What are examples of contextual elements that are internal factors that influence a child's aversion to specific punishers or desire for specific reinforcers?
What will be an ideal response?
The examples are being tired, being hungry, or being uncomfortable due to injury or illness.
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Under the “state-created danger” doctrine, bad decisions by the government are not due process violations unless they are arbitrary
Indicate whether the statement is true(T) or false(F).
Research tells us that students' misconceptions about a topic are often quite resistant to change, yet sometimes misconceptions must change if students are to acquire an accurate understanding of the world around them
Describe at least three teaching strategies that theorists believe should help students change their misconceptions about the world.
Melissa, an active teenager who has cerebral palsy, advises parents of children who are physically impaired:
a. to limit their children's social interactions. b. to be with their children as much as they can so they can be responsive to their children's requests for help. c. to remember the importance of mobility for a child with an ambulatory limitation. d. Not to expect their children to try to live like other children who are without physical impairments.
Occasionally students may be tempted to cheat during a formal classroom assessment. With the textbook's recommendations in mind, choose the best strategy for addressing cheating
a. Watch students like a hawk and immediately remove the test paper of anyone who appears to be looking at someone else's paper. b. Keep a watchful eye on the class during the assessment, and impose a reasonable consequence when cheating does occur. c. Punish a cheating student in front of classmates so that others learn the importance of honesty vicariously. d. Ignore cheating the first or second time it occurs because students are not likely to repeat this type of behavior.