Explore developmental research, cognitive, social and language development, classical and operant conditioning, observational learning, and cognitive maps.
Research has shown that people who read a job description written only with male pronouns (e.g., he, his) are more likely to think of an employee as male than people who read a description that uses gender-neutral language (e.g., he or she). This finding is most closely linked to
the linguistic relativity hypothesis.
gender schema theory.
the social role hypothesis.
modeling.
A
As a senior in high school, Ludy worked as an assistant to the children's librarian in his town library. He enjoyed shelving the books in the library because he was able to work alone and focus on his task. Although the library was normally a quiet place, sometimes the children's section became quite noisy when groups of children visited. After working in an unfulfilling desk job for 30 years, Ludy recalls how much he enjoyed working at the library and decides to go back and work as a volunteer creating new programs for disadvantaged children.
Describe how each of the following concepts relates to Ludy's return to working at the library.
- Crystallized intelligence
- Altruism
- Big Five trait of extraversion
- Broca's area
- Self-efficacy
- Episodic memory
Crystallized intelligence
Responses must indicate how acquired knowledge (facts, general information, or vocabulary), or lack thereof,
relates to Ludy's return to working at the library.
- Score: "Ludy's ability to recall the Dewey Decimal System will help in his return."
- Score: "Ludy's lack of knowledge of current library practices impedes his success."
- Score: "As Ludy reads books to the children it adds to their understanding of the world."
Savannah is a junior in high school and is preparing for an exam in her beginning Japanese course. The exam will consist of both written and spoken portions. Although it is her first course in Japanese, Savannah is confident that she will do very well on the exam.
Describe how each of the following relates to Savannah's successful learning and performance.
- Broca's area
- Use of phonemes
- Modeling
Use of phonemes
Point 2: Use of phonemes
To earn this point students must accurately describe how the use of phonemes relates to Savannah's
successful learning or performance. They may describe:
A. Production or recall of Japanese sounds (e.g., smallest unit of sound), OR
B. Combining sounds to create Japanese words, OR
C. Recognition of correct and incorrect Japanese sounds.
Example: "Savannah will have to combine sounds to make different Japanese words."
Do not score
- Descriptions of morphemes (units of meaning).
- The term "phonemes" alone in place of "sounds."
Modeling
Point 3: Modeling
To earn this point students must accurately describe how modeling relates to Savannah's successful
learning or performance. In describing modeling, they may score this point by:
A. Demonstrating Savannah's imitation/copying/repetition of a model,
Example: "Savannah imitated how her teacher said Japanese words," OR
B. Explaining that the teacher or other students act as a behavioral model,
Example: "The teacher demonstrated how to speak Japanese."
Do not score
- The term "modeling" alone in place of "imitating" or "copying."
- The term "modeling" alone in place of "demonstrating" or "showing."
Describe how each of the following may hinder Savannah as she prepares for and takes the exam.
- Encoding failure
Age and language acquisition
Point 6: Age and language acquisition
To earn this point students must accurately describe how Savannah's age might hinder her language
acquisition while preparing for or taking the exam. They may explain that:
A. Older students are less successful in acquiring a language, OR
B. The critical/sensitive period for language acquisition has passed, OR
C. Older students are more likely to speak a second language with the accent of their first-learned
language.
Example: "Savannah will have a harder time learning Japanese because she has passed the critical
period."
Do not score
- Responses that focus on the memory of vocabulary as negatively influenced by age. The focus
must remain on language acquisition.
Abram recently graduated from high school and began his first year at a four-year university. Explain with an example how experiencing each of the following in the past may affect Abram's ability to succeed in college.
Abram's first year was very difficult, and he found that he was not as successful as he would have liked. Explain with an example how each of the following may help Abram be more successful in the future.
Authoritarian parenting style
Score "If Abram's parents had an authoritarian parenting style, he will lack independence and won't be able to choose good classes on his own."
Score "If Abram's parents were strict, he will obey his teachers and will make better grades."
Identity versus role confusion
Point 2: Identity versus role confusion.
To earn this point, the student must indicate how knowing himself leads Abram to specific successes in college, OR
The student must explain that not knowing himself leads Abram to specific behaviors that reduce success in college.
Note:
Score any reference to Abram learning or knowing his place in the world or relative to other people as long as the student also indicates a specific outcome related to college success.
Examples:
Score "Abram knows himself and therefore has an easy time choosing a major that is good for him."
Score "Abram knows what he wants to do with his life, so choosing a major is easy for him."
Score "Abram does not know himself, so he joins too many clubs and has no time to study."
Score "Abram does not know himself and joins many clubs to form an identity and choose better courses."