domains.
B)As students get older, their self-confidence about performing certain tasks becomes fairly stable and is less influenced by any single success or failure experience.
C)Students may have greater confidence about accomplishing a task when they work with others rather than alone.
D)Some students have greater self-confidence when they have technological resources (spreadsheet software, access to the Internet, etc.) to help them in their efforts.

Question 28

Bruno has a high sense of self-efficacy regarding his ability to work with his hands.Based on this information, we would predict three of the following from social cognitive theory.Which one of the following would we not necessarily predict?

A)Bruno will frequently choose activities that involve working with his hands.
B)Bruno will be a bit careless when he works with his hands, so he will frequently make silly little mistakes.
C)Compared to Joe, who has low self-efficacy, Bruno will do a better job at such "hands-on" tasks.
D)If Bruno has difficulty at a task requiring his handiwork, he will tend to "try, try again" until he gets it right.

Question 29

Three of the following experiences should promote higher self-efficacy about the task in question.Which one probably will not?

A)Andrea discovers that she only does well on her weekly spelling tests when she wears her lucky necklace.
B)On the first day of geometry, Bob's teacher tells the class, "The things in your textbook may look difficult to you now, but with a little effort and practice you'll have the basics down pat by December."
C)Erin does better in her Spanish class than she expected to.
D)Aiden's friend tells him, "You shouldn't have any problem in Canadian Literature.I'm no smarter than you are, and I got an A."

Question 30

Only one of the following definitely illustrates high self-efficacy.Which one?

A)Alexis knows she is a good singer.
B)Elsa swims the fastest butterfly on the swim team.
C)Carmen enjoys being with her friends.
D)Danielle recently got a score of 120 on an intelligence test.

Question 31

Listed below are four reasons why students might not want to take their schoolwork seriously or to try very hard to succeed at classroom tasks.Which one of these reasons is consistent with the concept of self-efficacy?

A)Tony is more interested in horsing around with his friends.
B)Lucia is so anxious in the classroom that she cannot "think straight."
C)Hannah does not think she has the ability to do the work successfully.
D)Caleb thinks his teacher does not like him.

Question 32

When are students most likely to work toward goals?

A)when their teachers have very high expectations of them
B)when they list only a few goals to accomplish
C)when they set the goals for themselves
D)when their parents have set their goals

Question 33

What is the cause of aggression in children?

A)child predispositions
B)aggressive environments
C)poverty
D)a combination of factors

Question 34

Three of the following are aspects of self-regulation as social cognitive theorists describe it.Which one is not necessarily an example of self-regulation?

A)setting standards regarding what is acceptable behaviour for oneself
B)asking a classmate for help on an assignment
C)reinforcing oneself for appropriate behaviour
D)punishing oneself for inappropriate behaviour

Question 35

According to Albert Bandura, one of the original social cognitivists, perceptions of self-efficacy are:

A)inflated for bullies.
B)inflated for girls.
C)largely inaccurate
D)largely accurate.

Question 36

Three of the following depict situations in which a teacher is facilitating the retention component of modelling.Which one does not depict such a situation?

A)As he writes a capital J on the board, Mr.Antoniuk tells his kindergartners, "To write a capital J, you make a fishhook with a line across the top."
B)Mr.Byers suggests, "Let's play some background music while I show you how to use the dipstick to measure your oil level."
C)Mr.Winters says, "There are several critical steps involved in throwing a pot on the potter's wheel.Repeat these steps to yourself as you work so you don't forget them."
D)As he demonstrates how to throw a baseball correctly, Mr.Duffy says, "Now repeat these words as you throw the ball: back, up, thrust, release."

Question 37

Should students ever be allowed to fail at classroom tasks? According to social cognitive theorists, the answer is:

A)yes because self-efficacy is highest when students fail at a task several times in a row before accomplishing it successfully.
B)yes because occasional failures interspersed among frequent successes teach students that perseverance pays off.
C)no because failure gives students the message that school is not an enjoyable place.
D)no because even a single failure can seriously deflate students' self-efficacy.

Question 38

Three of the following statements are true with regard to students' self-efficacy.Which statement is false?

A)Students with low self-efficacy usually try harder at a task.
B)Students with high self-efficacy achieve at higher levels than those with low self-efficacy, even when previous achievement has been equivalent.
C)Students tend to choose activities at which they know they can be successful rather than those at which they think they will fail.
D)Students' perceptions of their ability to succeed at a task are usually fairly accurate.

Question 39

According to social cognitive research into bullying, what role do peers play in bullying?

A)they reinforce bullying episodes
B)they show respect and kindness to victims
C)they play no role
D)they are likely to intervene to protect victims

Question 40

Mr.Cameron wants to increase his female students' self-efficacy for mastering simple car maintenance procedures.He can best do this by:

A)presenting a film that shows an experienced auto mechanic at work.
B)describing how easily he learned these things when he was their age.
C)having the students read a book with clear, step-by-step instructions for changing the oil and the air filter.
D)having the students watch other girls successfully change the oil and the air filter.

Question 41

Three of the following strategies are consistent with the recommendations in the textbook for helping students learn to engage in self-evaluation.Which strategy, although possibly beneficial for other reasons, is least likely to promote self-evaluation?

A)Give students detailed feedback about their biology lab reports.
B)Have students reflect on the strengths and weakness of their performance in a daily journal.
C)Have students compile portfolios of their best work.
D)Give students a checklist of things to look for as they read the first draft of their research papers.

Question 42

Which one of the following statements best illustrates social cognitive theorists' notion of reciprocal causation?

A)Students are more likely to model a behaviour for which they have seen others reinforced.
B)Modelling can only occur when students are capable of performing the behaviour they observe.
C)Students are unlikely to exhibit a behaviour for which they think they will be punished.
D)The environment affects students' behaviour, but their behaviour also affects the environment they experience.

Question 43

Nora has a quick temper, overreacting in anger every time one of her classmates does something she does not like.Her teacher suggests that whenever another student annoys her, she should: (1) stop to decide what behaviour in particular is bothering her; (2) think about several possible ways of responding to the behaviour; and, (3) choose the response that is most likely to be both productive and prosocial.In self-regulation terminology, the teacher is trying to promote ________ in Nora.

A)self-imposed contingencies
B)self-regulated learning
C)self-regulated problem solving
D)self-monitoring

Question 44

In social cognitive theorists' conceptualization of reciprocal causation, which one of the following is a person factor?

A)Alma expects to do well in science this year.
B)Bree got an A in science last year.
C)Curt's friend Doug will be in his science class this year.
D)Dennis has already read the first two chapters of his science textbook.

Question 45

Three of the following teachers are using strategies that should promote self-regulated learning.Which teacher, while almost certainly helping students learn more effectively, is probably not promoting self-regulated learning?

A)Ms.Henry recruits several parents to provide one-on-one tutoring for students who are having difficulty in a particular subject area.
B)Mr.Isaacs gives his students several criteria they should use to evaluate their own research papers.
C)Mr.Jankowski has his students work in small groups to learn about various endangered species.
D)Ms.Lin requires all her students to do projects for the school science fair, but she lets them make their own decisions about the nature of their projects.

Question 46

Which one of the following examples best illustrates a student who has had mediation training?

A)Saul makes a check mark on an index card every time he speaks out in class without permission.At the end of each hour, he counts the number of check marks he has recorded.
B)Melinda works diligently at her math homework, thinking carefully about how to do each problem and then taking it one step at a time.
C)When Soo studies her textbook, she stops to think about the things she already knows about the topic and tries to relate what she reads to her prior knowledge.
D)When he sees two of his classmates arguing at lunch, Abbott joins them and encourages each of them to view the conflict from the other's perspective.

Question 47

Three of the following strategies should help students become more self-regulated.Which one will not?

A)Ms.Alexander encourages Arthur to set a target for himself regarding the number of sit-ups he will be able to do by the end of the month.
B)Mr.Parker teaches Bailey to reinforce herself whenever she gets her homework done on time.
C)Ms.Rogers asks Craig to make a check mark on a piece of paper whenever he finds himself talking out of turn.
D)Mr.Wiebe asks a teacher aide to keep a close eye on Darla and, when necessary, to remind her to stay on task.

Question 48

Which one of the following is most likely to promote self-regulation among students?

A)mediation training.
B)teacher intervention.
C)self-imposed contingencies.
D)contingency contracts.

Question 49

Which one of the following strategies is most likely to promote self-regulation in students?

A)Mr.Adams knows that many students have trouble learning algebra.He spends the first few weeks of class having students engage in activities that will make algebraic concepts concrete and understandable.
B)When assigning a lengthy research project, Mr.Barnett advises his students to break the project down into a number of smaller tasks and then to reinforce themselves after they complete each one.
C)To build endurance, Mr.Carruthers asks his physical education students to run progressively longer distances each week.
D)Mr.Summers asks his students to look in a mirror and write a poem about what they see.

Question 50

Three of the following students are showing signs of self-regulated learning.Which student does not show any evidence of self-regulated learning?

A)As Adam studies his German vocabulary words, he occasionally stops to check himself to see which words he needs to study further.
B)Blake knows that, for purposes of college admission, his performance in math class is more important than his performance in drama class, so he works harder in the first class than in the second.
C)Claude beams with pleasure when his teacher praises his English essay, because her opinion of his work is very important to him.
D)Rocco thinks to himself, "Tonight I'll skim the reading assignment in history just to get a general idea of what the chapter is all about.Tomorrow I'll read it again in more depth."

Question 51

Several students in Mr.Marshall's class have trouble keeping themselves on task during independent seatwork assignments.Mr.Marshall gives each of these students a piece of paper on which they are to make a check mark every time they find themselves doing something other than their assignment during seatwork time.Mr.Marshall is using which one of the following techniques for changing behaviour?

A)a contingency contract
B)reinforcement of an incompatible behaviour
C)removal punishment
D)self-monitoring

Question 52

Social cognitive theorists tell us that students are most likely to work for goals that:

A)their parents have set for them.
B)their teachers have set for them.
C)peer pressure imposes on them.
D)they have chosen for themselves.

Question 53

Gang-related activity is increasing at the high school at which you teach.At a faculty meeting, the school principal voices her concern that hostile interactions among members of rival gangs are escalating.You think about the research described in the textbook regarding self-regulation, and then you suggest that the school:

A)encourage students to determine their own goals for academic achievement.
B)provide mediation training for its students.
C)develop strategies for enhancing students' self-efficacy with regard to interpersonal relationships.
D)teach students how to use self-imposed contingencies.

Question 54

If we consider the concept of reciprocal causation, we must conclude that students' classroom experience is influenced:

A)primarily by what teachers do in the classroom.
B)primarily by how students think about classroom material.
C)both by classroom events and by what students themselves do.
D)largely by things that have happened to students in the past.

Question 55

When students keep a written record of their own desirable and undesirable behaviours, then:

A)desirable behaviours increase in frequency, but undesirable behaviours remain the same.
B)undesirable behaviours decrease in frequency, but desirable behaviours remain the same.
C)desirable behaviours increase and undesirable behaviours decrease.
D)such record-keeping has little effect on behaviour.

Question 56

Which one of the following best illustrates self-imposed contingencies?

A)Jeanne allows herself t.v.time after completing her math problems.
B)Stephane sets his own goals and objectives.
C)Maria's mother allows her 30 minutes to play video games when she gets a B or higher in spelling.
D)Jules looks in the mirror each morning and says to himself, " I am a good student."

Question 57

Mark often comes to school wearing sandals instead of sneakers on days that he has physical education.He is getting angry with himself regarding his chronic forgetfulness about appropriate footwear.His teacher suggests that he treat himself to an hour of television only on days when he has remembered to wear sneakers.Mark's teacher is suggesting that Mark use:

A)vicarious reinforcement.
B)intermittent reinforcement.
C)a self-imposed contingency.
D)self-monitoring.

Question 58

Self-regulated problem-solving strategies are considered to be most useful for which of the following students?

A)students with gifts and talents
B)students who are very aggressive
C)students who are show average ability
D)students who have cognitive delays

Question 59

Which strategy for promoting self-regulation is most consistent with Vygotsky's concept of self-talk?

A)Self-reinforcement-praising oneself for appropriate behaviour.
B)Self-instructions-reminding oneself about appropriate actions.
C)Self-monitoring-keeping track of how one is behaving.
D)Self-punishment-reprimanding oneself for inappropriate behaviour.

Question 60

Natalie is sometimes too impulsive when she answers multiple choice questions on standardized achievement tests.She picks an answer before she has even read all the alternatives.Natalie knows she has a problem and would really like to change her behaviour.The best strategy we can use to help Natalie is:

A)self-instruction.
B)intermittent reinforcement.
C)cueing.
D)punishment.

Question 61

A number of assumptions underlie social cognitive theory.Describe three of these, and derive an implication of each one for classroom practice.

Question 62

Modelling can be a very effective teaching strategy.Choose a specific behaviour you might teach your students through modelling.Then describe how you would take into account the four essential processes necessary for student modelling to occur.

Question 63

Define bullying generally as well as direct, indirect, and cyberbullying and provide concrete examples of each.Based on the Canadian research into bullying, design an anti-bullying program that addresses the influence of peers in the bullying process.

Question 64

Define the concept of vicarious reinforcement and give a concrete classroom example to illustrate its effects on students' behaviour.

Question 65

Social cognitive theorists propose that people often become increasingly self-regulating over time.
a.Explain what social cognitive theorists mean by the term self-regulation.
b.Identify a response you would like to see your students make in an increasingly self-regulated fashion.Then describe two specific strategies you might use to promote their self-regulation.Your strategies should be based on concepts and/or principles that social cognitive theorists provide.

Question 66

Three of the following are characteristics that you might observe among students with physical challenges when promoting social learning.Which one of the following is not?

A)few opportunities to develop self-regulation
B)emotional immaturity
C)health limitations that affect opportunities
D)very controlled environment

Question 67

Imagine that you are a teacher in a specialized classroom for tenth-grade students who have behavioural problems.Describe three ways that you would promote social learning among your students and describe one activity that incorporates these in an authentic way.

Question 68

You are teaching your students how to do something-perhaps how to solve a math problem, write a research paper, or do a side dismount from the parallel bars-and you find that your students have low self-efficacy for doing the task.
a.Describe a specific task that you might eventually be teaching.
b.Considering the factors affecting self-efficacy that the textbook describes, develop two strategies you might use to enhance your students' self-efficacy for performing the task.For each one, describe what you would do in specific and concrete terms.

Question 69

Three of the following are said to promote self-regulation among students with special educational needs.Which one of the following does not necessarily promote such skills?

A)self-observation
B)self-reinforcement
C)self-esteem
D)self-regulated problem-solving