PSY_360_week 3 quiz

 

 

 

 

 

When we cannot retrieve information from memory, we say that _____ has occurred.

 

·       [removed]   A. forgetting

 

·       [removed]   B. a memory trace

 

·       [removed]   C. sensory decay

 

·       [removed]   D. encoding failure

 

·       [removed]   E. secondary memory

 

 

 Unattended information is stored briefly in:

 

·       [removed]    A. sensory memory

 

·       [removed]    B. short-term memory

 

·       [removed]    C. long-term memory

 

·       [removed]    D. working memory

 

·       [removed]    E. secondary memory

 

 

 The central executive in working memory is hypothesized to have the function of:

 

·       [removed]    A. directing the flow of information

 

·       [removed]    B. controlling an unlimited amount of resources and capacity

 

·       [removed]    C. carrying out subvocal rehearsal to maintain verbal material in memory

 

·       [removed]    D. maintaining visual material in memory through visualization

 

·       [removed]    E. storing the meaning of complex verbal material

 

 

 

 

 Words from the beginning of a list are more likely to be recalled than words from the middle of the list. This phenomenon is known as the _____ effect.

 

·       [removed]    A. recency

 

·       [removed]    B. primacy

 

·       [removed]    C. forgetting

 

·       [removed]    D. interference

 

·       [removed]    E. memory trace

 One basic physiological mechanism for learning is the ____ rule, which states that if a synapse between two neurons is repeatedly activated at about the same time the postsynaptic neuron fires, the chemistry of the synapse changes.

 

·       [removed]    A. Carlson

 

·       [removed]    B. Hebb

 

·       [removed]    C. Baddeley

 

·       [removed]    D. Tulving

 

·       [removed]    E. icon

 

 

 The term “anterograde amnesia” refers to:

 

·       [removed]    A. the loss of the ability to form new memories

 

·       [removed]    B. the loss of the ability to recall old events

 

·       [removed]    C. the loss of short-term memory

 

·       [removed]    D. the loss of sensory memory

 

·       [removed]    E. the loss of all memory ability

 

 

 The _____ component of working memory is thought to be a temporary storage system that interacts with long-term memory and the other components of working memory to facilitate the transfer of information to long-term memory.

 

·       [removed]    A. episodic buffer

 

·       [removed]    B. visuospatial sketchpad

 

·       [removed]    C. central executive

 

·       [removed]    D. phonological loop

 

·       [removed]    E. semantic buffer

 

 

 Sensory memories exist for every sensory modality.

 

·       [removed]    A. True

 

·       [removed]    B. False

 Psychologists believe that the capacity of long-term memory is:

 

·       [removed]    A. unlimited

 

·       [removed]    B. 7 + 2 items

 

·       [removed]    C. 18 items

 

·       [removed]    D. 5000 items

 

·       [removed]    E. 50,000 items

 

 

 The code in long-term memory is based on:

 

·       [removed]    A. sound

 

·       [removed]    B. visual imagery

 

·       [removed]    C. meaning

 

·       [removed]    D. both sound and visual imagery

 

·       [removed]    E. both sound and meaning

 Ebbinghaus’s forgetting curve demonstrates that:

 

·       [removed]    A. forgetting is rapid at first and then levels off

 

·       [removed]    B. forgetting is slow at first and then speeds up

 

·       [removed]    C. forgetting occurs at a steady pace, beginning immediately after learning

 

·       [removed]    D. no forgetting occurs until 24 hours after learning

 

·       [removed]    E. forgetting reaches a peak about 3 days after learning

 

 

 Proactive interference refers to the fact that:

 

·       [removed]    A. new material can disrupt the recall of previously learned material

 

·       [removed]    B. previously learned material can disrupt the learning of new material

 

·       [removed]    C. the passage of time leads to memory decay

 

·       [removed]    D. active interference can strengthen a memory trace

 

·       [removed]    E. memories can become stronger over time

 According to the retrieval cue explanation of interference, you are more likely to forget where you parked your car in a lot where:

 

·       [removed]    A. you have never parked before

 

·       [removed]    B. you have always parked in the same place

 

·       [removed]    C. you have parked frequently, but in many different spaces

 

·       [removed]    D. you parked a year ago, but not more recently

 

·       [removed]    E. you parked yesterday

 “Cramming” for exams tends to be ineffective because of the:

 

·       [removed]    A. chunking effect

 

·       [removed]    B. spacing effect

 

·       [removed]    C. state-dependence effect

 

·       [removed]    D. context effect

 

·       [removed]    E. encoding specificity effect

 

 

 

 

 

Your memory of your first college lecture would be an example of:

 

 

 

 

 

 

 

Studies of flashbulb memory indicate that:

 

·       [removed]   A. stronger emotional responses to an event are associated with less detailed memories

 

·       [removed]   B. more retellings of the event are associated with more accurate memories

 

·       [removed]   C. flashbulb memories are no more accurate than memories for more mundane life events

 

·       [removed]   D. people are less confident in the accuracy of flashbulb memories than they are about more ordinary memories

 

·       [removed]   E. flashbulb memories are only created for positive emotional events

 

Studies of eyewitness memory:

 

·       [removed]   A. support Bartlett’s idea of memory as a constructive process

 

·       [removed]   B. reveal surprisingly accurate memories of stressful events

 

·       [removed]   C. suggest that confidence is an important attribute of an accurate witness

 

·       [removed]   D. show that witnesses are remarkably resistant to misleading information

 

·       [removed]   E. help us to understand why eyewitnesses almost never make mistakes

 

Using the Deese/Roediger-McDermott paradigm, researchers have shown that 80% of participants remember words on a list that were not actually included.

 

·       [removed]   A. True

 

·       [removed]   B. False

 

In Reber’s studies of nonanalytic concept formation in which participants attempted to learn to categorize letter strings derived from complex “grammars,”

 

·       [removed]   A. participants who learned letter strings that followed the grammar made fewer errors than control participants learning random strings

 

·       [removed]   B. participants who were told that the letter strings followed complex rules performed better than did those participants who did not know this

 

·       [removed]   C. the best performance came from participants who successfully figured out the rule for generating the letter strings

 

·       [removed]   D. memorizing exemplars was an ineffective strategy in category learning

 

·       [removed]   E. performance never rose above chance level for any participants

 

 

 

The schema view of concept formation assumes that:

 

·       [removed]   A. there are clear boundaries among individual schemata

 

·       [removed]   B. there is cognitive economy among concepts

 

·       [removed]   C. information is abstracted across instances

 

·       [removed]   D. no information is stored about actual instances

 

·       [removed]   E. schemata contain characteristics of categories, but no information about how categories are related to each other

 

You might have a “script” for:

 

·       [removed]   A. what a classroom looks like

 

·       [removed]   B. what a “pet” is

 

·       [removed]   C. what a “cat” is

 

·       [removed]   D. what happens when you go to the barber/hairstylist

 

·       [removed]   E. what rap music sounds like

 

 

 

If information from a story is presented in scrambled order,

 

·       [removed]   A. people actually recall it better than if it had been presented in proper order, because they pay more attention to it

 

·       [removed]   B. people recall just as much information as if it had been presented in proper order

 

·       [removed]   C. people tend to recall it in the scripted order

 

·       [removed]   D. people cannot recall any of the details of the story

 

·       [removed]   E. we cannot predict how much will be recalled, or in what order

 

 

 

“Apple,” “piano,” and “table” are examples of basic-level categories.

 

·       [removed]   A. True

 

·       [removed]   B. False

 

 

 

Properties and facts are stored at the highest level possible, according to the principle of:

 

·       [removed]   A. encoding specificity

 

·       [removed]   B. connectionism

 

·       [removed]   C. cognitive economy

 

·       [removed]   D. typicality

 

·       [removed]   E. lexical destiny

 

 

 

Conrad has found evidence that the statement “A shark can move” can be verified in the same amount of time as “An animal can move.” These results suggest that reaction time is best predicted by:

 

·       [removed]   A. cognitive economy

 

·       [removed]   B. frequency of association

 

·       [removed]   C. encoding specificity

 

·       [removed]   D. episodic memory

 

·       [removed]   E. typicality

 

 

 

The word superiority effect is related to the idea of:

 

·       [removed]   A. cognitive economy

 

·       [removed]   B. schemata

 

·       [removed]   C. typicality

 

·       [removed]   D. spreading activation

 

·       [removed]   E. prototypes

 

ACT models distinguish among three types of memory systems:

 

·       [removed]   A. working memory, episodic memory, and declarative memory

 

·       [removed]   B. semantic memory, episodic memory, and procedural memory

 

·       [removed]   C. procedural memory, declarative memory, and semantic memory

 

·       [removed]   D. working memory, declarative memory, and procedural memory

 

·       [removed]   E. semantic memory, episodic memory, and concept memory

 

 

 

Which of the following is FALSE regarding a connectionist training “epoch”?

 

·       [removed]   A. It begins by generating a random output.

 

·       [removed]   B. Connection weights are initially set at random levels.

 

·       [removed]   C. Generated output patterns are compared with target patterns.

 

·       [removed]   D. Back propagation occurs over many trials.

 

·       [removed]   E. Connection weights are adjusted before the next target is input.

 

 

 

examine clinical psychology PSY/480

Write a min of 1,050-

Address the following items:Discuss the history and evolving nature of clinical psychology.Explain the role of research and statistics in clinical psychology.Discuss the differences between clinical psychology and other mental health professions, including social work, psychiatry, and school psychology.

Include a minimum of two sources from peer-reviewed publications.

ED301 Classroom management Week 8 Discussion

Think back on the past 8 modules in this course.  Tell what information has been the most useful.  What can you immediately put to use?  

·         What are you most likely to use in your future teaching/instructing classroom?  

 

·         Reply to at least 2 classmates, providing substantial information from our readings in your reply.  

Week 6 exam 3

Name the 7 ground rules for a class meeting. What is a better alternative to praise? ______________communication or ____________is just as important as the verbal part of a message. __________is perhaps the most important tool for meeting a student’s need for security and emotional significance. Students need to be heard and ______________. What are 6 questions that a teacher can ask when in an angry confrontation or mood? ______________ is a process of living through the perception of another’s viewpoint for a time. Healthy communication includes what 3 steps? What are the 7 operating assumptions for approaching conflict? What are the 4 R’s of recovery when a teacher makes a mistake? What organized form of communication provides opportunities for open and honest communication in the classroom? What are the 3 steps of reflective listening? What 4 steps can a teacher make to practice the art of listening? What are the 4 steps to Problem Solving for Teachers and Students?

ASAP Tonight

Discussion Question

Imagine you are tasked with conducting a counseling intake interview with a 19 year old college student who is feeling sad, unmotivated, and worried about his grades. It is the student’s first semester at school, and he is finding that he has gone from being an A student in high school to a B- student in college. He has also moved 500 miles away from his hometown to attend school.

This week’s lecture discussed a number of counseling approaches (cognitive, humanistic, psychodynamic, and behavioral), that can be used to guide and understand an interview.

Which approach would you use to guide this intake interview? Explain why you think this approach is a good choice for this particular interview.  Also develop at least 5 questions for your interview and explain how the questions fit with the approach you chose.

You may use any of the approaches discussed in this week’s lecture or you may also use one from:

McMaster, F., & Resnicow, K. (2012). Motivational Interviewing: moving from why to how with autonomy support. International Journal of Behavioral Nutrition and Physical Activity, 9(19).

As appropriate, cite the online course, the textbook, and other credible, scholarly sources to substantiate the points you are making. Apply APA standards to for writing and citations to your work.

 

psy 550 midterm

 

 

 

PSY 550 Midterm

 

Short Answers

The 25 questions below are worth 3 points each.

 

1.     During World War II the U. S. Office of Strategic Services ( OSS), a predecessor to today’s Central Intelligence Agency ( CIA), used a variety of procedures and measurement tools— psychological tests among them— in selecting military personnel for highly specialized positions involving espionage, intelligence gathering, and the like. Why aren’t these methods used today?

 

2.     What is a psychological test?

 

 

3.     The APA Committee on Psychological Tests and Assessment discussed the pros and cons of Computer Assisted Testing (CAT). What is one main advantage over the traditional paper and pencil tests?

4.     What types of settings are assessments conducted?

 

5.     The American Psychological Association (APA) has addressed ethical issues related to assessment in the APA Code of Ethics in your learning modules. Name one of the general principles that they outlined.

 

6.     What are the four scales of measurement?

 

7.     How would you explain correlation?

 

8.     Name two reliability estimates?

 

9.     What is the relationship between reliability and validity?

 

10.  What is incremental validity?

 

11.  What is the difference between a positively skewed distribution and a negatively skewed distribution?

 

12.  What is commonly used as a measure of central tendency?

 

13.  Correlation is the degree to which 2 things are connected. Name two variables that are positively correlated?

 

14.  Give an example of convergent evidence of construct validity.

 

15.  Name a few kinds of cut scores?

 

16.  What is criterion referenced testing?

 

17.  What is utility analysis?

 

18.  What formula calculates the dollar amount of a utility gain under specific conditions?

 

19.  How does sampling effect reliability?

 

20.  What is the standard error of measurement?

 

21.  What is an advantage of using a liker-type response format when creating a test?

 

22.  What is the disadvantage of reporting a raw score?

 

23.  What effect is the type of cognitive bias in which an overall impression of a person influences how one feels and thinks about his or her character?

 

24.  What are some different types of psychological assessments?

 

25.  What did the military do in order to measure the intellectual ability of recruits?

 

Essay Questions

The essay questions below are worth 7 points each.

 

26. There are some very clear cut and distinct rights that all participants of psychological tests are privy to. Discuss the importance of adhering to these rights.

 

27. It can be an arduous task to create a test that measures what is intended. What are the traits of a properly created test?

 

28. What was important in the ruling of Hobson v. Hansen (1967)? What did this change for future creation of psychological assessments and testing.

 

29. There are many ethical guidelines that govern the professional behavior of psychologists that specialize in testing and assessment. Pick 3 and discuss them.

 

 

30. Consider issues of culture and assessment reviewed in the course thus far. Identify and discuss some of these issues of culture as related to psychological assessment and rights of test-takers with someone of a different culture, language background, and ability.

 

 

Psych learning and memory

5 pages. Single spaced. Times New Roman On topic of your choosing related to learning and memory. Must have 3 primary source articles. Generally, use  www.pubmed.gov to find article abstracts.

 

The topic is Generlized Anxiety Disorder
Page 1 – introduction to topic page 2 – summarize article 1page 3 – summarize article 2Page 4 – summarize article 3Page 5 – Conclusion and your thoughts. 

Attached is a good paper from last year for a basic template to follow. Paper should look exactly like this in this format even the citations  

Finale

There are three parts to this assignment:Adulthood Case Study Analysis Draft (ungraded, post by Wednesday of Week 9).Case Study Analysis Peer Review Discussion (complete by end of Week 9).Final Case Study Analysis (due by end of Week 10).Adulthood Case Study Analysis Draft (ungraded, post by Wednesday of Week 9)

Complete a 5-page analysis of one of three case studies from your Broderick and Blewitt text:Angela, page 436.Tayib and Rachel, page 474.David, page 554.

See the assignment description for more information.Adulthood Case Study Analysis Peer Review Discussion (Responses due by end of Week 9)

Submit the draft of your case study analysis and you will provide peer reviews for two other learners who have analyzed the same case study. For example, if you analyzed the Angela case study, you will also review two of your peers’ analyses of the Angela case study. (You are encouraged to review the analyses and accompanying peer reviews from the other two discussions to enhance your learning, but are not expected to post responses to them.) See the corresponding discussion for more information.

The instructor and/or teaching assistant may also provide feedback that—coupled with the peer review feedback—can provide guidance for any modifications to your case study analysis prior to submitting it for grading at the end of Week 10.Final Adulthood Case Study Analysis (due by end of Week 10)

After making any changes based on your peer reviews and/or instructor feedback, submit your completed Adulthood Case Study analysis for grading.Toggle Drawer[u04a1] Unit 4 Assignment 1 Adulthood Case Study Analysis (Due end of Week 10)Resources Adulthood Case Study Analysis (Due end of Week 10) Scoring Guide. APA Style and Formatting. Professional Communication and Writing Guide .

For this assignment, you will complete an analysis of a case study that deals with one of the following stages of lifespan development:Early Adulthood.Middle Adulthood.Late Adulthood.

You will select one of the following case studies from your Broderick and Blewitt textbook to complete an analysis of the developmental and contextual issues related to the selected case. Each of the case studies includes a set of questions that can guide your analysis of the pertinent issues for the particular case.

Select one of the following case studies to analyze:Angela, page 436.Tayib and Rachel, page 474.David, page 554.Expectations

For each case study you will be expected to:Analyze lifespan development theories to determine the most appropriate theory/theories to apply to the case study.Apply the appropriate lifespan development theory to support an identified intervention process.Describe the potential impact of individual and cultural differences on development for the current age and context described in the case study.Write in a manner that is scholarly, professional, and consistent with expectations for graduate-level composition and expression.Content

The case study analysis should be a maximum of 5 pages, including the introduction and conclusion, each of which should be approximately one half-page in length. The body of the paper should not exceed 4 pages.

Provide the following content in your paper:An introduction that includes an overview of the paper contents, including a brief summary and background information regarding the case study.The body of the case study, including:The presenting challenge(s) and primary issue(s).Appropriate lifespan development theory and research-based alternatives that explain the presenting challenges.Potential impact of individual and cultural differences on development for the current age and context described in the case study.Evidence-based support from lifespan development theory and current scholarly research to support appropriate interventions.A conclusion that summarizes what was introduced in the body of the paper with respect to the case study context, challenges, and interventions.Project Requirements

Submit a professional document, in APA style, that includes the following required elements identified with headings and subheadings:Title page.Introduction (half-page).Case study analysis (4 pages).Conclusion (half-page).Reference Page: Include a minimum of five scholarly sources from current peer-reviewed journals as references in addition to referencing the text book in which the case study is embedded.Font: Times New Roman, 12-point.Toggle Drawer[u04d1] Unit 4 Discussion 1 Angela: Case Study Analysis (Due Week 9)Resources Attributes and Evaluation of Discussion Contributions. Professional Communications and Writing Guide. Peer Assessment Rubric. Sample Comments for Peer Assessment Rubric. Peer Feedback. Guidelines for Effective Peer Review. MEAL Plan. APA Style and Format.

Note: Participate in this discussion only if you analyzed the Angela case study in your course text. If you analyzed the Tayib and Rachel or David cases, please participate in the corresponding discussion.

For this discussion:Post your Angela Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.

Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 10.

Follow these steps to complete your peer review:Post your analysis of the case study for Angela by Wednesday of Week 9. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 9. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.

Be sure to incorporate any feedback from your instructor and/or peers that you feel will strengthen your analysis prior to submitting it for a grade.

Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analyses of the other case studies your classmates selected to enhance your learning.Toggle Drawer[u04d2] Unit 4 Discussion 2 Tayib and Rachel: Case Study Analysis (Due Week 9)Resources Attributes and Evaluation of Discussion Contributions. Professional Communications and Writing Guide. Peer Assessment Rubric. Sample Comments for Peer Assessment Rubric. Peer Feedback. Guidelines for Effective Peer Review. MEAL Plan. APA Style and Format.

Note: Participate in this discussion only if you analyzed the Tayib and Rachel case study in your course text. If you analyzed the Angela or David cases, please participate in the corresponding discussion.

For this discussion:Post your Tayib and Rachel Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.

Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 10.

Follow these steps to complete your peer review:Post your analysis of the case study for Tayib and Rachel by Wednesday of Week 9. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11: 59 p.m. on Sunday of Week 9. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.

After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.

Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.

 Toggle Drawer[u04d3] Unit 4 Discussion 3 David: Case Study Analysis (Due Week 9)Resources Attributes and Evaluation of Discussion Contributions. Professional Communications and Writing Guide. Peer Assessment Rubric. Sample Comments for Peer Assessment Rubric. Peer Feedback. Guidelines for Effective Peer Review. MEAL Plan. APA Style and Format.

Note: Participate in this discussion only if you analyzed the David case study in your course text. If you analyzed the Angela or Tayib and Rachel cases, please participate in the corresponding discussion.

For this discussion:Post your David Case Study Analysis for peer review. Note: You are expected to post a completed Case Study Analysis, not an outline or an incomplete draft. This allows you to receive valuable feedback on your work that you may want to incorporate into your final draft. It also honors your peers’ time and efforts as it is difficult to review an incomplete assignment. You will receive reduced credit for this discussion if you fail to submit your case study, or if your case study is incomplete.Provide peer feedback for two fellow learners, using the Peer Assessment Rubric provided in the Resources area. A document that has examples of basic and proficient feedback, Sample Comments for Peer Assessment Rubric, is also provided in the Resources area; use it to help you understand how to craft your feedback.

Your instructor and/or teaching assistant may also provide feedback. You will combine this with the feedback of your fellow learners to make any modifications to your case study analysis prior to submitting it for grading by the end of Week 10.

Follow these steps to complete your peer review:Post your analysis of the case study for David by Wednesday of Week 9. Be sure to include the title of the case study in the title of your paper.Select two case study analyses to review from this discussion. (Note: If you see that a learner has already received two peer reviews, please review another learner’s case study; the goal is for all learners to receive at least two peer reviews.)Use the Peer Assessment Rubric located in the Resources section. Peruse it carefully along with the Sample Comments document; both will help you understand what you should be looking for as you review the case study analyses.Carefully read your peers’ case study analyses. Take notes as you read through them, using the Peer Assessment Rubric as your guide.Complete the Peer Assessment Rubric for each analysis by 11:59 p.m. on Sunday of Week 9. Make sure that your written feedback is balanced, specific, and substantial. Responses such as “Good Job!” “I agree,” or “I don’t understand” are not acceptable. Your comments should help learners to understand what they have done correctly and how they can improve their work.

After you have received your feedback, be sure to incorporate anything that you feel will strengthen your analysis prior to submitting it for a grade.

Note: Although you will only be critiquing analyses from the discussion question you selected, you are encouraged to review the analysis of the other case studies your classmates selected to enhance your learning.

week 7 exam 4

__________ discipline requires a balance between fairness and respect. The 4 mistaken goals of behavior are? Logical consequences must be what 4 things? Name 5 suggestions for giving clear firm messages . ____________are statements that specify the things students can and cannot do. What are the 5 characteristics that make a good rule? ___________ Discipline is based on punishment. Dreikurs theorized that the true 4 primary goals of most behaviors are ________? _______________usually involves a threat that obligates a student to obey or resist rather than respond and think constructively. ____________discipline is based on allowing freedom without rules or limits. What are 7 suggestions for going beyond consequences and/or making sure consequences is not disguised punishment? What is the number one problem in schools?

mid term

What are 5 suggestions the author makes to protecting against accusations and sexual abuse? The fundamental task of a learning environment is to foster the student’s perception of themselves as what three things? List 7 examples of how a teacher can show care to a student. _______________happens when a student recognizes that his or her efforts do make a difference and are an integral part of the total class process. Name 3 ways that teachers of students with disabilities should not be overly protective. Name the 7 barriers referred to in the text that condemn students to failure . In what 3 ways can teachers teach health? ____________can provide structure for students and instructional strategies that promote success not failure. In what 3 ways can a teacher help the assessment process of students? What three factors influence your action in a decision –making situation for setting student boundaries? ________________validates a student’s existence in the class because what he or she does has meaning and has impact on the class and others. What 3 key things equal acceptance? Name the 5 parts of goal-setting .