Novaco's cognitive paradigm to explain the relationship of anger and aggression stresses that:
A. Aggression is the most probable response to anger.
B. External cues and events play a direct role leading from anger to aggression.
C. Once anger is aroused, aggression will occur.
D. All children label their internal responses to conflict-producing situations as anger.
E. Anger is mediated by cognitions and internal arousal.
E
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Vygotsky concluded that play has features that make it essential in a child’s development. What are the features?
A. It provides rules of behavior that the child must follow in the play situation. B. It creates an imaginary situation that permits the child to explore unrealized desires. C. In play the child is functioning below their zone of proximal development (ZPD). D. Both A and B. E. All of the above.
The increase of students from linguistically different backgrounds highlights the need for school districts to provide
a. special education. b. interpreters in classrooms. c. textbooks in every language. d. linguistically appropriate instruction.
Of the following, Mrs. Torre's efforts with the four students struggling with converting fractions to decimals best illustrates:
Mrs. Torres has her students working on fractions, decimals, and rounding numbers. She gives a quiz and the results indicate that Jeremy has only a minimal understanding of the process of rounding, so she sends him back to one of the computers in her room to work with a piece of software that gives him practice with rounding. She then plans to give him another set of exercises to assess the extent to which he understands the process. While the majority of the students are doing a seatwork assignment, and Jeremy is working on the computer, Mrs. Torres takes another group of four students who are struggling with converting fractions to decimals and uses direct instruction to illustrate the process. She then gives the group a set of problems to solve, and directs the group to help each other if they need it. a. individualized instruction. b. team-assisted individualization. c. peer tutoring. d. mastery learning.
Listening goals vary for the four kinds of listening: inactive, critical, empathic, and casual listening
Indicate whether the statement is true or false