CHAPTER 16 / PRACTICE TEST 2 677
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- The parenthetical remark in lines 17–19 is
intended to caution educators against
(A) failing to make grades and diplomas
meaningful to students
(B) punishing students unnecessarily
(C) employing dull lessons
(D) emphasizing entertainment over rigor
(E) using rewards as reinforcers - Passage 1 indicates that “cultures and epochs”
(lines 22–23) vary in the ways that
(A) universities choose from among their ap-
plicants
(B) academic awards are effective as
motivators
(C) universities teach literature
(D) students are paid money for learning
(E) the media portray educational crises - The Wilde story in lines 23–32, “In 1876...
everyone I knew,’ ” is intended to illustrate
(A) how the modern cultural perception of
academic honors differs from that of a
previous era
(B) a particularly effective teaching
strategy
(C) how a famous author used rewards to
teach his students
(D) the dangerous effects of using academic
rewards
(E) the point that Plato makes in the first
sentence - Passage 1 mentions which of the following as
“problems” (line 37) inherent in the use of
positive reinforcers in education?
I. difficulties in scheduling the rein-
forcers
II. limitations in the supply of rein-
forcers
III. the fact that rewards encourage only
superficial learning
(A) I only
(B) II only
(C) I and II only
(D) I and III only
(E) I, II, and III- In the final paragraph of Passage 1, the author
suggests that grades are problematic as re-
inforcers because they
(A) cannot be given to every student
(B) do not provide sensual gratification, as
food does
(C) are not publicized enough
(D) are not given immediately after the de-
sired behavior is exhibited
(E) are not as useful to the student as money - The sentence that begins on line 78, “Reasoning
sometimes works... on deaf ears,” is intended
to describe the interaction between
(A) those who promote the use of punish-
ments and those who oppose it
(B) educators and philosophers
(C) parents and teachers
(D) teachers and administrators
(E) teachers and students - In Passage 2, Alfie Kohn and Edward Deci
(lines 90–91) are mentioned as examples of
(A) teachers who use rewards as reinforcers
(B) experts who question the effectiveness of
rewards as reinforcers
(C) scientists on opposite sides of a debate
(D) educators who prefer negative re-
inforcers to positive reinforcers
(E) educators who advocate a careful sched-
ule of contingencies for students