Describe how a person with monocular depth cues but no binocular depth cues "survive" in today's world. What would be the implications of having just the one set of cues for depth?
What will be an ideal response?
Individuals who have useful sight in only one eye can learn to function with monocular cues given that the needed information is available. However, in an artificial situation that removes the monocular cues (e.g., a large room with walls, floor and ceiling of uniform color, no shadows, no gradients and only a single object of unknown size), distance would be impossible to calculate.
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A student was asked by a researcher to sign a form granting permission to use personal information with the assurance that the information would remain anonymous among others in the data set. This is an illustration of seeking
a. informed consent. b. implied consent. c. presumed consent.
Three of the following statements are accurate about students with special needs. Which statement is not necessarily accurate?
a. Students with specific cognitive difficulties often have low self-efficacy for academic tasks. b. Students with social or behavioral problems may have friends who model inappropriate social behavior. c. Students with advanced cognitive development (e.g., students who are gifted) sometimes have little experience in dealing with failure. d. Students with general delays in cognitive and social functioning are unable to develop self-regulatory skills even with extensive training.
When behavioral agreements are broken, Glasser says, students’ initial response to what should happen next is to suggest:
a) punishment. b) compromise. c) parental involvement. d) re-training.
To strengthen behaviors that are valued and to motivate students to do things that will benefit them, teachers would use:
a. cooperative skills. b. affirmation statements. c. paraphrasing techniques. d. a reinforcer.