Quiz 2 - EDUC210

Receptive vocabulary refers to:

A) how open the student is to learning a second language.

B) the words a student can understand in spoken or written words.

C) words that change over time due to culture.

D) words children learn as a result of scaffolding

B

Colton is almost four years old and has an expressive vocabulary of about 1000 words. Based on milestones in early childhood language, what should Colton’s parents be doing to encourage Colton’s language development

A) Repeat new words and name body parts such as feet, hands, and tummy.

B) Talk about his interests and ask numerous “why” questions.

C) Help him tell stories and encourage him to play with others.

D) Talk with him as they would talk to an adult

C

By what age do most children master the sounds of their native language?

A) 5 years

B) 9 months

C) 7 years

D) 2 years

A

An adolescent who knows how to keep a conversation going at an informal gathering is demonstrating good

A) emergent language development.

B) sheltered language.

C) pragmatics.

D) syntax

C

Alexa yelled to her mother in the grocery store, “I want chips!” Her mother told her to use her small, indoor voice at the store. Alexa shows that she does not yet understand

A) expressive vocabulary.

B) receptive vocabulary.

C) metalinguistic awareness.

D) pragmatics of language

D

The area of language that specifically deals with the ordering of words is called

A) awareness.

B) scaffolding.

C) semantics.

D) syntax.

D

The area of language that specifically deals with the ordering of words is called

A) awareness.

B) scaffolding.

C) semantics.

D) syntax.

A

Which one of the following statements is TRUE of emergent literacy?

A) There has been no research on understanding the relations between oral language, code skills, and reading achievement.

B) Preschool teachers are encouraged to teach code skills before oral language skills in

order to promotes reaching achievement.

C) Oral language has been found to interfere with preschool children’s reading fluency.

D) Preschool children’s oral language skills play an important role in predicting reading in the transition to school.

D

Generally, students are not ready to study the rules of a language formally until about age five. This is when most students have started to gain

A) literacy.

B) metalinguistic awareness.

C) semantic speech.

D) syntax.

B

Which one of the following statements is TRUE?

A) Decoding skills and oral language skills are important in emergent literacy.

B) By age 3, most children should be able to create sentences with an average of 5 words.

C) Teachers should encourage students not to use their Heritage language during school

hours.

D) Pragmatics refers to overusing a grammatical rule in appropriate situations

A

Ken believes reading is very important and is teaching his four-year-old son the letters of the alphabet. Knowing the letters of the alphabet is what type of foundational skill for reading

A) Oral language skill

B) Skill in understanding codes

C) Knowledge of syntax

D) Metalinguistic awareness

B

Daniela is in the first grade. Her family left Mexico and moved to Vancouver one year ago. Daniela is having difficulty learning to speak and read in English. Based on bilingual emergent literacy research, what should her teachers prioritize to help Daniela at this stage of literacy?

A) Focus on growth in expressive language and speaking English only.

B) Focus on growth in literacy in Spanish first.

C) Focus on language growth in receptive vocabulary

D) Focus on inconsistencies and irregularities in English language

C

Which of the following situations is an example of subtractive bilingualism?

A) Maurice grew up in Montreal. He heard a lot of French dialect spoken around him and on the radio, but he only speaks English.

B) Kim heard English and Mandarin from the time she was born. She speaks both languages fluently.

C) Marco learned Spanish as a child growing up in Mexico. He later learned English, moved to California for college, and continued to use his Spanish.

D) Jasmina learned Croatian as a child. When her family moved to Winnipeg, she became fluent in English and eventually forgot her Croatian

D

Children who are raised bilingual from birth can be expected to:

A) reach the language milestones in both languages at about the same time.

B) to learn the pragmatics of one language before the other language.

C) develop a receptive vocabulary set in only one language.

D) to develop inside-out skills in one language before their second language.

A

Which of the following most accurately represents research concerning the issue of critical periods for learning language?

A) There is a critical period for learning accurate language pronunciation

B) There is a critical period for mastering the grammar and syntax of a language.

C) There is a critical period for vocabulary acquisition in a second language.

D) There is a critical period for English speakers to learn Mandarin and other tonal languages

A

Researchers have found the best time for one to learn a second language on one’s own is

A) during middle childhood

B) adolescence

C) early childhood

D) adulthood when cognitive skills are developed

C

At home in Iqaluit, Nunavut, Shawn only speaks Inuktitut with his grandmother who has lived her entire life in Nunavut. When speaking with his grandmother in Nunavut, Shawn is using his

A) emergent language development.

B) sheltered language.

C) Heritage language.

D) second dialect

C

Alberto speaks Italian with his grandmother and English with everyone else at home, but he is starting school and needs to use English at school. Based on research about bilingualism, what should Alberto be encouraged to do about developing skills in both languages?

A) Develop English only. Bilingual students tend to use code-switching, an indication of low-level language skills.

B) Speak English only. Avoid speaking Italian. The dual languages will interfere with his ability to read and write English correctly

C) Focus on developing English and teach his grandmother to speak English

D) Keep developing skills in both languages. Being bilingual increases cognitive abilities

D

Which of the following is NOT true of Indigenous languages in Canada?

A) 20% of First Nations individuals report that they can speak an Indigenous language.

B) Residential schools denied Indigenous peoples the right to speak their first language.

C) Indigenous languages in Canada are disappearing.

D) Language revitalization projects are targeting both children and adults in school and at home.

C

Reese is a deaf one-year-old child. Her parents have been learning and using signed language since Reese’s birth. What might they expect about their daughter’s language skill development?

A) Reese’s receptive language will be delayed and will likely fall six months behind hearing children.

B) Reese will probably “say” her first words at a much later time than hearing children speak their first words.

C) Reese will develop language skills at the same rate hearing children develop language skills.

D) Reese will experience different milestones and develop language on a different schedule than children with normal hearing

C

Which of the following is a myth about bilingual students?

A) Learning a second language takes little time and effort.

B) It takes great effort and attention to maintain high-level skills in both languages.

C) Children must be tested in both languages to determine language disorders.

D) Children need to use both languages in many contexts

A

Scott, who is a grade 12 student and a native English speaker, is starting to learn French. According to the text, which activity will likely be the most difficult for him to successfully engage in?

A) watching a television program in French

B) having a conversation in French with his friend Richard

C) reading a history book written in French

D) listening to the news on a French radio station

C

Mrs. Harper is teaching English language learning and wants to help her students progress with language skills and succeed academically. Which of the following strategies is LEAST likely to help?

A) Mrs. Harper thinks aloud as she models how to practice using a new procedure.

B) Mrs. Harper teaches ELL students new vocabulary for a unit before teaching the concepts in the unit.

C) Mrs. Harper involves ELL students in group work and working in pairs.

D) Mrs. Harper corrects grammar errors as the ELL students answer questions and present reports

D

A language variation spoken by a particular group is called a

A) dialect.

B) language disorder.

C) pronunciation problem.

D) standard speech.

A

What is the term to describe moving between two speech forms such as informal talk with friends and formal speech for professional communications?

A) Genderlect

B) Dialect

C) Code-switching

D) Morphology

C

What is the term that is defined as the different ways of talking for males and females?

A) genderlects

B) sheltered language.

C) Heritage language.

D) code-switches

A

Based on information about genderlects, which of the following statements is most likely made by Calli, a middle school girl, and not one of the boys in her class?

A) We have to beat the other team today and regain our status as the best in the league.

B) I saw your sister at the ball game, and she seemed to be getting around on her crutches

without a problem.

C) I think it’s unfair for the other groups to get more time to work on their projects.

D) I have a right to sit in this chair. I got the top score on the test last week

B

Hamid had to leave his home country for Canada as his family feared their safety. Hamid would be considered a(n)

A) immigrant.

B) refugee.

C) vacationer.

D) transient worker

B

Which one of the following statements is TRUE?

A) Contemporary educational psychologists reject the cultural deficit model

B) Researchers have just started to investigate the cultural deficit model in Canada during the past five years.

C) The cultural deficit model is useful for designing bilingual education programs.

D) Educational psychologists today rely upon the cultural deficit model to understand student achievement

A

What is the average amount of time it takes for a student to master academic language in a second language?

A) 1 year.

B) 2-3 years

C) 5-10 years.

D) more than 10 years

C

An English language learner who has difficulty with academic learning but converses well in both languages may be described as which of the following?

A) Monolingual/preliterate.

B) Balanced bilingual.

C) Semilingual.

D) Limited bilingual

D

Which one of the following students is NOT part of the large group often called Generation 1.5? Based on the characteristics of Generation 1.5, which student does NOT fit?

A) Cindy was born in Ottawa and lives with her grandmother who immigrated to Canada as a child.

B) Sierra was born in Germany and spends most of her time in Canada. She goes back to Germany with her family when her dad has work there.

C) Sasa was born in Serbia, but his parents sent him to Canada to get an education when he was in high school.

D) Jose was born in Lisbon and lives in a Portuguese community in Toronto where everyone speaks Portuguese.

A

Research on bilingual education shows that teaching some subjects in a students’ native (non-English or non-French) language

A) helps students achieve in those subject areas.

B) slows their English development.

C) depresses self-esteem.

D) has negative effects on reading comprehension.

A

Which of the following is a recommended approach to balanced bilingualism in schools today?

A) Divide students into separate language classes according to the primary language that they speak.

B) Try to make students fluent in both languages.

C) English-only immersion at school with heritage language spoken at home.

D) Try to make students at least semi-lingual in their second language.

B

Which of the following is the best recommendation for a teacher who has a student who speaks using a different dialect?

A) The teacher should correct the student’s grammar and ask him or her to repeat the grammatical rule.

B) The teacher should instruct the student to speak formal English at all times in the classroom.

C) The teacher should accept the dialect as valid system, but they should also teach the alternative forms to be used in formal settings.

D) The teacher should provide special instruction for the student and help him recognize the negative stereotypes associated with using dialect.

C

In which of the following situations is the SIOP model being used?

A) Native English speakers and ELL students are mixed for instruction in two-way immersion.

B) A checklist is used during observation to assess teaching of ELL students.

C) ELL students are paired with a native English-speaker for math lessons.

D) Bilingual teachers teach ELL students in the content areas.

B

Damian is an ELL student in high school. He is able to converse enough to make friends and play games, but he does not understand academic language very well. Based on guidelines for providing emotional support for ELL students, which one of his teachers seems to be most effective in working with Damian?

A) “Damian, you will probably do best working on this assignment alone while other students work in groups.”

B) “This is science class. I don’t want you to worry about English in this class. Just try to get the science concepts.”

C) “Who can help Damian learn how to punctuate sentences correctly? He needs help from someone who is good in English.”

D) “I talked to Damian about this event in history, and he created a timeline that compares events in his country with events in Canada at that time.”

D

Mr. Karnes scheduled individual meetings with parents of each of his immigrant students and asked them about the jobs, skills, traditions, religion, and other information that was important to them in their heritage countries. Later Mr. Karnes used this information in teaching to help students relate their new learning to things that were familiar. Mr. Karnes is using which of the following?

A) Student-led conferencing

B) Sheltered instruction

C) Funds of knowledge

D) Welcome centre

C

Mrs. Adams is going to refer an ELL student for testing. She is not pleased with the girl’s progress in second grade reading and suspects the child may have a learning disability. What information probably tipped Mrs. Adams and helped her identify the need to refer the student?

A) The child had access to books in Spanish as a toddler, but not books in English.

B) The child contracted a serious illness as a baby but recovered after several weeks

C) The child’s parents both speak Spanish and very little English.

D) The child attended a bilingual program as a preschooler but has not been in ESL classes

B

Ms. Jovanovich works with several gifted students who are English language learners. She sees all of the following characteristics in these students EXCEPT

A) Without a large English vocabulary, the child takes risks in trying to communicate in English.

B) The child practices new words and phrases by using them in conversation and trying to establish them in his memory.

C) The child frustrates easily when feedback from the teacher indicates lack of understanding.

D) The child looks for similarities between English words and words in her native language.

C

Participation structures in the classroom would generally dictate

A) grading policies, including alternative assessments as well as paper-pencil tests.

B) the student-teacher ratio in classrooms as well as extra-curricular activities.

C) whether the primary teaching method is lecture-recitation or discussion.

D) when it is appropriate to talk to another student as well as in response to the teacher

D

Results of research on approaches to learning have suggested that Indigenous Canadians favour skills in

A) reading.

B) mathematics.

C) analytic reasoning.

D) spatial tasks.

D

An important cultural difference regarding Indigenous learners suggests which of these teaching practices is most appropriate?

A) Focus on motivation first.

B) Try to have learning activities where visual-motor and spatial skills are used.

C) Employ monolingual educational strategies.

D) Try to make students at least semi-lingual in their second language

B

Employing communication rules such as raising your hand if you have a question when the teacher is speaking displays an understanding of

A) cultural awareness.

B) pragmatics.

C) self-agency.

D) culturally relevant pedagogy.

B

Which teacher is appropriately applying current advice regarding learning styles research and teaching?

A) Mr. Newell is sensitive to differences in learning preferences and provides alternative paths to learning.

B) Ms. Cardova consistently uses one teaching strategy and encourages students to adapt accordingly.

C) Ms. Studdard focuses on auditory presentation of information to help her students learn.

D) Mr. Delgado uses a highly structured competitive approach in teaching to prepare his students for the workplace

A

Which of the following is NOT a dimension of classrooms that reflect the diversity of the students?

A) Social Organization

B) Teaching Styles

C) Cultural Values

D) Sociolinguistics

B

Anderson and Gunderson’s research on cultural beliefs about learning to read and write among Chinese-, Iranian-, and Indo-Canadian parents showed that they

A) hold different views about literacy development than those favoured by many elementary teachers.

B) believe that adult standards should be significantly relaxed for young children.

C) believe that invented spellings are a useful step on the path to literacy.

D) understand that individual differences in learning are only moderate predictors of success in school.

A

Which of the following is NOT a recommendation for building stronger connection between families, communities, and schools?

A) Peer Partnerships

B) Decision-Marking Partnerships

C) Volunteering

D) Learning At Home

A

Which of the following is NOT an aspect of the “relationship strand” in resilient classrooms?

A) caring teacher-student relationships

B) effective peer relations

C) effective home-school relationships

D) effective community supports

D

Which of the following is NOT identified as an element of the self-agency strand in resilient classrooms?

A) Effective peer relations.

B) Academic self-efficacy.

C) Behavioural self-control.

D) Academic self-determination

A

According to Doll and her colleagues (2005), teachers can do the following to create resilient classrooms:

A) increase class size so that students can build up a tolerance to challenging

circumstances.

B) set the learning goals for the students.

C) promote self-agency and connect relationships.

D) focus mostly on test scores so that students can experience academic self-efficacy.

C

Kate is able to thrive in school in spite of challenging circumstances that might otherwise threaten her development. She would be considered

A) an exception.

B) a resilient child.

C) a member of a visible minority.

D) a survivor of the system

B

Which of the following is a research-based characteristic of schools that successfully serve diverse groups of students?

A) High expectations for student achievement

B) Emphasis on extra-curricular activities

C) Infrequent evaluations of student progress

D) Focus on formative assessmen

A

Which of the following is NOT a proposition on which cultural relevant pedagogy rests?

A) Students must interact with cultural role models.

B) Students must develop/maintain their cultural competence.

C) Students must develop a critical consciousness to challenge the status quo.

D) Students must experience academic success

A

According to the text, which of Banks’ dimensions of multicultural education are people most likely to be familiar with?

A) prejudice reduction

B) content integration

C) the knowledge construction process

D) an equity pedagogy

B

According to James Banks, to be successful, multicultural education must include all of the following EXCEPT

A) support of the existing culture.

B) creation of supportive learning environments.

C) reduction of prejudice.

D) content integration

A

In order to experience the positive effects of teaching in a single-sex classroom on student learning, which of the following demanding conditions must be met?

A) Reinforce positive gender stereotypes of the group you are teaching.

B) Realize that there are no boy- or girl-specific teaching strategies.

C) Create out of class opportunities for boys and girls to interact socially.

D) Bring in role models of the opposite sex as guest speakers to your class whenever

possible

B

Which of the following teachers uses language that perpetuates gender bias?

A) Mr. Kotts invites two firefighters to discuss fire.

B) Ms. Arensen opens the floor for nominations for a committee chair.

C) Mr. Goodeau talks to his students about the role of mail carriers.

D) Mrs. Woodson asks her students if any of them know a policeman.

D

According to research evidence, which of the following statements about gender bias in teaching is TRUE?

A) Females receive more instruction than males.

B) Gender differences in social and cognitive abilities are large.

C) Teachers tend to interact more with boys than with girls.

D) Textbooks today tend to be free of gender stereotypes

C

Mrs. Kahn’s science text includes numerous references to male scientists and their contributions to scientific knowledge, but very few female scientists. For each unit of study in her curriculum, Mrs. Kahn researches and identifies female scientists to highlight in her teaching. This illustration about Mrs. Kahn’s science text most directly demonstrates

A) gender bias.

B) female dominance in the field of teaching.

C) gender schema theory.

D) gender orientation.

A

During the fourth week of school, Mrs. Brown noticed that Garrett, a student in her second-year French class, was being ostracized by the other students. She continued to observe nonverbal behaviours, making sure that she treated all students equally. Two weeks later, Garrett met with Mrs. Brown after school and told her that he felt uncomfortable in class, suspected the other students recognized his attraction to another male student, and feared being discovered. Which of the following responses from Mrs. Brown is likely to help Garrett in this situation?

A) Suggest that he tell other students about his true feelings.

B) Affirm Garrett and refer him to a trained counselor.

C) Give Garrett advice about changing his feelings for the other male student.

D) Offer to conduct a class discussion on sexual orientation

B

A good way to inoculate students against stereotype threat is to

A) instil a belief that intelligence can be improved.

B) foster cultural sensitivity.

C) expose students to new ways of learning.

D) expose students to students of different cultures

A

Dana is nervous about the upcoming physics exam. She is the only girl in the class and has achieved higher scores on the assignments than most of the boys in class. She knows the boys think they’re smarter and better at applying principles of physics. In this situation, Dana’s nervousness is an example of

A) learned helplessness.

B) a stereotype threat.

C) confirmation bias.

D) negative schema

B

Which one of the following quotations MOST clearly represents the concept of stereotyping?

A) "Boys should line up to the right and girls to the left."

B) "If he's one of your friends, tell him not to apply."

C) "Matthew just doesn't seem interested in spelling."

D) "People from that region just aren't ambitious."

D

Mr. Kennedy, a middle-class Caucasian teacher, assigns lower grades when evaluating the work of two Indigenous students in his high-school physics class than he does for comparable work from other students. The most valid interpretation of Mr. Kennedy's behaviour is that he appears to

A) be conforming to conventional ethnic values.

B) be demonstrating a laissez-faire personality.

C) negatively stereotype Indigenous students.

D) mistrust people who are culturally inferior.

C

In distinction to the term prejudice, the term discrimination refers to

A) attitudes and feelings about others.

B) beliefs about others.

C) behaviour and actions towards others.

D) feelings and impressions about others.

C

\
Researchers generally believe that differences between ethnic groups in cognitive abilities occur primarily as a result of

A) biases inherent in most standardized tests.

B) different experiences in and out of school.

C) different levels of motivation among the groups.

D) natural abilities of the various groups.

B

Which of the following is TRUE of the definition of race?

A) Characterized by a common nationality

B) Used as a label for a group that receives unequal treatment

C) Used to capture a group considered a “minority” within the greater population

D) Describes a group with shared biological traits

D

Which of the following terms relates to shared cultural characteristics such as common history, religion, traditions, and language?

A) Race

B) Minority group

C) Socioeconomic status

D) Ethnicity

D

Which one of the following children of poverty is most likely to perform well in school?

A) Amy’s teacher understands that she is embarrassed about being poor. He seldom calls on her during class, but provides scaffolding if Amy asks for help.

B) Jeb’s teacher calls on him frequently and expresses high expectations of his academic performance.

C) Natalie’s teacher knows how difficult it is for Natalie to do school work at home, and he accepts incomplete homework from Natalie.

D) Ding’s teacher allows him to sleep during class, knowing that he helps his younger siblings at home and stays up late most nights

B

Which of the following is a recommendation to improve the effectiveness of teaching to students who come from low-income or poverty level families?

A) Advise teachers to set low expectations and help students achieve success below their grade level.

B) Advise teachers to show understanding of students’ home lives, avoid giving homework, and excuse incomplete work.

C) Advise teachers to avoid correcting student work and focus on life skills such as interpersonal relationships.

D) Advise teachers to set high expectations and maintain high standards for all students in their classes

D

Over the past decade, an explanation offered for the growing gap between the reading of students in poverty versus students from wealthier homes is due to

A) increased television viewing among students with lower SES.

B) more attention paid to wealthier students by their teachers.

C) more positive role models available among students of higher SES.

D) children from poorer homes losing ground over the summer

D

The best description of the use of tracking is that it occurs when

A) assigning students to low-ability or high-ability classes.

B) low-ability and high-ability groups are created based on socioeconomic classes.

C) low-ability students are matched with high-ability partners in a homogeneous class.

D) special education programs that monitor the progress of each student are developed and used

A

Which one of the following student situations is predictive of tracking practices?

A) Andy, who continue to be a low achiever throughout grade school, remains in school after reaching the age of 16.

B) Marie, who was placed in the low reading group in the third grade, is counselled in theeighth grade into home economics instead of beginning algebra.

C) Sylvia, who experienced considerable academic success in elementary school, is admitted to a prestigious university on an athletic scholarship.

D) Vincent, who was accelerated from second to fourth grade because of his outstanding ability test score, had difficulty with social interaction in high school

B

Mark decides that he doesn't want to be like the "rich kids who sell themselves out to the system." Accordingly, he prides himself on not learning what the school is trying to teach.

Which of the following concepts best characterizes his behaviour?

A) Academic anti-socialization

B) Learned helplessness

C) Resistance culture

D) Tracking

C

Which student is most likely to succeed academically?

A) Susannah, an Italian-Canadian, who lives in an elite community in West Vancouver

B) Jill, a Caucasian, who lives in an urban low-income townhome in Sudbury

C) Charles, an Indigenous student, who lives on a middle-class farm in Manitoba

D) Thomas, a Greek Canadian, who lives in a middle-class suburban apartment building in Calgary

A

Based on data from the National Shelter Study, approximately what percentage of shelter users in Canada are under the age of 16?

A) less than 1%

B) 6.5%

C) 22.5%

D) 25%

C

A societal designation of upper, middle, working, or lower class based on income, power, background, and prestige is called

A) intersectionality.

B) comprehensive social status.

C) socioeconomic status.

D) cultural classification

C

Ayo’s parents are from Nigeria, but emigrated to Canada before Ayo was born. Ayo’s dad is a medical doctor in a Calgary suburb, and his mom has an art gallery in the city. Ayo attends an elite private high school and is one of the top players on his school’s basketball team. Based on this information, what is the best description of Ayo’s cultural ties

A) Culturally, Ayo is Nigerian.

B) Ayo’s cultural ties are African Canadian

C) Culturally, Ayo’s greatest influences are Canadian and Nigerian

D) Ayo’s cultural ties are Nigerian, Canadian, upper class, and basketball

D

The rules and traditions that guide the behaviour of a group comprise its

A) culture.

B) ethnic heritage.

C) racial identity.

D) social status.

A

Behavioural theories of learning emphasize

A) development.

B) nature over nurture.

C) observable behaviours.

D) thinking

C

The principle of contiguity involves an association between

A) a negative and a positive stimulus.

B) emotion and behaviour.

C) two events through pairing.

D) two events through reinforcemen

C

Ms. Cardot wants her students to enjoy math. In order to help students associate math with pleasant thoughts, she introduces new manipulatives at the math centre each week for students to use in solving math problems. Often the manipulatives involve edible snacks. Ms. Cardot’s approach is an example of

A) operant conditioning.

B) classical conditioning.

C) unconditioned response.

D) neutral response

B

In classical conditioning, the conditioned stimulus and the unconditioned stimulus must

be

A) dependent upon reward.

B) equivalent stimuli.

C) in a contiguous relationship.

D) in a noncontiguous relationship

C

Bryson was three when his neighbour’s house burned down. He heard the loud sirens and saw the fire and trembled with fear. Now he’s starting preschool. He hears the loud bell ring and associates it with the fire and fire trucks and begins to tremble. In this setting,

the sound of the bell is

A) a neutral response.

B) a neutral stimulus.

C) an unconditioned response.

D) a conditioned stimulus.

D

Lily does not like conflict. When her parents argue and raise their voices, Lily feels frightened. At school, Mr. Nash raises his voice and Lily begins to tremble. Lily’s trembling is

A) a neutral response.

B) an unconditioned response.

C) a conditioned response.

D) a conditioned stimulus.

C

A consequence is defined by Skinner as a reinforcer or a punisher depending on whether it

A) increases or decreases the frequency of the behaviour that it follows.

B) is designed to promote desirable behaviour or suppress undesirable behaviour.

C) is pleasurable or uncomfortable for the subject receiving the consequence.

D) occurs antecedent to or as a consequence of the behaviour

A

Mr. Lynch always uses his "mean" face to stop undesirable behaviour in his first-period class. However, even though he looks at Tommy with his mean face each time Tommy talks out of turn, Tommy is talking out of turn more and more frequently. For Tommy, the mean face is apparently a

A) cue.

B) model.

C) negative reinforcer.

D) positive reinforcer.

D

Removing an aversive stimulus to increase the frequency of a behaviour exemplifies

A) negative reinforcement.

B) positive reinforcement.

C) presentation punishment.

D) removal punishment.

A

Ms. Castello has tried several configurations for students to practice the Spanish conversations they memorize in the book. Students seem to enjoy the task most when they work in pairs around the classroom, and they dread the task when they are required to perform in front of the class. How might Ms. Castello use this information to provide negative reinforcement

A) Reward students by allowing them to work in pairs if they complete written assignments in a timely manner.

B) Punish students when they fail to participate in the whole class activity by taking awaythe privilege of working in pairs.

C) Remove the requirement to perform in front of the class if students focus and perform well in pairs.

D) Assure students that they will be allowed to work in pairs after they perform in front of the class

C

The essential difference between negative reinforcement and punishment is that

A) negative reinforcement decreases misbehaviour rather quickly.

B) punishment decreases the behaviour while negative reinforcement increases it.

C) punishment is more effective in bringing about a positive change in behaviour.

D) punishment is presented after, and reinforcement before, the behaviour has occurred

B

What schedule of reinforcement is most likely to be involved when teachers give "pop" quizzes?

A) Fixed-interval

B) Fixed-ratio

C) Variable-interval

D) Variable-ratio

C

Mr. Saunders hates sending in his income tax forms each year and constantly worries that his return will be the "one" selected for auditing. Therefore, he completes the forms carefully and honestly in order to avoid a possible penalty, but he continues to worry about being audited. What reinforcement schedule is most likely to be involved?

A) Fixed-interval

B) Fixed-ratio

C) Variable-interval

D) Variable-ratio

D

The schedule of reinforcement that is the most appropriate to use in the classroom because it encourages persistence and high rates of response is what type of schedule?

A) Fixed-interval

B) Fixed-ratio

C) Variable-interval

D) Variable-ratio

D

Persistence in responding is increased by what type of reinforcement schedule?

A) Fixed

B) Interval

C) Ratio

D) Variable

D

Bart uses an old cigarette lighter that has become unreliable. It usually takes from one to 10 flicks to make it work. When the lighter is out of fluid, it will not work at all. By the time that Bart figures out the problem, he has tried flicking it 15 to 20 times. This situation illustrates the principle that

A) fixed-reinforcement schedules will produce the fastest performance.

B) intermittent-reinforcement schedules will aid prior learning.

C) interval-reinforcement schedules will produce the fastest performance.

D) variable-reinforcement schedules will produce the greatest persistence

D

The Premack Principle states that

A) a less-preferred activity is postponed until after a preferred activity.

B) a preferred activity is withheld until rewards are earned.

C) a preferred activity is a reinforcer for a less-preferred activity.

D) less-preferred activities can be very effective as punishment activities

C

Ms. Johnson's sixth graders complained about diagramming sentences, and they were able convince her to show a movie first. Ms. Johnson made the common error of

A) bribing the students in order to gain their cooperation.

B) promising a reward for an unflavoured activity.

C) providing an incompatible alternative to the lesson.

D) using a reinforcer before a low-frequency behaviour

D

Which of the following is recommended as the best way to choose the most appropriate and effective reinforcers for a classroom?

A) Ask the experienced teachers for their suggestions.

B) Establish a student committee and have them vote.

C) Observe what students choose to do in their free time.

D) Set up activities to see if students enjoy them.

C

During math lessons, Ms. Olson continually observed Jim reading stories from his English anthology. She has probably found

A) a short attention span to be a problem for Jim.

B) an effective reinforcer for Jim.

C) that her lessons are too hard for Jim.

D) that Jim dislikes authority figures.

B