A physics teacher wants her students to work on several difficult physics problems that involve calculating velocity, acceleration, or time using the formula v = a $\times$ t. The teacher first has her students work on a few easy problems involving the formula. She then presents the more difficult problems; when she does so, she finds that her students are reasonably persistent in working at the problems, and most of them eventually solve the problems correctly. By using the easy problems to promote persistence in her students during the more difficult ones, the teacher is, in behaviorist terminology, using the concept of:
A) cueing
B) behavioral momentum
C) a DRL schedule
D) a DRH schedule

Question

Quizplus · Accepted Answer

Behavioral momentum refers to the idea that behavior that has been reinforced in the past is more likely to continue in the future. By starting with easy problems and reinforcing the behavior of persistence in her students, the teacher is building up behavioral momentum that makes it more likely for her students to persist even when faced with more difficult problems. Cueing refers to providing prompts or signals to elicit a behavior, and DRL and DRH schedules are specific types of reinforcement schedules that involve rewarding behaviors that occur at certain rates or in certain patterns. Neither of these concepts accurately describes the teacher's use of easy problems to promote persistence in her students during more difficult ones.

A Physics Teacher Wants Her Students to Work on Several ×\times×

A Physics Teacher Wants Her Students to Work on Several $\times$