- 1. This involves association or pairing of stimuli and in
A) Classical conditioning
B) Formal conditioning
C) Operant conditioning
- 2. when a subject associates or links certain stimuli, events, or behaviors together in the process of conditioning.
A) Classic learning
B) Expressionism learning
C) Associative learning
- 3. This type of conditioning involves voluntary behavior.
A) Classical conditioning
B) Operant conditioning
- 4. He conditioned a child (Little Albert) to fear a white rat.
A) Shakespeare
B) Watson
C) Pavlov
- 5. proposed that children "operate" in their environment seek out rewards, and avoid punishment.
A) Skinner
B) Watson
C) Pavlov
- 6. is a stimulus that, when presented after a response, strengthens the response, like giving food after the rat pushes a lever or giving the child a cookie when he/she says "please."
A) Negative reinforcement
B) Positive reinforcement
- 7. is any stimulus that, when removed after a response, strengthens the response.
A) Negative reinforcement
B) Positive reinforcement
- 8. is a procedure in operant conditioning in which reinforcers guide behaviors closer and closer to successive approximations of the desired behavior.
A) Partial reinforcement
B) Extinction
C) Shaping
- 9. when the conditioned stimulus and the unconditioned stimulus are repeatedly not paired until the conditioned stimulus no longer elicits the conditioned response.
A) Extinction
B) Shaping
C) Partial reinforcement
- 10. when reinforcement is given only part of the time..
A) Partial reinforcement
B) Shaping
C) Extinction
- 11. Canter speaks of classroom behavior management. He explains how to implement a behavior management cycle in the classroom.
A) Pavlov
B) Watson
C) Lee canter
- 12. Its primary focus is teaching students responsible behavior. At this level, the teacher gives explicit directions on how to behave and he/she checks if the students understand that.
A) Level 2
B) Level 1
C) Level 3
- 13. best known for cognitive behaviorism.
A) Cognitive Behaviorism. Edward C. Tolman (1929, 1930, 1948) i
B) B.F. Skinner (1948)
C) Lee Canter (1976)
- 14. can be measured indirectly by deducing behavior. This is shown in his experiments on latent learning, where rats were placed in a maze, in which they seemingly memorized where to go and not to go, in order to get the food at the end of the maze.
A) Operant learning
B) Classic learning
C) Latent learning
- 15. supported by Gestalt psychologists, is the acquisition of knowledge and skill by mental or cognitive processes.
A) Cognitivism
B) Nativism
C) Behaviorism
- 16. learning happens through a process of taking in information they receive through the senses, organizing and storing the information, and retrieving it to form new meanings when needed.
A) Nativist theory
B) Cognitive theory
C) Behaviorism theory
- 17. This theory is focused on the development rather than the process of learning specific information or specific behaviors. I
A) Piaget's Theory of Cognitive Development
B) Jerome Bruner (1915-2016
C) David Ausubel (1918)
- 18. 0 to 2 years). At this stage, the infant learns about the world using its senses (hearing, smell, sight, touch, taste) and through his/her actions; starting with the reflexes, then moving around and exploring his/h environment.
A) Sensimonitor stage
B) Pre operational
C) Concrete stage
- 19. y this stage, the toddler incorporates language in his/her understanding of the world. He/she acquires the ability to internally represent the world through language and mental imagery. At this stage, the child will have difficulty seeing other people's point of view. The child's thinking starts out as "egocentric” or centered on the child's own view of the world. Later on, he/she will develop from egocentric speech(“I,” “me,” “myself” name of child) to "socialized speech”.
A) Sensimonitor
B) Pre oprational
C) Concrete
- 20. During this stage, the child will start to think logically about concrete events, and will be able to classify and put things in a series. The reason that this stage is called "concrete operational" is because at this stage, the child can think logically more successfully if they can manipulate real (concrete) materials or pictures of them. This stage is when the child starts to think logical (operational) thought.
A) Concrete
B) Sensimonitor
C) Pre operational
- 21. At this stage, the adolescent can follow an argument without having to think in terms of specific examples. He/she can discuss hypothetical problems, speculate, and brainstorm many possible solutions or consequences to certain scenarios, situations, or cases. At this age, you can talk to the adolescent using questions similar to "what would happen if.." to help assess logical consequences of options. They start using logical operations in a systematic fashion. It is possible to discuss career options with their parents, answering questions like the following: "What would your life be like if you took that career?";
A) Pre operational
B) Formal
C) Concrete
- 22. building blocks of knowledge that enable us to form a mental representation of the world--a way of organizing what we know.
A) Adaptation
B) Schema
C) Assimilation
- 23. processes are adjustments people make to live in this world.
A) Accomodation
B) Adaptation
C) Schema
- 24. says children have an innate capacity to learn, and that cognitive abilities develop through active interaction.
A) Piaget
B) Plato
C) Bruner
- 25. This happens during hands-on experiences ring is best when this is done with real-world applications.
A) Symbolic
B) Enactive
C) Iconic
- 26. e, students are asked to draw a cake that was cut into four pieces then divided among two students.
A) Enactive
B) Symbolic
C) Iconic
- 27. We now use the images we internalized earlier and turn them into abstract language such as mathematical symbols. This last phase is also called language-based because we are actually just learning the appropriate symbols to express our thoughts.
A) Iconic
B) Enactive
C) Symbolic
- 28. where students apply their knowledge immediately. He believes that if students can apply new learning, students' curiosity is exercised. S
A) Discovery learning
B) Micro learning
C) Unless learning
- 29. believes that new learning relies on what the learner already knows. He agrees with Bruner in having learning materials that are meaningful to the learner, and that learning should not just be mechanical.
A) Piaget
B) Ausubel
C) Bruner
- 30. known for the science of instruction. His book The Conditions of Learning presented mental conditions needed for effective learning. He created a process with nine steps of instruction that detailed each element needed for effective learning: verbal information, cognitive strategies, motor skills, intellectual skills, and attitudes.
A) Bruner
B) Gagne
C) Piaget
- 31. learning theory that says learners construct knowledge instead of just receiving information passively. This happens when people make meaning or make sense from experience.
A) Constructivism
B) Cognitivism
C) Behaviorism
- 32. because active and deliberate learning requires focus in our working memories, and this has a very limited capacity.
A) Learning is interpretive
B) Learning is iterative
C) Learning is incremental
- 33. meanings are not directly communicated in words, gestures, symbol drawings, or other representations.
A) Incremental
B) Interpretive
C) Iterative
- 34. This means that there is iteration or repetition.
A) Iterative
B) Incremental
C) Interpretive
- 35. states that knowledge is actively constructed by learners based on their cognitive capacities, relative to their stage of cognitive development.
- 36. known as the philosophical founder of cognitive constructivism. He did not believe in repetitive, rote memorization of facts.
A) Dewey
B) Piaget
C) Bruner
- 37. known for his Theory of Cognitive Development and Developmentally Appropriate Practice,
A) Bruner
B) Piaget
C) Dewey
- 38. the theorist behind Discovery Learning. This is where a student is given opportunities for problem-solving, and where they are required to draw from past experiences and current knowledge to discover facts, relationships, and new knowledge.
A) Bruner
B) Dewey
C) Piaget
- 39. theory that says knowledge is constructed through interaction with others. They believe that knowledge is constructed, not merely applied, just like cognitive constructivism, but they take into account the influence of the social interactions and cultural context, learning in a collaborative process.
- 40. responsible for the sociocultural theory. emphasized the role of social and cultural influences on cognitive development. He believes social interaction with others contributes to constructivism.
A) Dewey
B) Bruner
C) Vygotsky
- 41. well-known for the “Social Cognitive Theory,” his modeling behavior experiment on aggression known the Bobo Doll, as well as Vicarious Learning.
A) Vygotsky
B) Bruner
C) Bendura
- 42. administered to a model works in the opposite direction.
A) Rewards
B) Reinforcement
C) Punishment
- 43. the positive reinforcement produced by the observer's imitation of the model.
A) Self reinforcement
B) Direct reinforcement
C) Self efficacy
- 44. happens in situations where a person has established standards for their own behavior and they evaluate their behavior in relation to those standards.
A) Self efficacy
B) Self reinforcement
C) Direct reinforcement
- 45. the belief of a person in his/her own ability to produce desired results by himself herself.
A) Self efficacy
B) Direct reinforcement
C) Self reinforcement
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