With additional modeling and several more examples, Emma gradually developed an understanding of the ...

With additional modeling and several more examples, Emma gradually developed an understanding of the process of adding fractions with unlike denominators and was then able to solve problems on her own. Of the following, how would a cognitive constructivist interpret Emma's development?
 
  a. Emma's increased understanding was a direct result of the social interaction between her, Ava, and her classmates.
  b. Emma's equilibrium was disrupted as a result of Ava's explanation and modeling, and, individually, she reestablished it when she learned the procedure for adding fractions with unlike denominators.
  c. When Emma was eventually able to add fractions with unlike denominators, she received positive reinforcers for getting the correct answers, and as a result of the reinforcement, she continued to answer correctly.
  d. Ava developed a community of learners in her classroom, and the influence of the learning community helped Emma learn the procedure for adding fractions with unlike denominators.

Ques. 2

Which of the following best describes the percentage of families below the poverty line in the United States compared to other industrialized nations?
 
  a. Much greater in the United States than in other industrialized nations
  b. About the same in the United States as in other industrialized nations
  c. Slightly less in the United States than in other industrialized nations
  d. Much less in the United States than in other industrialized nations

Ques. 3

Of the following guidelines for applying information processing and the model of human memory with her students, which is Karen best demonstrating by displaying the two sentences showing running' being used first as a verb, then as a noun, and finally as an adjective? (Jayden was running across the classroom. Running is a very good form of exercise, and athletes, such as running backs in football, have to be in very good physical shape.)
 
  a. Conduct reviews to activate schemas and check perceptions.
  b. Begin learning activities with attention-getting experiences.
  c. Develop learners' background knowledge with high-quality representations of content.
  d. Interact with students to promote cognitive activity and reduce cognitive load.

Ques. 4

Which of the following best describes the difference between cognitive constructivism and social constructivism?
 
  a. Cognitive constructivism is based on cognitive learning theory, such as information processing, whereas social constructivism is based on social cognitive theory.
  b. Cognitive constructivism emphasizes construction of understanding based on discussion that reinforces thinking, whereas social constructivism emphasizes discussion without the use of reinforcers.
  c. Cognitive constructivism emphasizes individual imitation of modeled behaviors, whereas social constructivism emphasizes vicariously learned behaviors of groups.
  d. Cognitive constructivism focuses on individual, internal constructions of understanding, whereas social constructivism emphasizes shared perspectives, which are then internalized by individuals.

Ques. 5

Of the following guidelines for applying information processing and the model of human memory with students, which is Claribel best demonstrating by giving the students cubes and having them form numbers such as 21 and 12?
 
  a. Conduct reviews to activate schemas and check perceptions.
  b. Model and encourage metacognition.
  c. Develop learners' background knowledge with high-quality representations of content.
  d. Interact with students to promote cognitive activity and reduce cognitive load

Ques. 6

Of the following guidelines for applying information processing and the model of human memory with her students, which is Karen best demonstrating by calling on several students to make observations and then guiding them with her questions to identify the different ways that running' was used in the sentences?
 
  a. Capitalize on meaningful encoding strategies.
  b. Interact with students to promote cognitive activity and reduce cognitive load.
  c. Develop learners' background knowledge with high-quality representations of content.
  d. Model and encourage metacognition.