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How to Recognize Plagiarism

Practice: 1 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: A nave mental model in

Source: Merrinboer, J. J. van.

the context of computer programming is that a

(1997).Training complex cognitive

computer is an intelligent system, and that giving

skills.Englewood Cliffs, NJ: Educational

directions to a computer is like giving directions to a

Technology Publications.

human being.

(A) One kind of mental model for the

(B) One kind of mental model for the

computer is the nave model. A nave mental

computer is the nave model. According to van

model in the context of computer programming

Merrinboer (1997), "A nave mental model in

is that a computer is an intelligent system. This

the context of computer programming is that a

model is nave because giving directions to a

computer is an intelligent system, and that

computer is like giving directions to a human

giving directions to a computer is like giving

being.

directions to a human being" (p. 145).

Reference:

Reference:

Merrinboer, J. J. van. (1997). Training

Merrinboer, J. J. van. (1997). Training

complex cognitive skills. Englewood Cliffs, NJ:

complex cognitive skills. Englewood Cliffs, NJ:

Educational Technology Publications.

Educational Technology Publications.

How to Recognize Plagiarism

Practice: 2 of 10

Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: In the traditional

Source: Driscoll, M. P.

behavioral paradigm, feedback is the consequence of a

(2000).Psychology of learning for

response, typically reinforcement for an appropriate

instruction(2nd ed.). Needham Heights,

behavior.

MA: Allyn & Bacon.

(A) Feedback is not conceived identically

(B) Feedback is not conceived identically

among the various schools of thought in

among the various schools of thought in

instruction. "In the traditional behavioral

instruction. In the traditional behavioral

paradigm, feedback is the consequence of a

paradigm, feedback is the consequence of a

response, typically reinforcement for an

response. That response is typically

appropriate behavior" (Driscoll, 2000, p. 65).

reinforcement for an appropriate behavior.

Reference:
Driscoll, M. P. (2000). Psychology of learning
for instruction (2nd ed.). Needham Heights,
MA: Allyn & Bacon.

How to Recognize Plagiarism

Practice: 3 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: Instructional design

Source: Reigeluth, C. M. (1999). What

theory requires at least two components: methods for

is instructional design theory and how is

facilitating human learning and development (which

it changing? In C. M. Reigeluth

are also called methods of instruction), and

(Ed.),Instructional-design theories and

indications as to when and when not to use these

models volume II: A new paradigm of

methods (which I call situations). Although the term

instructional theory. Mahwah, NJ:

"context" has a similar meaning in lay language and is

Lawrence Erlbaum Associates.

often used in education, not all aspects of the context

influence which methods should be used. Therefore, I
use the term "situation" to refer to those aspects of
the context that do influence selection of methods.

(A) Two components must be present in an (B) Two components must be present in an
instructional design theory. The first

instructional design theory. The first

component is methods for facilitating human

component (methods) describes how human

learning and development. The second is those

learning will be supported, and the second

aspects of the context that do influence

component (situation) describes when certain

selection of methods, or the situation.

methods ought to be used (Reigeluth, 1999).

Reference:

Reference:

Reigeluth, C. M. (1999). What is instructional

Reigeluth, C. M. (1999). What is instructional

design theory and how is it changing? In C. M.

design theory and how is it changing? In C. M.

Reigeluth (Ed.), Instructional-design theories

Reigeluth (Ed.), Instructional-design theories

and models volume II: A new paradigm of

and models volume II: A new paradigm of

instructional theory. Mahwah, NJ: Lawrence

instructional theory. Mahwah, NJ: Lawrence

Erlbaum Associates.

Erlbaum Associates.

How to Recognize Plagiarism

Practice: 4 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: If one were going to be

Source: Webb, E., Campbell, D.,

limited to a single method, then certainly the verbal

Schwartz, R. & Sechrest, L.

report from a respondent would be the choice. With

(1966).Unobtrusive measures:

no other device can an investigator swing his

Nonreactive research in the social

attention into so many different areas of substantive

sciences. Chicago, IL: Rand McNally.

content, often simultaneously, and also gather

intelligence on the extent to which his findings are

hampered by population restrictions.

(A) In gathering verbal reports from

(B) The advantages claimed for verbal

subjects the investigator can swing his

reports as a form of data gathering are that

attention into many different areas of

"an investigator [can] swing his attention into

substantive content, and gather intelligence on

so many different areas of substantive content,

the extent to which his findings are hampered

often simultaneously, and also gather

by population restrictions.

intelligence on the extent to which his findings

are hampered by population restrictions"

Reference:

(Webb, Campbell, Schwartz & Sechrest, 1966,

pp. 172-173).

Webb, E., Campbell, D., Schwartz, R. &

Sechrest, L. (1966). Unobtrusive measures:

Reference:

Nonreactive research in the social

sciences.Chicago, IL: Rand McNally.

Webb, E., Campbell, D., Schwartz, R. &

Sechrest, L. (1966). Unobtrusive measures:
Nonreactive research in the social
sciences.Chicago, IL: Rand McNally.

Practice: 5 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: LCD [Learner-Centered

Source: Reeves, W. (1999). Learner-

Design] thus extends existing design by (a) facing

centered design: A cognitive view of

comprehensive cognitive complexity as a central

managing complexity in product,

concern, (b) extending design to the system's

information, and environmental

information content, and (c) visualizing all users

design.Thousand Oaks, CA: Sage

(students, workers, consumers young and old) as

Publications.

distributed learners seeking understanding.

(A) In explaining how he proposes to

(B) Learner-centered design expands

extend the current view of design, Reeves

current design by acknowledging total cognitive

(1999) adds three primary components to

complexity as a core concern, expanding

design, including fundamental emphasis on

design to the information content of the

human cognition, designing content equally

system, and seeing all users as distributed

with interface, and considering everyone who

learners who seek understanding.

will use the design to be a learner.

Reference:
Reference:
Reeves, W. (1999). Learner-centered design: A
Reeves, W. (1999). Learner-centered design: A

cognitive view of managing complexity in

cognitive view of managing complexity in

product, information, and environmental

product, information, and environmental

design. Thousand Oaks, CA: Sage Publications.

design. Thousand Oaks, CA: Sage Publications.

Practice: 6 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: At this stage the reading

Source: Dillon, A. (1994). Designing

strategy adopted by the reader depends on the

usable electronic text: Ergonomic

particulars of the task. The tendency to 'get on with it'

aspects of human information

seems firmly established in users of manuals and the

usage.London: Taylor & Francis.

present sample reported moving freely from manual to

system in order to achieve their goal. Only three
readers manifested any tendency to read around an
area or fully read a section before moving on and even
these admitted that they would be tempted to skim,
and tend to get bored if they felt that they were not
resolving their problems and only read complete
sections if all else failed.

(A) Dillon (1994) summarizes research he (B) The readers of technical documentation
conducted to demonstrate that the readers of

manuals do not read those manuals in linear

technical documentation manuals do not read

order. They are impatient to be about their

those manuals in linear order. They are

work, jump from the text to the task and back,

impatient to be about their work, jump from

and only stop to read in-depth if they have no

the text to the task and back, and only stop to

other choice.

read in-depth if they have no other choice.

Reference:
Reference:
Dillon, A. (1994). Designing usable electronic
Dillon, A. (1994). Designing usable electronic

text: Ergonomic aspects of human information

text: Ergonomic aspects of human information

usage. London: Taylor & Francis.

usage. London: Taylor & Francis.

Practice: 7 of 10
Please read the original source material carefully and then select the entry, either (A) or (B), that
you think has not been plagiarized.

Original Source Material: Interactive multimedia

Source: Schwier, R., & Misanchuk, E.

instruction brings mediated instruction from more than

(1993). Interactive multimedia

one source to bear on an instructional problem which

instruction. Englewood Cliffs, NJ:

the learner experiences as integrated (although

Educational Technology Publications.

sometimes complex) medium. We can think of it in

terms of many single inputs, with one multi-channel
output. The instruction may contain motion images from
a video disc, computer animation, text screens, and
sound from a compact disk, for example, but the

instruction is a tapestry woven from these sources. The

learner experiences the tapestry, not the individual
threads.

(A) Designers had realized by the mid-

(B) Designers had realized by the mid-

1990s that the various forms of media,

1990s that the various forms of media,

previously viewed as separate, were put

previously viewed as separate, were put

together in multimedia instruction to form an

together in multimedia instruction to form an

integrated experience for learners.

integrated experience for learners (Schwier &

Misanchuk, 1993).
Reference:
Schwier, R., & Misanchuk, E. (1993).Interactive
multimedia instruction. Englewood Cliffs, NJ:
Educational Technology Publications.

Discuss the conventions of an academic paper with regards to plagiarism.