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 ? 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 2
A teacher claps his hands together loudly three times as a way of reminding his students that they need to talk more quietly during their free time at the end of the day. In behaviorist terminology, his strategy can best be described as:
a. cueing
b. an intermittent schedule
c. negative reinforcement
d. a setting event
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