Mrs. Simms reviewed her class role and read the permanent files of her incoming fourth grade students before school started in August. She noticed that Gabe had poor grades in several subjects last year, and his second and third grade teachers left notes about his bad conduct in the permanent file. When school started, Mrs. Simms told Gabe she was happy to have him in her class and said she knew
he would like fourth grade subjects and learn a lot. Throughout the year, Mrs. Simms encouraged Gabe and expressed her belief in his ability to learn. In the spring, Gabe scored in a higher percentile on his district's standardized tests than he had the previous year. His gains were much higher than expected. This is an example of:
a. explicit teaching.
b. the Pygmalion effect.
c. sustaining expectation effect.
d. scripted cooperation.
b
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Materials suitable for exploration by a baby who uses the palmar grasp are all EXCEPT
a. soft balls. b. hand puppets. c. bead necklaces. d. busy boxes with knobs and dials.
The effect of one factor on a dependent variable is called a(n) ______.
Fill in the blank(s) with the appropriate word(s).
One very effective way of gathering information about children and adolescents is simply to talk to them. Three of the following should increase the quantity and quality of information you get when you talk with young people. Which one is not likely to be helpful?
a. Make it clear that you really care what a youngster has to say. b. Try to be somewhat aloof so that you come across as an unbiased listener. c. When asking about a sensitive topic, ask what other children might think about it. d. Ask follow-up questions when you don't understand what a child is telling you.
The design of the study would be classified as
a. one group pretest-posttest equivalent groups design. b. pretest-posttest equivalent groups design. c. posttest only equivalent groups design. d. Solomon four-croup design.