EDF 6229 EXAM 2 (ACTUAL 2025) SOLVED
CORRECT
The difference(s) between a cri!cal attribute and a variable
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attribute is/are
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A change in cri!cal attributes results in a different skill; a change
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in variable attributes produces a new example.
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The difference(s) between a variable attribute and an
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uncontrolled attribute is/are:
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Variable attributes are purposefully manipulated, shaping the
| | | | | |
skill towards mastery. Uncontrolled a"ributes should always be
| | | | | | | |
randomly presented to avoid faulty s!mulus control.
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What is a superior mastery criterion to accuracy alone? Adding a
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frequency (rate) measure to accuracy
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What are the 5 outcomes of true mastery, or fluency?
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Maintenance, Endurance, Stability, Applica!on, Generativity
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, The following is an example of what: Ben learned 5+3 = 8 and
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was able to solve 3+5 = 8 with no training.
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Application
What is it called when a learner can perform the task for longer
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periods of !me when compared to the !me in training.
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Endurance
The following is an example of what: Molly is so good at
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playing her song on the piano, she doesn't mess up when her li"le
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sister sits down next to her and starts banging on the piano while
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she plays.
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Stability
The following is an example of what: Even after 10 years,
| | | | | | | | | |
Vanessa still remembered the dance moves to her highschool
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performance.
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Maintenance
CORRECT
The difference(s) between a cri!cal attribute and a variable
| | | | | | | |
attribute is/are
| |
A change in cri!cal attributes results in a different skill; a change
| | | | | | | | | | |
in variable attributes produces a new example.
| | | | | | |
The difference(s) between a variable attribute and an
| | | | | | |
uncontrolled attribute is/are:
| | |
Variable attributes are purposefully manipulated, shaping the
| | | | | |
skill towards mastery. Uncontrolled a"ributes should always be
| | | | | | | |
randomly presented to avoid faulty s!mulus control.
| | | | | | |
What is a superior mastery criterion to accuracy alone? Adding a
| | | | | | | | | |
frequency (rate) measure to accuracy
| | | | |
What are the 5 outcomes of true mastery, or fluency?
| | | | | | | | |
Maintenance, Endurance, Stability, Applica!on, Generativity
| | | | |
, The following is an example of what: Ben learned 5+3 = 8 and
| | | | | | | | | | | |
was able to solve 3+5 = 8 with no training.
| | | | | | | | | |
Application
What is it called when a learner can perform the task for longer
| | | | | | | | | | | |
periods of !me when compared to the !me in training.
| | | | | | | | | |
Endurance
The following is an example of what: Molly is so good at
| | | | | | | | | | |
playing her song on the piano, she doesn't mess up when her li"le
| | | | | | | | | | | | |
sister sits down next to her and starts banging on the piano while
| | | | | | | | | | | | |
she plays.
| |
Stability
The following is an example of what: Even after 10 years,
| | | | | | | | | |
Vanessa still remembered the dance moves to her highschool
| | | | | | | | |
performance.
|
Maintenance
