From the perspective of this learning theory, the teacher arranges environmental conditions so that students can make the correct responses and receive reinforcement for those responses.

From the perspective of this learning theory, repeated practice and reinforcement shape the learner's response until it is correctly executed.

Instruction is structured around the presentation of the target stimulus and the provision of opportunities for the learner to practice making the proper response.

Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner. The learner is viewed as a very active participant in the learning process.

This learning theory focuses on the conceptualization of students’ learning processes and addresses the issues of how information is received, organized, stored, and retrieved by the mind.

The focus is on changing the learner by encouraging him/her to use appropriate learning strategies.

Teachers use techniques such as advance organizers, analogies, hierarchical relationships, and matrices to help learners relate new information to prior knowledge.

The teacher is expected to determine the most effective manner in which to organize and structure new information to tap the learners’ previously acquired knowledge, abilities, and experiences.

Humans create meaning as opposed to acquiring it. Since there are many possible meanings to glean from any experience, we cannot achieve a predetermined, “correct” meaning.

There is not an objective reality that learners strive to know. Knowledge emerges in contexts within which it is relevant.

It is critical that learning occurs in realistic settings and that the selected learning tasks be relevant to the students’ lived experience.

The emphasis is not on retrieving intact knowledge structures, but on providing learners with the means to create novel and situation-specific understandings by “assembling” prior knowledge from diverse sources appropriate to the problem at hand.

Learners are encouraged to build their own understandings and then to validate, through social negotiation, these new perspectives. Content is not prespecified; information from many sources is essential.

The role of instruction is to show students how to create knowledge, to promote collaboration with others to show the multiple perspectives that can be brought to bear on a particular problem, and to arrive at self-chosen positions to which they can commit themselves, while realizing the basis of other views with which they may disagree.

The humanistic approach understands us in terms of :

Which of the following is a good example of scaffolding?

According to the theoretical framework developed by Lev Vygotsky, a young child's cognitive development is most strongly influenced by which of the following factors?

Knowledge and feelings go hand-in-hand in the learning process. Cognitive and affective learning are both important. Lessons and activities should focus on the whole student and their intellect and feelings, not one or the other.

The ultimate purpose of true education, from this theoretical perspective, is human development and personal growth.

Productive interactions align instruction toward the ZPD, and providing instruction and guidance within the ZPD allows a learner to develop skills and strategies they will eventually apply on their own in other situations.