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Question : 111. Which of the following the best example of vicarious conditioning? A. Laura : 1201945

Psychology

 

 

111. Which of the following is the best example of vicarious conditioning? 
A. Laura quits smoking after watching her friend, a smoker, die of cancer.
B. A chimpanzee stacks boxes and climbs them to reach a piece of fruit.
C. Wayne learns to play poker by watching his brother.
D. A rat learns that he will be rewarded every time he presses a lever.

112. If a group of kids is allowed to watch more hours of violent television programs than usual, they most likely will 
A. be much less aggressive immediately afterward.
B. be slightly less aggressive later on the playground.
C. imitate many of the violent actions they witnessed.
D. imitate only the violent actions that were rewarded on television.

113. Hai-ri is trying to decide whether to allow her children to watch violent television programs. They enjoy seeing detective shows, but Hai-ri worries that seeing people hurt others will make her children more likely to use violence themselves. Which of the following should you tell Hai-ri? 
A. Experiments prove that watching television violence causes violent behavior.
B. Correlational studies prove that watching television violence causes violent behavior.
C. Television violence may be one cause of violent behavior.
D. Television violence is probably not the cause of violent behavior.

114. Which of the following is true about the relationship between violence and watching violent TV? 
A. Watching violent TV and behaving violently are positively correlated.
B. Watching violent TV leads to violent behavior.
C. Violent behaviors lead to increased time spent watching violent TV.
D. There is no relationship between violence and watching violent TV.

115. Pete is a very aggressive child who watches a lot of violent programs on television. Research has found a statistically significant positive correlation between watching television and behaving aggressively. Based on this correlational evidence, which of the following statements is true about Pete’s aggression? 
A. Watching violent programs on television caused Pete to behave aggressively.
B. Pete has always been aggressive, and so he prefers to watch violent shows.
C. If Pete’s parents refused to let him watch violent shows, Pete would stop behaving aggressively.
D. Several factors could be influencing both Pete’s aggression and his preference for violent shows.

116. Which of the following statements about cultural differences in scholastic achievement is true? 
A. Nearly all Americans are pleased with the performance of U.S. schools.
B. The significance of cultural differences in learning and teaching is not yet clear.
C. As early as first grade, U.S. students are already showing deficiencies in math skills when compared with Asian students.
D. Any differences are probably inherent in the students and are not affected by classroom activities.

117. Researchers investigating the differences in scholastic achievement between American and Japanese students have observed all of the following except that 
A. Japanese children spend more time doing homework.
B. Japanese teachers tend to place less emphasis on cooperative work among students.
C. Japanese teachers provide their students with more immediate feedback.
D. Japanese students spend more days in school during the year.

118. Based on cross-cultural studies of classrooms, educators have found that the most successful educational techniques involve all of the following except 
A. applying basic principles of operant conditioning.
B. giving positive reinforcement for correct performance.
C. offering frequent testing.
D. providing delayed corrective feedback for mistakes.

119. Gretchen absolutely loves going to school. Her teacher uses teaching methods that are fun, such as small-group problem-solving tasks, discussion of short essays written in class, and short review sessions of the previous half-hour of class. Gretchen’s teacher is obviously taking a(n) _____ learning approach. 
A. insight
B. latent
C. vicarious
D. active

120. When Joel asks his introductory psychology class a question, he calls on only those students whose hands are raised. Guff, another introductory psychology instructor, requires everyone in his class to answer every question by holding up a card with their written responses. Assuming that Joel and Guff are equally competent instructors who cover the same material, which class should perform better on the upcoming midterm exam? 
A. Joel’s class
B. Guff’s class
C. Joel’s class on multiple-choice questions and Guff’s class on essay questions
D. They should perform equally well.

 

121. Jane has just begun teaching Psychology 100 and wants her students to participate during class. She hopes that discussing the material, doing writing tasks, and working in small groups will help her students understand the material better.  Jane is attempting to use _____ in her class. 
A. vicarious conditioning
B. latent learning
C. insight learning
D. active learning

122. Recently, Callie’s calculus teacher has started having Callie’s class form small groups and work on solving problems rather than just lecturing to them for the whole class session. Callie thinks that this method of teaching makes her think more deeply about the material than when she just sits and takes notes. Callie’s teacher is using _____ as an instructional method. 
A. skill learning
B. active learning
C. insight learning
D. instructional development

123. Grasping how to perform a complex action sequence such as driving a car, pitching a baseball, or playing the harmonica is referred to as 
A. skill learning.
B. active learning.
C. insight.
D. operant conditioning.

124. Skill learning depends mainly on 
A. insight and observational learning.
B. operant conditioning and reconditioning.
C. classical conditioning.
D. imitation, following instructions, and practice.

125. Sarah wants to learn to play the piano. Research on skill learning suggests that _____ will be the most critical component in Sarah’s learning process. 
A. immediate feedback
B. listening to music
C. practice
D. continual guidance

 

 

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July 1, 2023
    

The assignment revolves around the Case Study, which may be found as a separate PDF document in the Resources section of the subject Interact site.

Objective

To apply and consolidate skills acquired in the requirement and analysis disciplines through analysis of a simple case study, and to express the results through the relevant UML diagrams.

Tasks

Part A - Use Cases (25 marks)

  1. Perform a requirements analysis for the Case Study. Express the results using the following artefacts:
    1. A use case diagram for the functional requirements of the entire system, accompanied by:
    2. Short use case descriptions for all use cases.
  2. Select the most essential (critical core) use case in the system, and produce a full use case description for it .
  3. Produce an activity diagram that expresses the workflow for that use case.

Part B - System-wide/Non-functional Requirements (15 marks)

  1. Produce a system-wide (non-functional) requirement document that documents the architectural requirements the system must address.

Part C - Use Case Realization (30 marks)

  1. Develop a domain model for the Case Study. Express your model with a class diagram, showing any inheritance and compositional relationships.
  2. Develop a use case realization showing the sequence of messages involved for the use case selected for the full description in Part A. Express this use case realization in a communication diagrams. Use the GRASP concept of a Controller class to coordinate the use case.
  3. Translate the communication diagram produced for Task 6 into an equivalent sequence diagram.

Part D - Analysis Classes(10 marks)

  1. Prepare a summary analysis class diagram showing the attributes and methods required by problem domain classes involved in the use case realized in Part C.

Part E - Object Interactions (10 marks)

  1. Prepare operation specifications for the two most complex methods contained in one of the nominated objects specified for the Case Study.

Part F - Object State (10 marks)

  1. Create a state diagram for the object chosen for Part E. Nominated objects will be listed in the Case Study.

Rationale

This assignment elicits performance of taught skills in the architecture and design areas relevant to the following learning objectives:

  • be able to analyse and validate system requirements;
  • be able to produce and validate analysis and design models for a system;
  • be able to demonstrate use of a CASE tool to document the models in a system.

Marking criteria

Use Cases

  • Is a correct concept of use cases demonstrated?
  • Are sensible use cases identified?
  • Are all use cases identified?
  • Are any extraneous use cases included?
  • Is correct UML syntax used (system box, actors,use cases, extends/includes)?
  • Are all use cases described briefly?
  • Do use cases have sensible names (identifies intent with verb)?
  • Are the short use case descriptions sensible/correct?
  • Are the most critical and important use cases correctly identified?
  • Are normal and alternate flows identified in the full use case description?
  • Are pre-conditions and post-conditions identified in the full use case description?
  • Is the full use case description consistent with the case study?
  • Is the activity diagram consistent with full use case descriptions?
  • Does the activity diagram use correct UML syntax?

System-wide/Non-functional Requirements

  • Are all system-wide/non-functional requirements identified?
  • Are sensible inferences from the system-wide requirements discussed?
  • Are business rules identified and described?
  • Are all domain objects identified?
  • Are any extraneous objects included?
  • Are inheritance relationships correctly identified?
  • Are composition/aggregation relationships correctly identified?

Use Case Realizations

  • Is there a coherent sequence of messages?
  • Are the messages consistent with Domain model?
  • Does the message sequence support the use case as described?
  • Does the communication diagram use correct UML syntax?
  • Is the sequence diagram consistent with the communication diagram?
  • Is there a coherent sequence of messages (no miracles)?
  • Is the sequence diagram consistent with the domain model?
  • Does the sequence diagram support the use case as described?
  • Does the sequence diagram use correct UML syntax?

Summary Analysis Class Diagram

  • Is the summary analysis class diagram consistent with the use case realization?
  • Is the summary analysis class diagram consistent with the domain model?
  • Are all methods required by use case realizations identified?
  • Are all attributes necessary to support methods identified?
  • Does the summary analysis class diagram use correct UML syntax?

Operation Specification

  • Is the operation specification consistent with the use case realization?
  • Is the operation specification consistent with the domain model?
  • Are pre-conditions identified and specified?
  • Are post-conditions identified and specified?
  • Are parameter types and rangesspecified?
  • Is business logic specified?

State Diagram

  • Is a correct concept of states and transitions displayed?
  • Is the state diagram consistent with the use case realization?
  • Are sensible additional transitions identified?
default image
July 1, 2023
    

The assignment revolves around the Case Study, which may be found as a separate PDF document in the Resources section of the subject Interact site.

Objective

To apply and consolidate skills acquired in the requirement and analysis disciplines through analysis of a simple case study, and to express the results through the relevant UML diagrams.

Tasks

Part A - Use Cases (25 marks)

  1. Perform a requirements analysis for the Case Study. Express the results using the following artefacts:
    1. A use case diagram for the functional requirements of the entire system, accompanied by:
    2. Short use case descriptions for all use cases.
  2. Select the most essential (critical core) use case in the system, and produce a full use case description for it .
  3. Produce an activity diagram that expresses the workflow for that use case.

Part B - System-wide/Non-functional Requirements (15 marks)

  1. Produce a system-wide (non-functional) requirement document that documents the architectural requirements the system must address.

Part C - Use Case Realization (30 marks)

  1. Develop a domain model for the Case Study. Express your model with a class diagram, showing any inheritance and compositional relationships.
  2. Develop a use case realization showing the sequence of messages involved for the use case selected for the full description in Part A. Express this use case realization in a communication diagrams. Use the GRASP concept of a Controller class to coordinate the use case.
  3. Translate the communication diagram produced for Task 6 into an equivalent sequence diagram.

Part D - Analysis Classes(10 marks)

  1. Prepare a summary analysis class diagram showing the attributes and methods required by problem domain classes involved in the use case realized in Part C.

Part E - Object Interactions (10 marks)

  1. Prepare operation specifications for the two most complex methods contained in one of the nominated objects specified for the Case Study.

Part F - Object State (10 marks)

  1. Create a state diagram for the object chosen for Part E. Nominated objects will be listed in the Case Study.

Rationale

This assignment elicits performance of taught skills in the architecture and design areas relevant to the following learning objectives:

  • be able to analyse and validate system requirements;
  • be able to produce and validate analysis and design models for a system;
  • be able to demonstrate use of a CASE tool to document the models in a system.

Marking criteria

Use Cases

  • Is a correct concept of use cases demonstrated?
  • Are sensible use cases identified?
  • Are all use cases identified?
  • Are any extraneous use cases included?
  • Is correct UML syntax used (system box, actors,use cases, extends/includes)?
  • Are all use cases described briefly?
  • Do use cases have sensible names (identifies intent with verb)?
  • Are the short use case descriptions sensible/correct?
  • Are the most critical and important use cases correctly identified?
  • Are normal and alternate flows identified in the full use case description?
  • Are pre-conditions and post-conditions identified in the full use case description?
  • Is the full use case description consistent with the case study?
  • Is the activity diagram consistent with full use case descriptions?
  • Does the activity diagram use correct UML syntax?

System-wide/Non-functional Requirements

  • Are all system-wide/non-functional requirements identified?
  • Are sensible inferences from the system-wide requirements discussed?
  • Are business rules identified and described?
  • Are all domain objects identified?
  • Are any extraneous objects included?
  • Are inheritance relationships correctly identified?
  • Are composition/aggregation relationships correctly identified?

Use Case Realizations

  • Is there a coherent sequence of messages?
  • Are the messages consistent with Domain model?
  • Does the message sequence support the use case as described?
  • Does the communication diagram use correct UML syntax?
  • Is the sequence diagram consistent with the communication diagram?
  • Is there a coherent sequence of messages (no miracles)?
  • Is the sequence diagram consistent with the domain model?
  • Does the sequence diagram support the use case as described?
  • Does the sequence diagram use correct UML syntax?

Summary Analysis Class Diagram

  • Is the summary analysis class diagram consistent with the use case realization?
  • Is the summary analysis class diagram consistent with the domain model?
  • Are all methods required by use case realizations identified?
  • Are all attributes necessary to support methods identified?
  • Does the summary analysis class diagram use correct UML syntax?

Operation Specification

  • Is the operation specification consistent with the use case realization?
  • Is the operation specification consistent with the domain model?
  • Are pre-conditions identified and specified?
  • Are post-conditions identified and specified?
  • Are parameter types and rangesspecified?
  • Is business logic specified?

State Diagram

  • Is a correct concept of states and transitions displayed?
  • Is the state diagram consistent with the use case realization?
  • Are sensible additional transitions identified?
default image
July 1, 2023
    

The assignment revolves around the Case Study, which may be found as a separate PDF document in the Resources section of the subject Interact site.

Objective

To apply and consolidate skills acquired in the requirement and analysis disciplines through analysis of a simple case study, and to express the results through the relevant UML diagrams.

Tasks

Part A - Use Cases (25 marks)

  1. Perform a requirements analysis for the Case Study. Express the results using the following artefacts:
    1. A use case diagram for the functional requirements of the entire system, accompanied by:
    2. Short use case descriptions for all use cases.
  2. Select the most essential (critical core) use case in the system, and produce a full use case description for it .
  3. Produce an activity diagram that expresses the workflow for that use case.

Part B - System-wide/Non-functional Requirements (15 marks)

  1. Produce a system-wide (non-functional) requirement document that documents the architectural requirements the system must address.

Part C - Use Case Realization (30 marks)

  1. Develop a domain model for the Case Study. Express your model with a class diagram, showing any inheritance and compositional relationships.
  2. Develop a use case realization showing the sequence of messages involved for the use case selected for the full description in Part A. Express this use case realization in a communication diagrams. Use the GRASP concept of a Controller class to coordinate the use case.
  3. Translate the communication diagram produced for Task 6 into an equivalent sequence diagram.

Part D - Analysis Classes(10 marks)

  1. Prepare a summary analysis class diagram showing the attributes and methods required by problem domain classes involved in the use case realized in Part C.

Part E - Object Interactions (10 marks)

  1. Prepare operation specifications for the two most complex methods contained in one of the nominated objects specified for the Case Study.

Part F - Object State (10 marks)

  1. Create a state diagram for the object chosen for Part E. Nominated objects will be listed in the Case Study.

Rationale

This assignment elicits performance of taught skills in the architecture and design areas relevant to the following learning objectives:

  • be able to analyse and validate system requirements;
  • be able to produce and validate analysis and design models for a system;
  • be able to demonstrate use of a CASE tool to document the models in a system.

Marking criteria

Use Cases

  • Is a correct concept of use cases demonstrated?
  • Are sensible use cases identified?
  • Are all use cases identified?
  • Are any extraneous use cases included?
  • Is correct UML syntax used (system box, actors,use cases, extends/includes)?
  • Are all use cases described briefly?
  • Do use cases have sensible names (identifies intent with verb)?
  • Are the short use case descriptions sensible/correct?
  • Are the most critical and important use cases correctly identified?
  • Are normal and alternate flows identified in the full use case description?
  • Are pre-conditions and post-conditions identified in the full use case description?
  • Is the full use case description consistent with the case study?
  • Is the activity diagram consistent with full use case descriptions?
  • Does the activity diagram use correct UML syntax?

System-wide/Non-functional Requirements

  • Are all system-wide/non-functional requirements identified?
  • Are sensible inferences from the system-wide requirements discussed?
  • Are business rules identified and described?
  • Are all domain objects identified?
  • Are any extraneous objects included?
  • Are inheritance relationships correctly identified?
  • Are composition/aggregation relationships correctly identified?

Use Case Realizations

  • Is there a coherent sequence of messages?
  • Are the messages consistent with Domain model?
  • Does the message sequence support the use case as described?
  • Does the communication diagram use correct UML syntax?
  • Is the sequence diagram consistent with the communication diagram?
  • Is there a coherent sequence of messages (no miracles)?
  • Is the sequence diagram consistent with the domain model?
  • Does the sequence diagram support the use case as described?
  • Does the sequence diagram use correct UML syntax?

Summary Analysis Class Diagram

  • Is the summary analysis class diagram consistent with the use case realization?
  • Is the summary analysis class diagram consistent with the domain model?
  • Are all methods required by use case realizations identified?
  • Are all attributes necessary to support methods identified?
  • Does the summary analysis class diagram use correct UML syntax?

Operation Specification

  • Is the operation specification consistent with the use case realization?
  • Is the operation specification consistent with the domain model?
  • Are pre-conditions identified and specified?
  • Are post-conditions identified and specified?
  • Are parameter types and rangesspecified?
  • Is business logic specified?

State Diagram

  • Is a correct concept of states and transitions displayed?
  • Is the state diagram consistent with the use case realization?
  • Are sensible additional transitions identified?
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