1. List the four stages (IN ORDER) of Piaget’s Cognitive Development theory and briefly describe a child’s capabilities during each stage.  After doing so, describe at least 2 things you could do in a classroom to facilitate a child’s learning during each stage.  (18 points)
 

2. Briefly describe Vygotsky’s beliefs about how children develop cognitively.  In doing so, be sure to define the terms:  zone of proximal development, scaffolding, and cooperative learning.                                                                                                    (10 points)

3. You are either an infant/toddler child care provider (birth-3 years), a preschool to middle childhood teacher (4-11 years), an adolescent to young adulthood instructor (12-35 years), or a late adult to elderly instructor (35+ years).  Choose which instructor you would like to be (for the purposes of this question) and label and describe through which of Erikson’s psychosocial stages your students would be progressing (each instructor will have to deal with 2 of Erikson’s stages).  In describing the stages, you should define the dilemma inherent in each and describe things you could do to promote adaptive development and things that could happen to produce maladaptive development.                                                            (8 points)

 I choose to be an _________________________ instructor.

 Stages:
 
 

4. You are a high school teacher.  You present your students with the following dilemma:

You are a participant in the Hike for Hunger – a 25-mile march to help feed the hungry people of the world.  Your sponsors have agreed to pay to the relief fund an amount ranging from $.25 to $2.00 for each mile you walk.  On the day of the march you meet your friend Tom.  You agree together that you will walk the entire 25 miles.  After 10 miles Tom collapses from heat exhaustion and is taken to the first aid station.  You have no other friends among the marchers.  After 20 miles your feet are numb and you ache all over.  The relief truck pulls up and the driver asks if anyone wants to quit.  Several people climb aboard and the driver punches their cards to show how far they walked.  Just as the truck pulls away, you climb aboard.  The driver doesn’t know you are there and the other people are too tired to care.  You sit quietly and do not talk with anyone.

Do you tell the driver you quit at 20 miles or claim the entire 25 miles?

Describe an answer that might be typical of your students.  Indicate to which level of Kohlberg’s moral reasoning this would relate and indicate why.                      (4 points)

At the start of first grade, the ringing school bell produces no fear in Renee.  However, after Renee is late to class and is chastised for her tardiness, she associates the ringing bell with her teacher’s anger and criticism.  Now whenever the bell rings, Renee exhibits trembling and tearfulness.

5. The above scenario is an example of ______________.

    a. classical conditioning
    b. operant conditioning
    c. modeling
    d. vicarious reinforcement

6. In the above example, what is the unconditioned stimulus?

    a. the ringing school bell
    b. the teacher’s anger and criticism
    c. trembling and tearfulness
    d. tardiness

7. In the above example, what is the unconditioned response?

    a. the ringing school bell
    b. the teacher’s anger and criticism
    c. trembling and tearfulness
    d. tardiness

8. In the above example, what is the conditioned stimulus?

    a. the ringing school bell
    b. the teacher’s anger and criticism
    c. trembling and tearfulness
    d. tardiness

9. In the above example, what is the conditioned response?

    a. the ringing school bell
    b. the teacher’s anger and criticism
    c. trembling and tearfulness
    d. tardiness

10. Which of the following would be the best example of stimulus generalization for Renee?

    a. Renee begins to tremble and becomes tearful whenever the oven timer rings at home.
    b. Renee only trembles and becomes tearful when the school bell rings.
    c. Renee begins to tremble and becomes tearful whenever her mother becomes angry and
        criticizes her.
    d. Renee only trembles and becomes tearful when the teacher becomes angry and criticizes
        her.

11. Samantha is a timid second grader, she rarely participates in class.  You want to increase the likelihood that she will raise her hand to ask questions or to volunteer for in-class activities.  Consequently, you reward her with praise and a smile the third time she raises her hand, the sixth time, and the ninth time.  In doing so, you are using a __________ schedule of reinforcement.

    a. fixed ratio
    b. variable ratio
    c. fixed interval
    d. variable interval

12.  List two types of heuristics and give an example of how you could use each one.  Be sure that your example clearly describes the heuristic.                                        (6 points)