Which of the following is an appropriate support to promote executive functions?
A. Incorporate iPad apps to support organization.
B. Increase the amount of materials students are expected to complete.
C. Provide information through enriched verbal presentation.
D. Avoid using checklists to prevent learned helplessness.
A. Incorporate iPad apps to support organization.
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Answer the following statement(s) true (T) or false (F)
On a title page, authors should be listed in order of their “relative scientific or professional contributions.”
Visual art helps children to learn which of the following elements??
A. ?line, space, texture, and shape B. ?melody, rhythm, repetition, and contrast C. ?movement, space, time, and energy D. ?space, rhythm, lighting, and character
In the local school district there is a lot of controversy about the Common Core Standards. Missy, a parent of a preschooler, is also concerned about the CCS. She writes a letter to the editor of the local newspaper voicing her concerns and opposition to CCS. All of the following are in the letter except
A. Standards promote traditional back-to-basics approach at the expense of a play-based and child-centered curriculum B. Standards focus on academics at the expense of social and emotional development C. Standards lead to an overemphasis on assessment and testing D. Standards create uniformity in schools regardless of location
Which of the following statements best reflects what the effect of ‘Natural Fear Level’ in the table tells us?
about an animal. Three groups of children were shown a picture of an animal that they had
never seen before (a quoll). Then one group was told a negative story (in which the quoll is
described as a vicious, disease?ridden, bundle of nastiness that eats children’s brains), one
group a positive story (in which the quoll is described as a harmless, docile creature that
likes nothing more than to be stroked), and a final group weren’t told a story at all. After the
story children rated how scared they would be if they met a quoll, on a scale ranging from 1
(not at all scared) to 5 (very scared indeed). To control for the natural anxiousness of each
child, a questionnaire measure of trait anxiety was given to the children and used in the
analysis. The (edited) R output is below. The next two questions relate to this output.
a. The child’s natural level of fear had a significant relationship with their fear
beliefs about the animals.
b. The child’s natural level of fear did not have a significant relationship with
their fear beliefs about the animals.
c. The type of information given to the children had a significant relationship
with the child’s natural level of fear.
d. The type of information given to the children did not have a significant
relationship with the child’s natural level of fear.
e. Natural fear levels were significantly different in the groups of children.