Reference no: EM133226612

Culture, legal and ethical issues should be considered in each response.

1.We do not measure learning directly, but rather we infer it from performances. Accurate assessment of learning requires that students' performances closely correspond to what they have learned. Yet performances may be incomplete (i.e., not fully reflect what students have learned) or may be influenced by factors other than learning (e.g., illness, motivation, culture). Discuss some ways to help ensure that students' performances closely correspond to their actual learning.

2. The brain's executive function allows students to stay task focused and goal directed, which many students have difficulty doing. Like other brain processes, executive functioning can be developed. Discuss some suggestions parents may utilize to help them promote their child's executive functioning?

3. Behavior theories conceive of learning as an incremental process in which responses gradually become strengthened (or more likely to occur) through frequent pairings with stimuli and reinforcers. This incremental view contrasts with what might be called an all-or-none view in which learning occurs suddenly and strengthening or the likelihood of occurrence increases rapidly rather than gradually. Discuss some types of learning that seem to reflect the all-or-none perspective and some the incremental view.

4.Social cognitive theory predicts that human functioning depends on reciprocal interactions between personal, behavioral, and environmental variables. Some of these influences seem obvious (e.g., how a personal belief can affect behavior), whereas others do not (e.g., how an environmental variable can affect behavior independently of personal variables). This conception suggests multiple ways to improve students' learning .Discuss ways parents and teachers may try to improve students' learning through personal, behavioral, and environmental variables. Consider cultural influences in your discussion.