Term
Which of the following characteristics of the complex cognitive concept category? Select all that apply:
1. The examples have other can-have features, which other examples of the concept may or may not have
2. concept understanding is shown when examples with none of the must-have features provided during instruction are identified as an instance of the concept
3. every example of a concept shares certain must-have features with all other examples of the concept |
|
Definition
1. The examples have other can-have features, which other examples of the concept may or may not have
3. every example of a concept shares certain must-have features with all other examples of the concept |
|
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Term
According to Dr. Layng, which answer below lists the steps in the correct order for the way instruction is typically designed?
1. vague goal, instructional sequence, student evaluation, prerequisites stated
2. vague goal, prerequisites stated, instructional sequence, student evaluation
3. student evaluation, vague goal, instructional sequence, prerequisites stated,
4. prerequisites stated, student evaluation, vague goal, instructional sequence |
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Definition
| 2. vague goal, prerequisites stated, instructional sequence, student evaluation |
|
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Term
Which of the following are characteristics of the complex cognitive principles category? Select all that apply:
1. principles describe a relation between concepts
2. involves asking questions, self-dialogues, and "tricks of the trade"
3. often stated in if, then form |
|
Definition
1. principles describe a relation between concepts
3. often stated in if, then form |
|
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Term
Match the description with the appropriate component of a learning object according to Dr. Bucklin.
(performance, condition, criterion)
1. explain how to use an equal interval line graph
2. place the client's 10 data points on the equal interval line graph
3. take no more than 10 minutes to graph the 10 data points on the equal interval line graph |
|
Definition
1. explain how to use an equal interval line graph
- performance
2. place the client's 10 data points on the equal interval line graph
- condition
3. take no more than 10 minutes to graph the 10 data points on the equal interval line graph
-criterion |
|
|
Term
Which of the following are characteristics of the complex cognitive strategies category? Select all that apply:
1. specific patterns of behavior that allow for dealing with new situations
2. involves asking questions, self-dialogues, and "tricks of the trade"
3. helps solve emotional issues surrounding learning |
|
Definition
1. specific patterns of behavior that allow for dealing with new situations
2. involves asking questions, self-dialogues, and "tricks of the trade" |
|
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Term
Which of the following are categories in the complex cognitive category of Tiemann and Markle's content analysis grid? Select all that apply:
1. strategies
2. principles (rule applying)
3. associations
4. concepts
5. sequences |
|
Definition
1. strategies
2. principles (rule applying)
4. concepts |
|
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Term
which of the following are characteristics of the complex cognitive category? Select all that apply:
1. tested with examples and non-examples that were only presented in the instruction
2. requires a different form of evaluation
3. includes concepts, principles, and strategies
4. includes the use of strategies not directly taught but incorporates the components of other strategies that were taught but are being applied in novel situations |
|
Definition
2. requires a different form of evaluation
3. includes concepts, principles, and strategies
4. includes the use of strategies not directly taught but incorporates the components of other strategies that were taught but are being applied in novel situations |
|
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Term
According to Dr. Kayng, which answer below lists the steps in the correct order for the way instruction is designed using a behavioral model?
1. criterion tests, instructional sequence, performance data, entry repertoire, content analysis, instructional objectives
2. performance data, entry repertoire, content analysis, instructional objectives, criterion tests, instructional sequence
3. entry repertoire, content analysis, instructional objectives, performance data, criterion tests, instructional sequence
4. content analysis, instructional objectives, criterion tests, entry repertoire, instructional sequence, performance data |
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Definition
| 4. content analysis, instructional objectives, criterion tests, entry repertoire, instructional sequence, performance data |
|
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Term
Which of the following are characteristics of the emotional category? Select all that apply:
1. learners may learn to dislike the subject matter even if they are performing well
2. relates to all nine sections of the content analysis grid
3. as long as our learners are getting the problems correct, we can be sure they are loving the content
4. we need to be sensitive to what is maintaining our learner's behavior through our instruction |
|
Definition
1. learners may learn to dislike the subject matter even if they are performing well
2. relates to all nine sections of the content analysis grid
4. we need to be sensitive to what is maintaining our learner's behavior through our instruction |
|
|
Term
Which of the following are included in the simple cognitive category of Tiemann and Markle's content analysis grid? Select all that apply:
1. associations (paired associates, multiple discriminations)
2. verbal repertoires
3. sequences (serial memory, algorithms)
4. concepts |
|
Definition
1. associations (paired associates, multiple discriminations)
2. verbal repertoires
3. sequences (serial memory, algorithms) |
|
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Term
Which of the following are examples of a psychomotor kinesthetic repertoire? Select all that apply:
1. typing a sentence on a keyboard
2. cutting a square of fabric
3. a brain surgeon performing surgery
4. a professional volleyball player playing a game |
|
Definition
3. a brain surgeon performing surgery
4. a professional volleyball player playing a game |
|
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Term
According to Dr. Bucklin, which of the following strategies can be incorporated to sustain learning, behavior, and results? Select all that apply:
1. antecedent manipulations
2. on-the-job consequences
3. train and hope for sustained behavior change |
|
Definition
1. antecedent manipulations
2. on-the-job consequences |
|
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Term
Which of the following were Skinner's contributions to the field of instructional design? Select all that apply:
1. developed teaching machines
2. created programmed instruction
3. provided immediate feedback for student behavior |
|
Definition
1. developed teaching machines
2. created programmed instruction
3. provided immediate feedback for student behavior |
|
|
Term
Prerequisites speak to ___________ while the entry repertoires speaks to ___________.
a. experiences/ what learners can do
b. what learners can do/ what learners can do
c. what learners can do/experiences
d. experiences/experiences |
|
Definition
| a. experiences/ what learners can do |
|
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Term
Which of the following are examples of a psychomotor chain? Select all that apply:
1. frying an egg
2. touching an object
3. shoe typing
4. pushing an accelerator |
|
Definition
1. frying an egg
3. shoe typing |
|
|
Term
Programmed instruction is effective because the designers did which of the following?
a. taught subject matter in large chunks
b. analyzed the student
c. analyzed the subject matter
d. provide delayed feedback |
|
Definition
| c. analyzed the subject matter |
|
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Term
Context-based learning is a physical environment, behavior requirements, and emotional cues that mimic or closely approximate the learner's job.
true
false |
|
Definition
|
|
Term
Match the step in the ABA-based instructional design process that is similar to the step in the typical or traditional instructional design process.
[vague goal, prerequisites stated (the learner's prior experience), student evaluation]
1. instructional objectives
2. entry repertoire (what the learner can do)
3. criterion tests |
|
Definition
1. instructional objectives
- vague goal
2. entry repertoire (what the learner can do)
- prerequisites stated (the learner's prior experience)
3. criterion tests
- student evaluation |
|
|
Term
Which of the following are characteristics of the simple cognitive verbal repertoires category? Select all that apply:
1. includes concepts, principles (ruly applying), and strategies
2. speaking knowledgeably on a subject
3. requires multiple discriminations, sequences, and recombinations of each to have an effect
4. speaking about the activity is different than being able to engage in the activity |
|
Definition
2. speaking knowledgeably on a subject
3. requires multiple discriminations, sequences, and recombinations of each to have an effect
4. speaking about the activity is different than being able to engage in the activity |
|
|
Term
Match the description with the correct psychomotor category.
(psychomotor response, psychomotor chain, kinesthetic repertoire)
1. twist the lid off of a jar
2. push a door
3. sharpen a pencil
4. baking a cake
5. Chef in a restaurant
6. professional soccer player |
|
Definition
1. twist the lid off of a jar
- pyschomotor response
2. push a door
- pyschomotor response
3. sharpen a pencil
- psychomotor chain
4. baking a cake
- psychomotor chain
5. Chef in a restaurant
- kinesthetic repertoire
6. professional soccer player
- kinesthetic repertoire |
|
|
Term
The total set of examples from which you can draw teaching and testing experiences is called which of the following?
a. standard
b. sequence
c. condition
d. domain |
|
Definition
|
|
Term
Which of the following are examples of simple cognitive associations? Select all that apply:
1. see the word "fruit, say "watermelon"
2. kick a ball in the air
3. Hear "B.F. Skinner", say radical behavior analyst"
4. see a map of Europe, say the name of each country
5. see a picture of a desert, start naming all the animals you might see there |
|
Definition
1. see the word "fruit, say "watermelon"
3. Hear "B.F. Skinner", say radical behavior analyst"
4. see a map of Europe, say the name of each country
5. see a picture of a desert, start naming all the animals you might see there |
|
|
Term
Tiemann and Markle's content analysis includes which of the following broad categories? Select all that apply:
1. simple cognitive
2. psychomotor
3. early academic skills
4. complex cognitive
5. verbal behavior |
|
Definition
1. simple cognitive
2. psychomotor
4. complex cognitive |
|
|
Term
Determine whether the information relates to (conditions or standards) of a learning objective according to Dr. Layng.
1. what kinds of tools will be provided?
2. what kind of problems will we ask the learner to solve?
3. how well do we want the learner to do?
4. what level of accuracy must be achieved?
5. is the speed that the learner does the skill important?
6. in what kind of physical environment will the learner demonstrate the skill |
|
Definition
1. what kinds of tools will be provided?
-conditions
2. what kind of problems will we ask the learner to solve?
-conditions
3. how well do we want the learner to do?
-standards
4. what level of accuracy must be achieved?
-standards
5. is the speed that the learner does the skill important?
-standards
6. in what kind of physical environment will the learner demonstrate the skill
-conditions |
|
|
Term
Which of the following people did Dr. Layng discuss as contributing to the history of instructional design? Select all that apply:
1. John Watson
2. John Dewey
3. B.F. Skinner
4. Ivan Pavlov |
|
Definition
2. John Dewey
3. B.F. Skinner |
|
|
Term
Match the category with the correct column in the Tiemann & Markle Content Analysis Grid.
(psychomotor, simple cognitive, complex cognitive)
1. kinesthetic repertoire
2. chains
3. responses
4. verbal repertoires
5. sequences (serial memory, algorithms)
6. associations (paired associations, multiple discriminations)
7. strategies
8. principles (rule applying)
9. concepts
10. emotional |
|
Definition
1. kinesthetic repertoire
- psychomotor
2. chains
- psychomotor
3. responses
- pyschomotor
4. verbal repertoires
- simple cognitive
5. sequences (serial memory, algorithms)
- simple cognitive
6. associations (paired associations, multiple discriminations)
- simple cognitive
7. strategies
- complex cognitive
8. principles (rule applying)
- complex cognitive
9. concepts
- complex cognitive
10. emotional
- applies to all categories |
|
|
Term
A systematic and scientific approach to designing instructional materials that result in learners' acquisition and retention of new knowledge and skill is the definition of:
a. reinforcement
b. functional assessment
c. instructional design
d. verbal behavior design |
|
Definition
|
|
Term
Identify whether the description is of a (critical attribute or a variable attribute) described in the complex cognitive concept category.
1. feature that must be present
2. any feature whose absence would result in the concept not being included within the specified category
3. features that can be present, but are not critical to something being part of a particular category
4. features that may or may not be absent |
|
Definition
1. feature that must be present
- critical attribute
2. any feature whose absence would result in the concept not being included within the specified category
- critical attribute
3. features that can be present, but are not critical to something being part of a particular category
- variable attribute
4. features that may or may not be absent
- variable attribute |
|
|
Term
What type of instructional design is considered the norm in most environments?
a. effective
b. active
c. passive
d. behavioral |
|
Definition
|
|
Term
What important step is often missing in a "typical" development of instruction?
a. vague goals
b. content analysis
c. prerequisites
d. student evaluation |
|
Definition
|
|
Term
Which of the following are characteristics of teaching psychomotor kinesthetic repertoires? Select all that apply:
1. challenging to teach because the trainer is unable to access what the person is feeling as a result of the kinesthetic repertoire
2. the outcome of a kinesthetic repertoire is something the person feels from their own body
3. includes types of motor responses that one is making in terms of muscle feedback one is getting
4. psychomotor kinesthetic repertoires should be avoided as a goal of teaching due to the lack of feedback provided to the trainer
5. include combinations of critical responses and chains put together to produce a complex performance |
|
Definition
1. challenging to teach because the trainer is unable to access what the person is feeling as a result of the kinesthetic repertoire
2. the outcome of a kinesthetic repertoire is something the person feels from their own body
3. includes types of motor responses that one is making in terms of muscle feedback one is getting
5. include combinations of critical responses and chains put together to produce a complex performance |
|
|
Term
Identify whether the description is a (sequence or a chain).
1. responses can occur without preceding responses
2. each response cannot occur without preceding responses
3. consequence is successful completion of the responses in order
4. consequence for each response serves as a discriminative stimulus for the next
5. washing the dishes
6. using a key to unlock a door |
|
Definition
1. responses can occur without preceding responses
- sequence
2. each response cannot occur without preceding responses
- chain
3. consequence is successful completion of the responses in order
- sequence
4. consequence for each response serves as a discriminative stimulus for the next
- chain
5. washing the dishes
- sequence
6. using a key to unlock a door
- chain |
|
|
Term
According to Dr. Bucklin, learning objectives should include which of the following? Select all that apply:
1. performance
2. practice in a distraction-free environment
3. conditions
4. criteria |
|
Definition
1. performance
3. conditions
4. criteria |
|
|
Term
Which of the following are included in the steps of Mager's goal analysis? Select all that apply:
1. test for completeness
2. think of achieving the goal in terms of people's performance
3. use some criteria to choose the best of several teaching strategies
4. write the goal in terms of outcomes rather than process
5. expand the words and phrases on the list into complete sentences that tell when or how often the performance is expected to occur
6. sort the list and identify steps until it can be said whether someone did these things and did not do these other things |
|
Definition
1. test for completeness
2. think of achieving the goal in terms of people's performance
4. write the goal in terms of outcomes rather than process
5. expand the words and phrases on the list into complete sentences that tell when or how often the performance is expected to occur
6. sort the list and identify steps until it can be said whether someone did these things and did not do these other things |
|
|
Term
Which of the following are categories of knowing in Bloom's original taxonomy? Select all that apply:
1. application
2. analysis
3. evaluation
4. knowledge
5. contentment
6. synthesis
7. comprehension |
|
Definition
1. application
2. analysis
3. evaluation
4. knowledge
6. synthesis
7. comprehension |
|
|
Term
Which of the following are characteristics of the simple cognitive category? Select all that apply:
1. includes associations, sequences, and verbal repertoires
2. focuses on the sequences of behaviors
3. emphasizes teaching people to do certain responses in very precise ways |
|
Definition
1. includes associations, sequences, and verbal repertoires
2. focuses on the sequences of behaviors |
|
|
Term
Which of the following are characteristics of teaching psychomotor chains? Select all that apply:
1. responses must be in the repertoire of the person
2. Careful identification of psychomotor chains is useful in determining what to teach
3. The learner must recognize key discriminations about the changes (results) in the environment
4. The previous step in the chain must be completed to move on to the next step
5. Analyzing results is as important to the process as specifying the response
6. The result of the psychomotor chain is critical to teaching each step
7. the steps in a chain can be done in any order as long as they are completed |
|
Definition
1. responses must be in the repertoire of the person
2. Careful identification of psychomotor chains is useful in determining what to teach
3. The learner must recognize key discriminations about the changes (results) in the environment
4. The previous step in the chain must be completed to move on to the next step
5. Analyzing results is as important to the process as specifying the response
6. The result of the psychomotor chain is critical to teaching each step |
|
|
Term
Which of the following are characteristics of tests for kinesthetic repertoires? Select all that apply:
1. musical composition is an example
2. testing strictly on what has been taught
3. does not test new combinations
4. testing for new combinations
5. emphasizes both the individual component and new creative combinations |
|
Definition
1. musical composition is an example
4. testing for new combinations
5. emphasizes both the individual component and new creative combinations |
|
|
Term
RESAA is the frequency of performance that predicts which of the following? Select all that apply:
1. adduction
2. application
3. stability
4. equivalence
5. endurance
6. retention |
|
Definition
1. adduction
2. application
3. stability
5. endurance
6. retention |
|
|
Term
Match the description with the type of online models. (Hybrid online and on-site, synchronous, asynchronous, blended online and on-ground, blended asynchronous and synchronous)
1. Feels live, questions can be answered, can incorporate technology to create student response systems
2. Often incorporates course activities such as readings, videos, and assignments that can be viewed by the learners at any time
3. May provide the bulk of the course in asynchronous format with synchronous events scheduled throughout the course
4. May blend an on-ground course with online components such as discussion boards and automated testing
5. May include online courses for the bulk of the content and outside practica sites for supervised activities |
|
Definition
1. Feels live, questions can be answered, can incorporate technology to create student response systems
- synchronous
2. Often incorporates course activities such as readings, videos, and assignments that can be viewed by the learners at any time
- asynchronous
3. May provide the bulk of the course in asynchronous format with synchronous events scheduled throughout the course
- Blended synchronous and asynchronous
4. May blend an on-ground course with online components such as discussion boards and automated testing
- Blended online and on-ground courses
5. May include online courses for the bulk of the content and outside practica sites for supervised activities
- hybrid online or on-site |
|
|
Term
Which of the following are characteristics of Pretests? Select all that apply:
1. most helpful for identifying if the learning has the skills necessary to begin instruction
2. Most appropriate for evaluation of the terminal performance
3. Not helpful for identifying entry repertoires
4. Will not indicate if a learner has the skills to succeed in the instructional sequence |
|
Definition
2. Most appropriate for evaluation of the terminal performance
3. Not helpful for identifying entry repertoires
4. Will not indicate if a learner has the skills to succeed in the instructional sequence |
|
|
Term
Which of the following are characteristics of criterion tests for complex cognitive column? Select all that apply:
1. Test under conditions not presented during instruction
2. Emphasis is placed on performing under novel conditions
3. Responding to novel cats or chairs not presented during testing
4. testing only under conditions presented during instruction |
|
Definition
1. Test under conditions not presented during instruction
2. Emphasis is placed on performing under novel conditions
3. Responding to novel cats or chairs not presented during testing |
|
|
Term
Which of the following are characteristics of fluency? Select all that apply:
1. incorporate long latencies
2. flowing
3. accurate
4. well-practice
5. effortless |
|
Definition
2. flowing
3. accurate
4. well-practice
5. effortless |
|
|
Term
Which of the following are characteristics of a good testing set? Select all that apply:
1. all the testing sets should test the same dimensions
2. test the items with novel examples
3. vary the range of the dimensions within the test
4. include examples and non-examples |
|
Definition
2. test the items with novel examples
3. vary the range of the dimensions within the test
4. include examples and non-examples |
|
|
Term
Match the descriptions with the correct type of feedback. (confirmatory feedback, corrective feedback, adaptive feedback, progress feedback)
1. Special type of corrective feedback that provides the learner with additional practice opportunities before moving on to the next skill. Might include branching learners into a different sequence or different steps
2. Immediate feedback on the correct response
3. Occurs just before when the behavior is next to be performed and specifically targets what the learner must do correctly
4. Indicates the learner’s progress through the instructional sequence using stimuli that are frequent and predictable with a consistent indicator throughout the teaching sequence |
|
Definition
1. Special type of corrective feedback that provides the learner with additional practice opportunities before moving on to the next skill. Might include branching learners into a different sequence or different steps
- adaptive feedback
2. Immediate feedback on the correct response
- confirmatory feedback
3. Occurs just before when the behavior is next to be performed and specifically targets what the learner must do correctly
- corrective feedback
4. Indicates the learner’s progress through the instructional sequence using stimuli that are frequent and predictable with a consistent indicator throughout the teaching sequence
- progress feedback |
|
|
Term
Which of the following are characteristics of designing a test for sequence and associations? Select all that apply:
1. Directly testing what has been taught
2. example is solving a long-division provlem
3. testing for new combinations of what is taught
4. emphasis on key discriminations made and correct sequence be performed |
|
Definition
1. Directly testing what has been taught
2. example is solving a long-division problem
4. emphasis on key discriminations made and correct sequence be performed |
|
|
Term
Which of the following are characteristics of placement tests? Select all that apply:
1. identifies what they need to begin the teaching sequence
2. Not helpful for identifying the entry repertoire
3. Identifies which skills from the teaching sequence are already in the learner’s repertoire
4. Typically sample skills rather than evaluate all skills
5. They are similar to criterion tests
6. Does not test what they need to begin the teaching sequence |
|
Definition
2. Not helpful for identifying the entry repertoire
3. Identifies which skills from the teaching sequence are already in the learner’s repertoire
4. Typically sample skills rather than evaluate all skills
5. They are similar to criterion tests
6. Does not test what they need to begin the teaching sequence |
|
|
Term
What are some methods for guessing the largest achievable steps in the instructional sequence? Select all that apply:
1. set the mastery criteria for each step at 100%
2. Ensure the steps challenge the student
3. Start small and ask for more as the instructional sequence continues
4. Ensure the steps are achievable
5. Consider the entry repertoire |
|
Definition
2. Ensure the steps challenge the student
3. Start small and ask for more as the instructional sequence continues
4. Ensure the steps are achievable
5. Consider the entry repertoire |
|
|
Term
Which of the following are characteristics of why it is important to test various behaviors? Select all that apply:
1. using written tests guarentees the student will be able to respond appropriately for both taught and novel examples
2. Don’t limit criterion tests to written tests
3. Set criteria across a range of behaviors
4. Writing or speaking about a concept may not indicate conceptual understanding |
|
Definition
2. Don’t limit criterion tests to written tests
3. Set criteria across a range of behaviors
4. Writing or speaking about a concept may not indicate conceptual understanding |
|
|
Term
Which of the following are characteristics of a flipped classroom? Select all that apply:
1. Students can work independently or in teams
2. Material typically assigned as homework is done during class time
3. The instructor can provide targeted help
4. Material covered in the lecture are provided for independent study
5. always incorporate rubrics for evaluation |
|
Definition
1. Students can work independently or in teams
2. Material typically assigned as homework is done during class time
3. The instructor can provide targeted help
4. Material covered in the lecture are provided for independent study |
|
|
Term
Which of the following are included in the recommendations for effective practice? Select all that apply:
1. spaced rather than massed practice
2. practicing in a variety of settings
3. drill and kill style practice
4. looking for components if performance plateaus |
|
Definition
1. spaced rather than massed practice
2. practicing in a variety of settings
4. looking for components if performance plateaus |
|
|
Term
What are the major items that inform the criterion test? Select all that apply:
1. Tests are products of the objectives
2. Tests are products of the content/analysis
3. Contents of the test must evaluate the standard
4. Standard for the objective describes the form of the test
5. Domain and context describe from where the test items will be drawn |
|
Definition
1. Tests are products of the objectives
2. Tests are products of the content/analysis
3. Contents of the test must evaluate the standard
4. Standard for the objective describes the form of the test
5. Domain and context describe from where the test items will be drawn |
|
|
Term
Which of the following are characterisitics of tests for verbal repertoires? Select all that apply:
1. emphasis is placed on can the discriminations and sequences be performed
2. the tests are looking primarily at the topograph of the behavior
3. Evaluating communication by looking at the effect on the audience
4. Test under conditions not presented during instruction
5. An example could be describing the process of making a sandwich for someone else to duplicate |
|
Definition
1. emphasis is placed on can the discriminations and sequences be performed
3. Evaluating communication by looking at the effect on the audience
4. Test under conditions not presented during instruction
5. An example could be describing the process of making a sandwich for someone else to duplicate |
|
|
Term
Regardless of what the analysis of the entry repertoire shows with repsect to enabling objectives, all enabling objectives should be added to the teaching sequence to ensure the correct skill sequence is taught.
true, enabling objectives are always added to the teaching sequence
false, enabling objectives should only be added if they are not in the entry repertoire |
|
Definition
| false, enabling objectives should only be added if they are not in the entry repertoire |
|
|
Term
Which of the following are types of whole classroom approaches to instruction? Select all that apply:
1. peer teaching
2. tutoring
3. project-based learning
4. problem-based learning
5. flipped classrooms
6. lectures |
|
Definition
1. peer teaching
3. project-based learning
4. problem-based learning
5. flipped classrooms
6. lectures |
|
|
Term
Which of the following are included in individualized approaches to instruction?
Select all that apply:
1. peer teaching
2. online
3. tutoring
4. computer-based applications |
|
Definition
2. online
3. tutoring
4. computer-based applications |
|
|
Term
Which of the following are characteristics of the instructional sequences? Select all that apply:
1. only create long term objectives and allow the student to determine their short term objectives
2. Start with enabling objectives
3. Create the steps needed to get to the terminal objectives including an instruction plan for each module
4. Identify the resources you will need to achieve objectives
5. Plan for the frequency and the type of feedback provided to students
6. Make a plan for active and meaningful responding for your students |
|
Definition
2. Start with enabling objectives
3. Create the steps needed to get to the terminal objectives including an instruction plan for each module
4. Identify the resources you will need to achieve objectives
5. Plan for the frequency and the type of feedback provided to students
6. Make a plan for active and meaningful responding for your students |
|
|
Term
Which of the following are characteristics of learning channels? Select all that apply:
1. Given a restricted domain, if a learner practices all the learning channels for a small set of examples and then practices only one learning channel for the remaining examples, the learner can often correctly perform all unpracticed learning channels
2. Describes the precise environment-behavior relation that one observes
3. Given a restricted domain, if a learner practices all the learning channels for a smalls et of examples, they should then practice all of the learning channels for the remaining examples so that they can perform all possible learning channels.
4. building learning channels to high frequencies may be required for fluency
5. examples include see/say, hear/say |
|
Definition
1. Given a restricted domain, if a learner practices all the learning channels for a small set of examples and then practices only one learning channel for the remaining examples, the learner can often correctly perform all unpracticed learning channels
2. Describes the precise environment-behavior relation that one observes
4. building learning channels to high frequencies may be required for fluency
5. examples include see/say, hear/say |
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Term
Which of the following are characteristics of tests for chains and responses? Select all that apply:
1. looks specifically at the function of the behavior
2. focus is on indirect assessment of behavior
3. Looking specifically at the topography of a behavior
4. Directly tests what has been taught
5. Emphasizes “Can the behavior be performed?”
6. It is possible to teach components of the response separately and test as a compound
7. riding a wave on a surfboard is an example |
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Definition
3. Looking specifically at the topography of a behavior
4. Directly tests what has been taught
5. Emphasizes “Can the behavior be performed?”
6. It is possible to teach components of the response separately and test as a compound
7. riding a wave on a surfboard is an example |
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Term
Which of the following should be considered when selecting appropriate media/devices for instructional delivery? Select all that apply:
1. audience size
2. Available funds
3. Demands imposed by the task analysis
4. Motivational requirements
5. Ongoing system requirements
6. Select the media/devices based on the objective
7. make whatever media/device is available work with the instruction |
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Definition
2. Available funds
3. Demands imposed by the task analysis
4. Motivational requirements
5. Ongoing system requirements
6. Select the media/devices based on the objective |
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Term
Typically therre is a latency dimension to well-practice behavior leading to fluency.
This statement is true
False, according to Odgen Lindsley, frequency is the dimension to well-practiced behavior that leads to fluency |
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Definition
| False, according to Odgen Lindsley, frequency is the dimension to well-practiced behavior that leads to fluency |
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Term
Which of the following are characteristics of an entry repertoire? Select all that apply:
1. emphasizes the learner's previous history with activities
2. Emphasizes repertoires rather than previous activities
3. Analysis of the entry repertoire allows identification of enabling objectives
4. Includes skills the student must have prior to beginning instruction |
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Definition
2. Emphasizes repertoires rather than previous activities
3. Analysis of the entry repertoire allows identification of enabling objectives
4. Includes skills the student must have prior to beginning instruction |
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Term
Which of the following are advantages of using computers and tablets in instructional delivery? Select all that apply:
1. Allows for individualized instruction
2. Adaptable to learner performance
3. incorporates personalized tutoring
4. can include video, animation, and high level of interactivity
5. Allows for access to web resources |
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Definition
1. Allows for individualized instruction
2. Adaptable to learner performance
4. can include video, animation, and high level of interactivity
5. Allows for access to web resources |
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Term
Drill and kill involves too much?
a. deliberate practices
b. goal setting
c. variety
d. repetition |
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Definition
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Term
Which questions should be answered during field testing? Select all that apply:
1. What are some strategies that should be avoided?
2. If outcome is better, is the gain worth the cost?
3. If outcome is worse, what was missed in the analysis?
4. If outcome is the same, does it cost less?
5. How does the sequence compare to other approaches? |
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Definition
2. If outcome is better, is the gain worth the cost?
3. If outcome is worse, what was missed in the analysis?
4. If outcome is the same, does it cost less?
5. How does the sequence compare to other approaches? |
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Term
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1. In the presence of as few aversives as possible
2. In the presence of an equal amount of positive and aversive conditions
3. In the presence of positive conditions |
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Definition
1. In the presence of as few aversives as possible
3. In the presence of positive conditions |
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Term
According to Mager, what is likely to happen when respect to attitude once a student has a negative experience with a particular subject? Select all that apply.
1. students will exhibit more approach responses
2. students will work harder to learn the material
3. students will avoid further experiences with the subject
4. students will have fewer opportunities to change their avoidance to approach tendencies |
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Definition
3. students will avoid further experiences with the subject
4. students will have fewer opportunities to change their avoidance to approach tendencies |
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Term
Task-diagnostic feedback comments on characteristics on the performance itself, rather than the performer.
true
false |
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Definition
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Term
Match the response to the correct tendency. (approach or avoidance tendency)
1. Michael reads every book he can find on the sock market and frequently talks about stocks with his friends and family. He checks his stock app on his phone multiple times a day.
2. Cora seeks out additional math assignments and plays math games on her phone. She even creates her own math problems for her parents to solve.
3. Gabe never drives and has no interest in getting his driver's license. He walks away when the topic of cars comes up in conversation.
4. Jackie never runs and never has an interest in running marathons. Anything her friend asks her to train for a marathon, she firmly says no and changes the subject. |
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Definition
1. Michael reads every book he can find on the sock market and frequently talks about stocks with his friends and family. He checks his stock app on his phone multiple times a day.
- approach tendency
2. Cora seeks out additional math assignments and plays math games on her phone. She even creates her own math problems for her parents to solve.
- approach tendency
3. Gabe never drives and has no interest in getting his driver's license. He walks away when the topic of cars comes up in conversation.
- avoidance tendency
4. Jackie never runs and never has an interest in running marathons. Anything her friend asks her to train for a marathon, she firmly says no and changes the subject.
- avoidance tendency |
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Term
Match the response with the correct attitude. (favorable or negative attitude)
1. Brook enthusiastically greets her teacher every morning and states she is happy to see her.
2. Cole avoids eye contact with his teacher and is absent several days a year
3. Rory eagerly takes out his reading homework and always volunteers to read.
4. Kensey never turns in her spelling assignments and always asks to go to the bathroom before the spelling quiz. |
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Definition
1. Brook enthusiastically greets her teacher every morning and states she is happy to see her.
- favorable attitude
2. Cole avoids eye contact with his teacher and is absent several days a year
- negative attitude
3. Rory eagerly takes out his reading homework and always volunteers to read.
- favorable attitude
4. Kensey never turns in her spelling assignments and always asks to go to the bathroom before the spelling quiz.
- negative attitude |
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Term
Self-diagnostic feedback is when students interpret failure or negative feedback as a personal deficiency, a reflection of their own ability, and on their potential to learn more.
true
false |
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Definition
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Term
Select all the characteristics of field testing.
1. uses individual learner data to modify program steps
2. considered the summative evaluation
3. collects global data on the performance of the group
4. may use a control group in a randomized group study
5. utilizes a small number of students, often one at a time |
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Definition
2. considered the summative evaluation
3. collects global data on the performance of the group
4. may use a control group in a randomized group study |
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Term
Match the description with the universal aversive described by Mager. (boredom, pain, fear and anxiety, frustration, humiliation and embarrassment, physical discomfort, using the subject as punishment)
1. acute discomfort
2. distress or uneasiness of the mind
3. goal-directed activities are blocked or when purposeful or motivated activity is interfered with
4. lowering an individual's pride or self-respect by making someone uncomfortably self-conscious
5. a situation in which the stimuli impinging on the student are weak, repetitive, or infrequent
6. an uneasiness, a hardship, a mild pain
7. the subject matter itself used as a form of punishment |
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Definition
1. acute discomfort
-pain
2. distress or uneasiness of the mind
-fear and anxiety
3. goal-directed activities are blocked or when purposeful or motivated activity is interfered with
-frustration
4. lowering an individual's pride or self-respect by making someone uncomfortably self-conscious
-humiliation and embrassment
5. a situation in which the stimuli impinging on the student are weak, repetitive, or infrequent
-boredom
6. an uneasiness, a hardship, a mild pain
-physical discomfort
7. the subject matter itself used as a form of punishment
-using the subject a form of punishment |
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Term
Match the description with the correct category of learner consequence. (program extrinsic or program intrinsic consequences)
1. consequences made contingent on progressing through a program that are not unique and could be obtained in environments
2. examples: points, praise, and grades
3. derived by the activities done within that specific program and are tied directly to those activities
4. examples: progress toward a goal, achieving against a high standard, progressing in a challenging environment |
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Definition
1. consequences made contingent on progressing through a program that are not unique and could be obtained in environments
- program extrinsic consequences
2. examples: points, praise, and grades
- program extrinsic consequences
3. derived by the activities done within that specific program and are tied directly to those activities
- program intrinsic consequences
4. examples: progress toward a goal, achieving against a high standard, progressing in a challenging environmentt
- program intrinsic consequences |
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Term
Select all the characteristics of validation testing.
1. conducted by incorporating elements from the natural environment where the program is to be used
2. may include randomized control studies
3. involves direct observations of the learners
4. produces more global data
5. uses moment-to-moment feedback to guide design as the sequence is being produced
6. when programs appear early in the instruction the designer needs to adjust or redesign and keep going
7. started after developmental testing has indicated individual learners are successful
8. looking for problems that did not show up in the developmental testing |
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Definition
1. conducted by incorporating elements from the natural environment where the program is to be used
2. may include randomized control studies
3. involves direct observations of the learners
4. produces more global data
6. when programs appear early in the instruction the designer needs to adjust or redesign and keep going
7. started after developmental testing has indicated individual learners are successful
8. looking for problems that did not show up in the developmental testing |
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Term
Select all the characteristics of a sequence evaluation.
1. not a requirement when developing instruction but could be helpful
2. if the students errs, the program was not designed well
3. involves 3 steps in this order: 1. developmental testing 2. validation testing 3. field testing
4. most important step in instructional design after content analysis and objective development |
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Definition
2. if the students errs, the program was not designed well
3. involves 3 steps in this order: 1. developmental testing 2. validation testing 3. field testing
4. most important step in instructional design after content analysis and objective development |
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Term
Select all the characteristics of self-efficacy.
1. refers to the judgments that people make about their abilities
2. important to instructors because people with low self-efficacy are made not born
3. refers to the feelings that people have about themselves |
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Definition
1. refers to the judgments that people make about their abilities
2. important to instructors because people with low self-efficacy are made not born |
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Term
According to Mager, what are the universal goals? Select all that apply:
1. students will generally always leave with a favorable attitude towards instruction
2. students will exhibit at least as strong an approach tendency towards the subject matter when they leave your influence as they had when they arrived
3. when they leave your influence they will be willing to apply what they learned to the world around them |
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Definition
2. students will exhibit at least as strong an approach tendency towards the subject matter when they leave your influence as they had when they arrived
3. when they leave your influence they will be willing to apply what they learned to the world around them |
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Term
Match the description with the correct sequence evaluation step. (developmental testing, field testing, validation testing)
1. also known as formative evaluation
2. uses a small number of individual learner data to modify program steps. this small number is often predictive of the performance of a larger group of students.
3. incorporates learners on a smaller scale implementation
4. also known as summative evaluation
5. may use a control group in a randomized group study and look at the performance of the group as a whole |
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Definition
1. also known as formative evaluation
-developmental testing
2. uses a small number of individual learner data to modify program steps. this small number is often predictive of the performance of a larger group of students.
-developmental testing
3. incorporates learners on a smaller scale implementation
-validation testing
4. also known as summative evaluation
-field testing
5. may use a control group in a randomized group study and look at the performance of the group as a whole
-field testing |
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Term
According to Mager, the rule regarding punishment and instructional activities states which of the following?
1. never use as punishment an activity you would like your students to learn to love
2. punishing and positive conditions should be used equally to mimic the natural environment
3. punishment leads to faster acquisition of skills
4. use as little punishment as possible with activities that you want your students to love |
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Definition
| 1. never use as punishment an activity you would like your students to learn to love |
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Term
Match the description with the correct term according to Mager. (favorable or negative attitude, attitudes)
1. moving toward response
2. moving away response
3. this is what someone is referencing when they are making a prediction about the future behavior of another individual |
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Definition
1. moving toward response
-favorable attitude
2. moving away response
-negative attitude
3. this is what someone is referencing when they are making a prediction about the future behavior of another individual
-attitudes |
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Term
Select all the characteristics of developmental testing.
1. offer help in the context of a possible change in the sequence
2. best to sit with learners and ask when to say aloud why they answered the way they did
3. conducted in the environment the program is to be used
4. uses moment-to-moment feedback to guide design as the sequence is being produced
5. begin with the least amount of instruction to achieve objectives and add instructions until learners achieve the outcome
6. looks at the performance of groups
7. utilizes a small number of students, often one at a time |
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Definition
1. offer help in the context of a possible change in the sequence
2. best to sit with learners and ask when to say aloud why they answered the way they did
4. uses moment-to-moment feedback to guide design as the sequence is being produced
5. begin with the least amount of instruction to achieve objectives and add instructions until learners achieve the outcome
7. utilizes a small number of students, often one at a time |
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Term
A tendency to behave in one way rather than another is referred to as attitude.
true
false |
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Definition
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Term
According to Mager, what is the goal of approach and avoidance tendencies? Select all that apply:
1. increase the strength of approach tendencies
2. focus only on the approach tendencies
3. minimize the strength of avoidance tendencies |
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Definition
1. increase the strength of approach tendencies
3. minimize the strength of avoidance tendencies |
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