Multiple choice case study Questions

Multiple choice case study Questions

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Multiple choice case study Questions

1. Which of the following bestdescribes Social Cognitive Theory:
2. It is a theory that offers a different explanation for learning when compared to classical and operant conditioning.
3. It is a metatheory that incorporates classical, operant, and social learning principles.
4. It is a model that explains how individuals use mechanisms of operant conditioning to behave socially.
5. It is an outdated theoretical model that has been replaced by operant models of learning.
6. The potential for self-directed changes in behavior is:
7. Forethought
8. Vicarious learning
9. Symbolizing
10. Self-reflection
11. Self-regulation
12. The capacity to re-evaluate and alter thinking that can result in changes in behavior is:
13. Forethought
14. Vicarious Learning
15. Symbolizing
16. Self-reflection
17. Self-Regulation
18. People’s judgments of their capabilities are based more on what they believe they can do than on what is objectively true:
19. Self-Regulation
20. Self-Reflection
21. Self-Efficacy
22. Self-Determination
23. Bandura’s “Bobo Doll” experiment concluded that:
24. People are able to learn through observation.
25. People are capable of profound violence.
26. Television reinforces violent behavior.
27. Vicarious learning can be mitigated by the medium of transmission.
28. Which of the following is NOT a basic principle of the Vygotskyian framework:
29. People construct their own knowledge.
30. Development cannot be separate from its social context.
31. Learning can lead development.
32. Language plays a central role in mental development.
33. Knowledge is external; learning is internal.
34. According to Vygotsky, higher mental functions develop from a shared function to an individual function.
35. True b. False
36. According to Vygotsky, children must engage in very specific types of interaction to promote learning. Which of the following is NOT one of the more beneficial types of interaction:
37. Playing
38. Acting as a sounding board for peers
39. Creating cognitive conflict and having children describe their perceptions and viewpoints to work through the perception conflict under the supervision of the teacher
40. Working in very large groups to extend the range of possible dialogue.
41. According to Vygotsky’s model, children generally ignore, fail to use, or incorrectly use a skill if it is outside the child’s:
42. Zone of Proximal Development
43. Range of Experience
44. Region of Effectiveness
45. Matrix of Organizational Systems
46. Choice behavior:
47. Always leads to and adaptive outcome.
48. Is adaptive if the energy cost of the behavior exceeds the benefit of that behavior.
49. Is maladaptive if the energy cost of the behavior exceeds the benefit of that behavior.
50. Cannot be predicted in humans due to the operation of free will.
51. The phenomenon “undermatching” typically occurs when:
52. Too few reinforcements are available on the alternate schedule of reinforcement.
53. The probability of being reinforced on the alternate schedule increases due to the passage of time.
54. A changeover delay is introduced.
55. The size of the reinforcement is not the same for the response contingency on each schedule.
56. Which of the following factors seems to be least important in explaining how the feeding system of young children operates:
57. Children usually select food on the basis of nutrition value instead of taste value.
58. Food selections by children operate according to flavor preferences.
59. Children often show neophobia.
60. Children cannot be labeled as omnivores.
61. In a famous series of studies on maternal love in rhesus monkeys, Harlow removed infant rhesus monkeys from their natural mothers and replaced the mothers with:
62. The opportunity to interact exclusively with humans.
63. Artificial mothers either in the form of a bare wire mesh or with cloth-covered wire mesh.
64. Other rhesus females who were never mothers.
65. Other rhesus females who were mothers in the past but who were not currently caring for young.
66. According to Chomsky, young children begin to vocalize single words for both objects and actions because they:
67. Possess an innate Language Acquisition Device (LAD)
68. Have been conditioned to the sound of words standing for physical objects
69. Are genetically prepared to make only the speech of the language that their parents speak predominantly.
70. None of the above
71. Behaviorists have studied how parents reinforce and punish a child’s language, behavior, and they found that:
72. The proper use of grammar is consistently reinforced
73. Most of the grammatical constructions of the child are not reinforced
74. Parents give social reinforcement each time the child adds a word to its vocabulary
75. Pronunciation of words not used by the family is punished
76. According to the text, parents who read to their children:
77. Teach their children how to understand letters and also provide to them an emotional bonding experience
78. Are wasting their time if their children do not yet speak
79. Should be helping their children develop universal grammar
80. Increase the chances that their children will do well in primary school; however, early reading does not predict academic success beyond eighth grade
81. According to the text, learning to read and write are what types of behaviors in humans:
82. Prepared
83. Unprepared
84. Contraprepared
85. Furlowed
86. According to Csikszentmihalyi’s flow theory, learning is improved when:
87. Learners are in a state in which they are completely focused and concentrating
88. Learners do their preparation work in the morning
89. Learners have a group to help them
90. Learners work in brief spurts of motivation
91. Experts differ from novices on which of the following:
92. Notice of features and meaningful patterns
93. Flexibility in their approach to new situations
94. Ability to retrieve information
95. The only significant difference between experts and novices relates to their ages
96. Answers A, B, and C
97. In which of the following stage of Piaget’s model would we be likely to see object permanence?
98. Sensory motor stage
99. Preoperational stage
100. Concrete operations
101. Formal operations

Questions 1 – 4

During the term, food was provided to students following a time announcement and course welcome procedure. Many students reported that they felt “conditioned” to the food and/or course welcome procedure. Please respond to the following questions:

1. How would we know if students had actually become conditioned to the food and/or course welcome procedure?
2. On one day, food was hidden and produced midway through the class period. Student behavior change after the food was produced. What does this behavior change tell us about reinforcement schedules and extinction?
3. On one day, food was placed in the classroom prior to time announcement and course welcome procedure. Some students reported being uncertain whether they were permitted to take the food. What does this hesitancy tell us about their learning?
4. Students described concerns about how they might feel and/or behave after the course ends and the food/course welcome procedure are no longer enacted. Based on learning principles, what would you predict to happen to students after the course has concluded?

Question 5

5. The course has an examination procedure that includes characteristics such as open book/open note testing, group discussion, and appeals processes. How are learning models imbedded in the procedure to facilitate learning?

Multiple choice case study Questions

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.

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