Deck 2: Reinforcement

Question 1

of the following is the deliberate and systematic use of reinforcement to develop desirable behaviors and eliminate undesirable behaviors?

A) Behavior modification
B) Behavioral theory
C) Cognitive evaluation theory
D) Observational learning

Answer 1

A

Question 2

stimulus that increases the occurrence of a behavior it closely follows is called what?

A) Modifier
B) Stimulator
C) Punishment
D) Reinforcer

Answer 2

D

Question 3

teacher who praises a student for being on time to class in order to increase that student's habit of being on time is using which of the following?

A) Positive reinforcement
B) Negative reinforcement
C) Punishment
D) Both A & B

Answer 3

A

Question 4

of the following is an example of a negative reinforcer?

A) Giving a T-shirt to students who reach their fitness goals
B) Letting students who reach their fitness goals skip the final exam in a personal fitness class
C) Making students who do not reach their fitness goals run extra laps
D) Taking the day's fun fitness activity away from students who do not reach their fitness goals

Question 5

teacher who takes away students' "free day" because they showed poor sportspersonship is using which of the following?

A) Positive reinforcement
B) Negative reinforcement
C) Punishment
D) Both B & C

Question 6

of the following is the process of first reinforcing a behavior that vaguely resembles the target behavior, and then reinforcing closer approximations of the target behavior until the target behavior develops?

A) Fading
B) Punishments
C) Shaping
D) Intermittent reinforcement

Question 7

of the following is NOT true about fading?

A) It helps prevent students from becoming dependent on tangible rewards.
B) It gradually changes an activity reinforcer to a material reinforcer.
C) It moves students toward internal sources of motivation.
D) It is the process of gradually changing the reinforcer that controls a behavior so the behavior eventually occurs in response to a new reinforcer.

Question 8

timing and frequency with which a person is reinforced is called which of the following?

A) Cognitive evaluation theory
B) Fading
C) Shaping
D) Schedule of reinforcement

Question 9

of the following schedules of reinforcement is believed to be most effective in the early stages of learning a behavior or skill?

A) Continuous
B) Augmented
C) Fixed ratio
D) Variable ratio

Question 10

reinforcement schedule in which some instances of a behavior are reinforced but others are not, and in which the number of times a behavior must be exhibited in order to receive the reward is unpredictable, is called:

A) continuous
B) concurrent
C) fixed ratio
D) variable ratio

Question 11

of the following is NOT a reason why it is often difficult to follow the principles of behavior modification?

A) Not all students react the same way to reinforcers and punishments.
B) The principles are very complex and difficult to follow.
C) There may be unknown reinforcers in the environment that students find more valuable than the teacher's reinforcers.
D) The student may not be able to repeat a behavior that was reinforced.

Question 12

of the following is NOT true about intrinsic motivation?

A) It is an internal desire to show competence and be self-determining.
B) People with high intrinsic motivation may perform an activity simply for the desire to master a task.
C) People with high intrinsic motivation will perform a task or behavior in order to receive some outcome separate from the activity.
D) It tends to be more long-lasting than extrinsic motivation.

Question 13

of the following is NOT true about extrinsic motivation?

A) It tends to last longer than intrinsic motivation.
B) When rewards are removed, effort will often decline or the behavior will disappear.
C) It requires the use of external rewards.
D) It exists when someone performs a task or behavior in order to receive some outcome separate from the activity.

Question 14

According to cognitive evaluation theory, when will external rewards increase intrinsic motivation?

A) If the informational aspect is high and positive, and the controlling aspect is low
B) If the informational aspect is high and negative
C) If the controlling aspect of a reward is high and the informational aspect is low
D) Both B & C

Question 15

kinds of students are most likely to use feedback from significant adults like the physical education teacher?

A) Elementary students
B) High school students with lots of experience at a skill
C) Students with less experience with a skill
D) Both A & C

Question 16

Pedagogy research shows which of the following regarding teacher verbal feedback?

A) It has a huge impact on both long-term student achievement and short-term practice.
B) It does not have a big impact on long-term student learning, but it can positively affect students' short term practice.
C) It doesn't impact either long-term student achievement or short-term practice.
D) It must be general in order to have any impact.

Question 17

Feedback that matches the focus of the task is called which of the following?

A) Augmented feedback
B) Immediate feedback
C) Congruent feedback
D) Intrinsic feedback

Question 18

is the difference between intrinsic and augmented feedback?

A) Augmented feedback is about the process of movement, while intrinsic feedback is about the product of the movement.
B) Augmented feedback is about the product of the movement, while intrinsic feedback is about the process of the movement.
C) Augmented feedback is information a performer receives about a movement through his or her own senses, while intrinsic feedback is any information a person receives about a movement from an outside source.
D) Augmented feedback is any information a person receives about a movement from an outside source, while intrinsic feedback is information a performer receives about a movement through his or her own senses.

Question 19

of the following is NOT true about the relationship between augmented feedback and motor skill learning?

A) Augmented feedback is essential for learning complex motor skills and when learning to move quickly.
B) Some very simple skills can be learned without augmented feedback.
C) Augmented feedback is not necessary for students with little experience at a skill because they can use their intrinsic feedback.
D) Augmented feedback can hinder the learning of motor skills if the teacher gives it too often or consistently gives concurrent feedback.

Question 20

of the following is NOT true about continuous feedback?

A) It can cause learners to become dependent on that feedback.
B) It can prevent learners from engaging in important learning strategies.
C) It results in better long-term learning than intermittent feedback.
D) It is best used when students are first learning a skill.

Question 21

should feedback be given to students about errors in motor skills?

A) Immediately after the movement, with no delay, so the learner doesn't have to think about the movement.
B) After a small delay to allow the learners time to process intrinsic feedback.
C) While the learner is performing the skill, so he or she knows exactly what to do.
D) Both A & C

Question 22

of the following is NOT true about the results of research on behavioral coaching programs?

A) The programs were effective with only very simple motor skills.
B) The programs effectively helped children of all ages learn motor skills.
C) Simple social reinforcers could be effective.
D) Four- to five-year-old children could effectively administer such a program.

Question 23

type of feedback found to most effectively enhance students' self-perceptions was which of the following?

A) Concurrent feedback
B) Contingent feedback
C) Continuous feedback
D) General feedback

Question 24

of the following is a prosocial behavior that research shows can be enhanced by behavior management programs or reinforcement?

A) Attentiveness
B) Task persistence
C) Punctuality
D) All of the above

Question 25

of the following is true about the use of behavior management programs and reinforcement to enhance children's physical activity levels outside of physical education?

A) Programs are most effective when they are expensive.
B) Parents and physical educators can work together to administer such programs.
C) Such programs are not effective with children with intellectual disabilities.
D) All of the above

Question 26

Results of research testing the principles of cognitive evaluation theory have found which of the following?

A) External rewards can decrease intrinsic motivation.
B) Rewards are most effective if all children receive them, whether or not the children earned them.
C) Fitness tests with percentile-based interpretations of student performance maximize student interest in the tasks.
D) All of the above

Question 27

of the following is NOT a guideline to follow when using punishment?

A) Make it clear that it is the student's behavior that is unacceptable, and not the student.
B) Make sure students understand what appropriate behavior should be.
C) Use physical activity or exercise frequently as punishments.
D) Make sure the punishment is viewed negatively by the student.

Question 28

of the following best describes the sandwich approach to providing feedback?

A) A compliment, followed by a positive statement, followed by future-oriented technical instruction
B) A future-oriented technical instruction, followed by a compliment, followed by more technical instruction
C) A positive statement, followed by future-oriented technical instruction, followed by a compliment
D) A positive statement, followed by a compliment, followed by a positive statement

Question 29

of the following is NOT a principle to follow when giving extrinsic rewards?

A) Make sure the criteria for earning the rewards are based on the performance of others.
B) Clearly define the behavior in observable, measurable terms.
C) Make sure the rewards are contingently earned.
D) Make sure the rewards are ones that are desired by the students.

Question 30

of the following best describes the personalized system of instruction?

A) Students teach each other.
B) The teacher tells the students what to do and demonstrates every task.
C) The teacher asks students lots of questions, trying to get them to come up with appropriate responses.
D) All tasks are presented to students in a written workbook or a video, and students move through tasks at their own pace.