51.Mrs. Green working with Julia, a very shy and noncommunicative : 1200700.
51.Mrs. Green is working with Julia, a very shy and noncommunicative first grader. Every time Julia gives any sort of response in a class activity, Mrs. Green praises her liberally. Of the following, the best description of Mrs. Green’s technique would be called:
52.Mrs. Thornton gives a quiz every Friday in her pre-algebra class. Of the following, for the students who do well on the quiz, the quiz best illustrates:
a.a form of continuous reinforcement.
b.a form of shaping.
c.a fixed-interval schedule of reinforcement.
d.a variable-ratio schedule of reinforcement.
53.Mrs. Johnson gives a quiz every Wednesday and Friday in her seventh-grade English class. For the students who do well on the quiz, this process best illustrates which of the following?
a.A form of continuous reinforcement
b.A fixed-ratio schedule of reinforcement
c.A variable-interval schedule of reinforcement
d.A fixed-interval schedule of reinforcement
Use the following information for Items 54 and 55.
Mrs. Preston collects homework three days a week, but the students don’t know which days she will collect it. Mrs. Gaston collects it on Mondays, Wednesdays, and Fridays. Both teachers score and return the homework each day after giving it.
54.For the students who are successful in Mrs. Preston’s class, this practice best illustrates:
55.For the students who are successful in Mrs. Gaston’s class, this practice best illustrates:
56.In Mark’s algebra class, there is a regularly scheduled quiz each week. The kind of reinforcement schedule best illustrated by this process is:
57.Mrs. Sussman has her ninth-grade government students respond to an essay item on each one of her tests. When students write a particularly clear response to an item, she often writes a note to them at the bottom of the page complimenting them on their good work. This practice best represents which of the following?
a.Implementing a variable-ratio form of reinforcement
b.Implementing a variable-interval form of reinforcement
c.Implementing a fixed-interval form of reinforcement
d.Implementing a fixed-ratio form of reinforcement
58.Mrs. French is implementing a system to encourage “on-task” behavior when her students are doing seat work. She has a timer that “beeps” every five minutes. If, each time the timer beeps, all the students are conscientiously working, the class is given free time to play games and work at the computer the last half hour of the day. Of the following, the best description of Mrs. French’s technique would be called:
59.Steve, a fourth grader, is working on a drill-and-practice activity with a computer. Suddenly the screen flashes: “Congratulations, Steve! You just solved the last four problems in a row without an error.” Steve smiles to himself and continues his work. A few minutes later the screen again flashes: “Terrific, Steve! You have done it again. You solved four more problems without an error.” In the absence of any other information, this example best illustrates:
60.The second-grade team is concerned about the sloppy work their students are turning in, so they implement a reinforcement scheme to promote neater work. In the process, each time students turn in a neatly written paper, Mrs. Oakes gives them a star. Mrs. Barber gives stars after they turn in three neatly done assignments in a row. They implement this process for a month and then they both stop giving the stars. Research patterns indicate which of the following is most likely to be correct?
a.Neat work will appear sooner in Mrs. Oakes’s class but will also become sloppy again sooner.
b.Neat work will appear sooner in Mrs. Oakes’s class and will remain neat longer.
c.Neat work will appear sooner in Mrs. Barber’s class and will remain neat longer.
d.Neat work will appear at about the same time in both classes but will remain longer in Mrs. Barber’s class.