John, a White student, and Dario, a Hispanic student in Mrs. Stevens fifth-grade class, both do ...

John, a White student, and Dario, a Hispanic student in Mrs. Stevens fifth-grade class, both do high-quality schoolwork. John, in fact, is a model student. He follows directions, his work is extremely neat, and he is never a management problem. Dario, although a bit sloppy in some of his homework, has a great imagination, and often offers a perspective that the other students don't think of in discussing problems and issues. He can be slightly disruptive, although not a serious management problem. John and Dario scored similarly on achievement tests in the fourth grade. Based on this information, if Mrs. Stevens's class is consistent with patterns identified by research, which of the following is most likely?
 
  a. John is more likely to be identified as gifted than is Dario.
  b. Dario is more likely to be identified as gifted than is John.
  c. John and Dario are equally likely to be identified as gifted.
  d. Neither John nor Dario is likely to be identified as gifted, since we have no evidence that either has taken an intelligence test.

Ques. 2

In classical conditioning, the unconditioned and conditioned stimuli must occur at essentially the same time. We refer to this temporal connection as:
 
  a. proximity.
  b. pairing.
  c. contiguity.
  d. connectivity.

Ques. 3

In classical conditioning, a learned physiological or emotional response is referred to as the:
 
  a. unconditioned response.
  b. unconditioned stimulus.
  c. conditioned stimulus.
  d. conditioned response.

Ques. 4

In classical conditioning, the event that causes an instinctive or reflexive physiological or emotional response is referred to as the:
 
  a. unconditioned response.
  b. unconditioned stimulus.
  c. conditioned stimulus.
  d. conditioned response.

Ques. 5

Of the following, which is most critical to the educator who subscribes to a behaviorist view of learning?
 
  a. Observable behavior
  b. Effective modeling
  c. Thought processes
  d. Appropriate emotions

Ques. 6

Which of the following statements is most consistent with a behaviorist theoretical orientation?
 
  a. Learners construct their own understanding.
  b. People strive for equilibrium.
  c. Learning is contextual.
  d. Learning is observable.

Ques. 7

Which of the following is the most valid description of learning from a behaviorist point of view?
 
  a. Sensations paired together enough times that they become associated
  b. Increases in behavior as a result of anticipating desirable consequences
  c. Changes in behavior as a result of observing similar behaviors in others
  d. Changes in observable behavior occurring as a result of experience

Ques. 8

Explain how effective teaching for students with exceptionalities compares to effective teaching for students placed at risk.
 
  What will be an ideal response?

Ques. 9

You almost certainly will have learners with exceptionalities in you class or classes. You are responsible for collaborating with other professionals to best meet the needs of these students, and you are also responsible for adapting your instruction when they are mainstreamed into your class. There is a third important responsibility that you have to each of these students. Identify this responsibility, and give a specific, classroom example of how you would meet the responsibility.
 
  What will be an ideal response?

Ques. 10

Based on characteristics of students who are gifted and talented, which of the following students is least likely to be gifted?
 
  a. When Josh, a second grader, reads a narrative story that he has written, his characters are complex, and he uses similes and other vivid language in his descriptions.
  b. Audrey enjoys being alone, but she is healthy, well adjusted, and enjoys doing difficult Sudoku puzzles.
  c. Jim, a third grader, periodically makes comments in class that are not typical for a student his age, such as, I don't think it's right to treat someone different just because they look different than we do.
  d. Angela, a fourth grader, has well-developed self-regulation skills and good study strategies. She always goes in her room after evening meal and does her homework without having to be reminded by her parents, and she gets excellent grades.