Having Students Study Worked Examples in Order to Learn How

question 75

Multiple Choice

Having students study worked examples in order to learn how to solve problems

• A) may be of benefit, but typically students are already aware of obvious solution strategies before they study these examples.
• B) is actually detrimental to learning because it tricks students into thinking that they understand a particular problem when they really don't.
• C) is probably a waste of time in the long run because it discourages independent inquiry and problem finding.
• D) may be an effective strategy because it helps students form general problem-solving schemata.

Understand the role and perceptions of kissing, touching, and casual sex in relationships.

Identify sexual behaviors and preferences within heterosexual, gay, lesbian, and bisexual relationships.

Recognize the correlation between sexual satisfaction and relationship stability.

Comprehend the diversity of sexual practices, including coitus, oral sex, masturbation, and the use of sex toys.

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Definitions:

Self-Monitoring

A self-management technique where individuals observe and record their own behaviors, thoughts, or emotions as a means to improve self-awareness or modify behavior.

Locus of Control

A psychological concept referring to an individual’s belief about the extent to which outcomes of their actions are under their own control versus external forces.

Self-Management

A term that generally refers to the range of activities, both overt and covert, in which students may engage that increase or decrease the probability of appropriate behaviors occurring. Self-management is a more encompassing term than self-control in that it avoids the designation of locus of control. It encompasses techniques considered to be both internal (i.e., self-control) and external (i.e., environmental).

Self-Control

A hypothetical construct referring to "will power" that involves two responses: (1) the target response to be controlled (e.g., eating, completing math problems, or throwing temper tantrums) and (2) the response emitted in order to control the rate of the target behavior (e.g., recording everything eaten, the number of math problems completed correctly, or the number of temper tantrums thrown during the day). Self-control is assumed to reflect an internal process that occurs without the presence of immediate and obvious external contingencies.