Grammar Quiz #2 -- commas in restrictive and nonrestrictive clauses and phrases - Quiz

a)

For decades, policy makers have sought the best ways to educate the population. The field of education has developed the concept of learning theory, or the theory of how people learn. Learning theory has undergone a major revolution during the past few decades. Two philosophical paradigms in learning theory are objectivism and constructivism. Objectivism which is based on the foundation of behaviorism was popular before the 1950s.

b)

For decades, policy makers have sought the best ways to educate the population. The field of education has developed the concept of learning theory, or the theory of how people learn. Learning theory has undergone a major revolution during the past few decades. Two philosophical paradigms in learning theory are objectivism and constructivism. Objectivism, which is based on the foundation of behaviorism, was popular before the 1950s.

c)

For decades, policy makers have sought the best ways to educate the population. The field of education has developed the concept of learning theory, or the theory of how people learn. Learning theory has undergone a major revolution during the past few decades. Two philosophical paradigms in learning theory are objectivism and constructivism. Objectivism which is based on the foundation of behaviorism, was popular before the 1950s.

d)

For decades, policy makers have sought the best ways to educate the population. The field of education has developed the concept of learning theory, or the theory of how people learn. Learning theory has undergone a major revolution during the past few decades. Two philosophical paradigms in learning theory are objectivism and constructivism. Objectivism that is based on the foundation of behaviorism was popular before the 1950s.

a)

For most of the first half of the twentieth century, behavioral laws provided the most prominent conceptions of learning. Learning, according to behaviorism, is a change, which occurs in the behavioral dispositions of an organism.

b)

For most of the first half of the twentieth century, behavioral laws provided the most prominent conceptions of learning. Learning, according to behaviorism, is a change, that occurs in the behavioral dispositions of an organism.

c)

For most of the first half of the twentieth century, behavioral laws provided the most prominent conceptions of learning. Learning, according to behaviorism, is a change that occurs in the behavioral dispositions of an organism.

d)

For most of the first half of the twentieth century, behavioral laws provided the most prominent conceptions of learning. Learning, according to behaviorism, is a change occurs in the behavioral dispositions of an organism.

a)

B.F. Skinner, who was perhaps the most influential behavioral scientist, was unwilling to acknowledge the existence of the mind or the act of knowing because these phenomena are not observable.

b)

B.F. Skinner who was perhaps the most influential behavioral scientist, was unwilling to acknowledge the existence of the mind or the act of knowing because these phenomena are not observable.

c)

B.F. Skinner who was perhaps the most influential behavioral scientist was unwilling to acknowledge the existence of the mind or the act of knowing because these phenomena are not observable.

d)

B.F. Skinner that was perhaps the most influential behavioral scientist was unwilling to acknowledge the existence of the mind or the act of knowing because these phenomena are not observable.

a)

Cognitive psychologists disagreed with traditional behaviorists. Unlike the traditional behaviorists who were only concerned with what learners do, cognitive psychologists were interested in what learners know and how they come to acquire that knowledge.

b)

Cognitive psychologists disagreed with traditional behaviorists. Unlike the traditional behaviorists who were only concerned with what learners do cognitive psychologists were interested in what learners know and how they come to acquire that knowledge.

c)

Cognitive psychologists disagreed with traditional behaviorists. Unlike the traditional behaviorists that were only concerned with what learners do, cognitive psychologists were interested in what learners know and how they come to acquire that knowledge.

d)

Cognitive psychologists disagreed with traditional behaviorists. Unlike the traditional behaviorists, who were only concerned with what learners do, cognitive psychologists were interested in what learners know and how they come to acquire that knowledge.

a)

Many cognitive scientists believe that the mind is a material entity that controls the actions of the knower.

b)

Many cognitive scientists believe that the mind is a material entity, that controls the actions of the knower.

c)

Many cognitive scientists believe that the mind is a material entity, which controls the actions of the knower.

d)

Many cognitive scientists believe that the mind is a material entity controls the actions of the knower.

a)

Even Piaget, whose epistemological theory is alleged to be one of the most constructivistic, assumed that mental constructions were representations of the real world to which the learner had to accommodate.

b)

Even Piaget whose epistemological theory is alleged to be one of the most constructivistic assumed that mental constructions were representations of the real world to which the learner had to accommodate.

c)

Even Piaget, whose epistemological theory is alleged to be one of the most constructivistic assumed that mental constructions were representations of the real world, to which the learner had to accommodate.

d)

Even Piaget, who’s epistemological theory is alleged to be one of the most constructivistic, assumed that mental constructions were representations of the real world to which the learner had to accommodate.

a)

Two basic education theories are objectivism and constructivism. Some educational practitioners are objectivists, while others are constructivists. Objectivists believe that the world is real, that it is structured, and that its structure can be modeled for the learner. The mind engages in thought processes. The meaning which the thought processes produce, is external to the learner and is determined by the structure of the world.

b)

Two basic education theories are objectivism and constructivism. Some educational practitioners are objectivists, while others are constructivists. Objectivists believe that the world is real, that it is structured, and that its structure can be modeled for the learner. The mind engages in thought processes. The meaning that the thought processes produce is external to the learner and is determined by the structure of the world.

c)

Two basic education theories are objectivism and constructivism. Some educational practitioners are objectivists, while others are constructivists. Objectivists believe that the world is real, that it is structured, and that its structure can be modeled for the learner. The mind engages in thought processes. The meaning, that the thought processes produce, is external to the learner and is determined by the structure of the world.

d)

Two basic education theories are objectivism and constructivism. Some educational practitioners are objectivists, while others are constructivists. Objectivists believe that the world is real, that it is structured, and that its structure can be modeled for the learner. The mind engages in thought processes. The meaning that the thought processes produce, is external to the learner and is determined by the structure of the world.

a)

Constructivism which was founded on Kantian beliefs claims that reality is constructed by the knower based on mental activity.

b)

Constructivism that was founded on Kantian beliefs, claims that reality is constructed by the knower based on mental activity.

c)

Constructivism which was founded on Kantian beliefs claims that reality is constructed by the knower based on mental activity.

d)

Constructivism, which was founded on Kantian beliefs, claims that reality is constructed by the knower based on mental activity.

a)

An interesting educational tool to consider in this analysis is the dictionary. Learning from dictionaries, like any method, that tries to teach abstract concepts independently of authentic situations, overlooks the way understanding is developed through continued, situated use.

b)

An interesting educational tool to consider in this analysis is the dictionary. Learning from dictionaries, like any method, which tries to teach abstract concepts independently of authentic situations, overlooks the way understanding is developed through continued, situated use.

c)

An interesting educational tool to consider in this analysis is the dictionary. Learning from dictionaries, like any method that tries to teach abstract concepts independently of authentic situations, overlooks the way understanding is developed through continued, situated use.

d)

An interesting educational tool to consider in this analysis is the dictionary. Learning from dictionaries, like any method which that tries to teach abstract concepts independently of authentic situations, overlooks the way understanding is developed through continued, situated use.

a)

Learning the meaning of a new word is a complex task. This task which involves complex social negotiations does not come easily by looking the word up in a dictionary, according to constructivists.

b)

Learning the meaning of a new word is a complex task. This task, which involves complex social negotiations, does not come easily by looking the word up in a dictionary, according to constructivists.

c)

Learning the meaning of a new word is a complex task. This task that involves complex social negotiations does not come easily by looking the word up in a dictionary, according to constructivists.

d)

Learning the meaning of a new word is a complex task. This task, that involves complex social negotiations, does not come easily by looking the word up in a dictionary, according to constructivists.