Which one of the following statements best describes research findings regarding the effectiveness of verbally reprimanding (e.g., scolding) children?
a. Reprimands rarely reduce inappropriate behavior.
b. Reprimands are more effective when they're brief and unemotional.
c. Reprimands are effective only when they embarrass children to some extent.
d. Severe reprimands are more effective than mild ones.
Ques. 2In Mr. Marshall's classroom, students who acquire 10 points in one day can have 20 minutes of free time at the end of the day. Mr. Marshall awards points to his students for good behavior and deducts points if they misbehave. The deduction of points for misbehavior is known as:
a. time-out
b. restitution
c. response cost
d. in-house suspension
Ques. 3If you wanted to encourage kindergartners to delay gratification, research indicates that an effective strategy would be to:
a. Tell them that how well they behave at the end of the day is really what counts
b. Ask them to focus on how good it feels to do something nice for a classmate
c. Talk about how their learning efforts today will pay off in the years to come
d. Occasionally remind them that they will get a bigger reward if they wait for an hour or two
Ques. 4Healthier eating habits make people feel better and give them more energy over the long run. Yet many people do not improve their eating habits, especially if healthful foods are difficult and time-consuming to prepare. Three of the following are possible explanations for the lack of improvement (i.e., behavior change) in people's eating habits. Judging from what you have learned about instrumental conditioning, choose the alternative that is not a likely explanation.
a. Extrinsic reinforcers are usually more effective than intrinsic reinforcers.
b. Eating junk food also has its reinforcers.
c. From a cost-benefit perspective, change is not worthwhile.
d. Reinforcement (in the form of feeling healthier) is delayed.
Ques. 5In Marcia's first tennis lesson, her instructor Keith is trying to teach her the correct way to swing a tennis racket. Keith praises Marcia every time she hits the tennis ball over the net and into the in bounds area of the opponent's side of the court using the correct body position. Marcia shows little improvement during the one-hour lesson. From a behaviorist perspective, what mistake is Keith probably making in teaching Marcia to play tennis?
a. He fails to realize that Marcia has little to gain by changing her behavior.
b. He is using intermittent rather than continuous reinforcement.
c. He should shape the behavior rather than expect immediate mastery.
d. Praise is rarely an effective reinforcer.
Ques. 6Ms. Delahanty has several students who are chronic misbehavers. She meets individually with each student, and together the teacher and student agree to a plan for improving the student's behavior and a suitable reinforcement for appropriate behavior change. Ms. Delahanty is using:
a. a contingency contract
b. Keller's personalized system of instruction
c. a token economy
d. a group contingency
Ques. 7Three of the following teaching practices are consistent with Piaget's theory of cognitive development. Which one is not?
a. A second-grade teacher encourages students to (1) speculate about possible explanations regarding why kites of different shapes fly differently and then (2) test each explanation systematically.
b. A ninth-grade science uses a three-dimensional model of the solar system to illustrate her explanation of why it's warmer in summer than in winter.
c. When a high school student claims that people should Make love, not war, his teacher urges him to consider whether such an approach would have been advisable when the Fascist movement was gaining ground in Europe in the late 1930s and early 1940s.
d. When 7-year-old Martin says that two nickels are worth more than one dime because there are two of them and they're bigger, his teacher asks, How can that be? Two nickels are worth ten cents, and one dime is also worth ten cents.
Ques. 8In Vygotsky's theory of cognitive development, what important role does inner speech play?
a. By giving themselves directions about the things to do and in what order, children guide themselves through complex tasks.
b. By using words mentally as well as orally, children develop more abstract representations of the world.
c. By practicing various grammatical structures mentally, children acquire more complex language capabilities.
d. By talking to themselves about what they should have done or said in a particular situation, children remember the situation more vividly.
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