Which one of the following examples most clearly illustrates how a mental set can interfere with problem solving?
a. Abigail wants to make amends with a boyfriend she recently fought with. However, the boy tells her that he is now dating someone else.
b. Bernadette's car won't start. Because she has always driven her car to work before, it doesn't occur to her to take the bus to work.
c. Corinne needs to calculate the volume of a pyramid. She knows she learned the correct formula in class, but she can't seem to remember it now.
d. Danielle is working on a jigsaw puzzle. One of the pieces to the puzzle is missing.
b
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A type of journal in which students record personal events or activities is called a
Fill in the blank(s) with the appropriate word(s).
Characteristics that contribute to making unit planning a critical professional skill include all BUT:
A. key ideas are interrelated with each other. B. links are made to prior student experiences and knowledge. C. random activities are the natural way of learning for children. D. it provides for reviewing a variety of skills in real-world situations. E. the topic is approached from different viewpoints.
At Halloween, when a child rings her neighbor's doorbell and says "trick or treat!" this is considered
a. a role b. a direct request c. a routine d. a semantic aggravator
In regard to structural analysis instruction,
A. Work on inflectional endings includes attention to compound words. B. When the goal is to emphasize word identification strategies, focus should be on absorbed prefixes; however, when the objective is to develop strategies for determining word meanings, some attention to active prefixes is appropriate. C. The aim is to examine the inner structure of unidentified words. D. Of these three—butterfly, self-correction, and ice cream—the first two are compound words while the third is not.