Providing a variety of high-quality examples embedded in context is arguably the most important thing a teacher can do to promote transfer. Using cognitive learning theory as a basis, explain why this might be the case
What will be an ideal response?
Encountering high-quality examples in context most nearly approximates the construction of knowledge in natural settings in the real world. The examples become the experiences learners use to construct their knowledge.
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Luke approaches you before class and expresses his frustration about having done so poorly on yesterday's exam. "I studied for hours and hours," he tells you. "I guess I'm just not a very good test taker."
You know that your test was a good measure of what you taught your students. You also know that students seldom do poorly on your tests simply because they are poor test takers. Considering the textbook's discussion of study strategies, what other possible explanation might you give Luke as to why he thought he knew the material well yet earned a low test score. And with your explanation in mind, describe a strategy you might teach him for improving his performance next time.
Planned ignoring involves the removal of social reinforcers
Indicate whether the statement is true or false
Which of the following statements about a weighted mean is true?
A. The weighted mean is always equal to the arithmetic mean. B. The weighted mean can only be reported if the sample size is equal in each group. C. The weighted mean is used to compute the combined mean for two or more samples of scores in which the number of scores in each sample is disproportionate or unequal. D. The weighted mean is heavier than an arithmetic mean.
The discrepancy between characteristics of the population and characteristics of the sample is called ______.
Fill in the blank(s) with the appropriate word(s).