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Chapter 5

Multiple Choice

Multiple Choice


This activity contains 16 questions.

	When it comes to applying learning theory to the classroom, the most pressing problem for educators is:   Finding age-appropriate learning materials Getting students to learn Presenting students with the right stimuli on which to focus their attention and mental effort Presenting the learning material in a gender-neutral manner

	The use of pleasant and unpleasant consequences to change behavior is known as:   Operant conditioning The conditioned reflex Pavlovian conditioning Stimulus generalization

	According to operant conditioning,   Once a behavior is learned, it is not forgotten Punishment can strengthen behavior Behavior is controlled by its consequences Punishment and negative reinforcement are the same

	What would be a practical and appropriate use of punishment in the classroom?   Providing a positive reinforcer for stopping unacceptable behavior. Loss of privileges contingent upon unacceptable behavior- such as having to stay in during recess for talking out of turn. Corporeal punishment Loss of privileges for unspecified behaviors

	Extinction is rarely a smooth process. When reinforcers are withdrawn,   punishment for the behaviors becomes more effective in practice the rate of the to-be-extinguished behavior diminishes rapidly the topography of the to-be-extinguished behavior stays the same individuals often increase their rate of the to-be-extinguished behavior for awhile

	What schedule of reinforcement produces behavior that is very consistent over time and most resistant to extinction?   Variable ratio schedules of reinforcement, such as those associated with gambling behaviors Continuous reinforcement Fixed-ratio schedules of reinforcement Fixed-interval schedules of reinforcement.

	What are the functions of cues in discrimination learning?   They change the circuit architecture of brain, fostering learning They serve as distracters, inhibiting the effects of discrimination learning They act as agents of forgetting They act as signals as to what behavior(s) will be reinforced or punished

	How can principles of stimulus generalization be used to aid learning in the classroom?   By using many examples from different contexts. For example teaching the relationship between supply and demand (and how it affects price) can be taught by using examples from grocery shopping, the value of natural resources, and the values of collectibles (such as Beanie Babies, which are produced in small numbers in order to keep up the price). By using multiple choice tests in the classroom By rehearsing the same material over and over until the students get it right By using it in conjunction with punishment

	The concept of self-regulated learning derives from   Pavlov's work with the conditioned reflex Bandura's work with observational learning Thorndike's law of effect Skinner's work with juvenile delinquents

	What is perhaps the most important limitation of the behavioral theories when applied to the classroom?   Schedules of reinforcement are often unreliable in maintaining behavior in the real world Observational learning involves vicarious reinforcement The principles of learning theory ARE NOT well defined, hence difficult to apply in the classroom Learning processes such as concept formation, learning from text, and thinking are difficult to observe directly.

	In classical conditioning, what is paired   The conditioned stimulus and neutral stimuli The unconditioned stimulus and the neutral stimuli The unconditioned response and the unconditioned stimulus The conditioned stimulus and the unconditioned stimulus

	An example of a negative reinforcement is when a teacher says   If you get an A on tomorrow's test, you will be a member of the A club If you do your homework, you may choose a prize If you get an A on tomorrow's test, you won't have to do homework the rest of the week If you do your homework, you may be very successful

	To be an effective punisher, an unpleasant consequence   Reduces the behavior at least one time Does not reduce the frequency of the behavior Reduces the frequency of the behavior Reduces the behavior but causes other problems

	An antecedent stimulus from a teacher   Informs students what behavior will NOT be reinforced Informs students what behavior will be reinforced Informs students that a negative behavior will not be tolerated None of the above

	Learning vicariously means that you   Learn from listening to teachers Learn from observing or hearing about another's experiences From your own experiences Learn how to live life better

	Behavioral learning theories apply best to   Behaviors that can't be observed Young children Observable behavior None of the above

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