All Courses
Explore Courses UPSC Exam UPSC Test Series Free Notes EduRev Infinity Get the App Login Join for Free
Sign in Open App
GMAT Exam  >  GMAT Questions  >  When students receive positive feedback that ... Start Learning for Free
SaveJoin the Discussion on the App
When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.

Which of the following is an assumption on which the argument depends?
  • a)
    Students are more likely to learn from doing harder problems than they are to learn from easier ones.
  • b)
    Positive feedback is the best way to motivate students to learn.
  • c)
    Students can clearly articulate the difference between different types of positive feedback.
  • d)
    Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.
  • e)
    The most important indicator of success is whether students are willing to attempt harder questions and assignments.
Correct answer is option 'A'. Can you explain this answer?
FREE This question is part of
Download PDF Attempt Test
Download PDF Attempt this Test
Verified Answer
When students receive positive feedback that focuses on getting a ques...
Whenever you are looking to find an assumption on which a conclusion rests, your goal should be to use the Assumption Negation technique. Which answer choice, if negated, would most harm the argument? To understand that, it helps to spend some time looking at the argument itself.
The argument states that students are more likely to attempt harder problems if they receive feedback on their process rather than on whether they got questions correct or not. Because of this, the argument states, teachers who give feedback on process are more likely to see better outcomes. The thing to focus on to here is that a certain type of feedback leads to a student behavior leads to a specific type of learning outcome. The gap exists between behavior and outcome.
If choice (A) is negated, it becomes: “Students are less likely to learn from doing harder problems than they are from doing easier ones.” If that were true, the entire argument - that a specific type of feedback leads to a specific type of learning outcome - would fall apart. This is your correct answer.
If choice (B) were negated, it becomes “positive feedback is not the best way to motivate students.” Because this argument only deals with two types of positive feedback, this does not affect the outcome.
If choice (C) is negated, it becomes “Students cannot articulate the difference between different types of positive feedback.” The argument doesn’t address whether it’s important that students be able to make this distinction, so this can be eliminated.
If choice (D) is negated, it becomes: “Feedback based on perceived intelligence is more favorable toward students than are other types of feedback.” The issue here lies in the lack of specificity. Does “more favorable” mean better outcomes or does it mean that students like the feedback better? Because it’s open to that debate, it cannot be a core assumption made by the argument.
When choice (E) is eliminated, it becomes “The most important indicator of success is NOT whether students are willing to attempt harder questions and assignments.” The argument doesn’t state that feedback is the most important factor, just that it is a factor. Additionally, there is another bit of vague language used in this choice. What does “success” mean - does it mean educational outcomes, or does it mean success later in life? Either way, choice (E) can be eliminated.
View all questions of this test
Most Upvoted Answer
When students receive positive feedback that focuses on getting a ques...
Assumption Explanation:

Students are more likely to learn from doing harder problems than they are to learn from easier ones.

Explanation:

- The argument suggests that when students receive positive feedback related to their effort or process, they are more likely to attempt harder assignments.
- This implies that students are motivated to take on more challenging tasks when they are praised for their effort or the process they used, rather than just getting a question correct or being seen as intelligent.
- Therefore, the assumption that students are more likely to learn from doing harder problems than easier ones is crucial for the argument's conclusion that teachers focusing on effort and process see better learning outcomes.
- If students were not inclined to learn more from harder problems, the emphasis on effort and process may not necessarily lead to improved learning outcomes.

In conclusion, the assumption that students benefit more from challenging tasks supports the argument's claim that feedback on effort and process leads to better learning outcomes compared to feedback solely based on correctness or perceived intelligence.
Free Test
FREE
Start Free Test
Start Free Test
Community Answer
When students receive positive feedback that focuses on getting a ques...
Whenever you are looking to find an assumption on which a conclusion rests, your goal should be to use the Assumption Negation technique. Which answer choice, if negated, would most harm the argument? To understand that, it helps to spend some time looking at the argument itself.
The argument states that students are more likely to attempt harder problems if they receive feedback on their process rather than on whether they got questions correct or not. Because of this, the argument states, teachers who give feedback on process are more likely to see better outcomes. The thing to focus on to here is that a certain type of feedback leads to a student behavior leads to a specific type of learning outcome. The gap exists between behavior and outcome.
If choice (A) is negated, it becomes: “Students are less likely to learn from doing harder problems than they are from doing easier ones.” If that were true, the entire argument - that a specific type of feedback leads to a specific type of learning outcome - would fall apart. This is your correct answer.
If choice (B) were negated, it becomes “positive feedback is not the best way to motivate students.” Because this argument only deals with two types of positive feedback, this does not affect the outcome.
If choice (C) is negated, it becomes “Students cannot articulate the difference between different types of positive feedback.” The argument doesn’t address whether it’s important that students be able to make this distinction, so this can be eliminated.
If choice (D) is negated, it becomes: “Feedback based on perceived intelligence is more favorable toward students than are other types of feedback.” The issue here lies in the lack of specificity. Does “more favorable” mean better outcomes or does it mean that students like the feedback better? Because it’s open to that debate, it cannot be a core assumption made by the argument.
When choice (E) is eliminated, it becomes “The most important indicator of success is NOT whether students are willing to attempt harder questions and assignments.” The argument doesn’t state that feedback is the most important factor, just that it is a factor. Additionally, there is another bit of vague language used in this choice. What does “success” mean - does it mean educational outcomes, or does it mean success later in life? Either way, choice (E) can be eliminated.
Attention GMAT Students!
To make sure you are not studying endlessly, EduRev has designed GMAT study material, with Structured Courses, Videos, & Test Series. Plus get personalized analysis, doubt solving and improvement plans to achieve a great score in GMAT.
< Previous Question Next Question >
Explore Courses for GMAT exam

Similar GMAT Doubts

Directions:Each of these critical reasoning practice questions are based on a short argument, a set of statements, or a plan of action. For each question, select the best answer of the choices given.A small group of law professors have suggested that the university’s current JD program be restructured so students can spend more time reading case studies and studying independently since a wide knowledge of legal precedent is key to the success of its alumni. These professors are advocating an end to the public-speaking class requirement. But there is an obvious benefit to training young attorneys to speak confidently and articulately in court, and recent graduates of the program have remarked that they were frequently required to verbally describe case studies to colleagues.Q. Which of the following most logically concludes the argument?e.

Most research on the subject has assumed that users of new technologies learn about and modify new technologies gradually. This assumption underlies the concept of the learning curve, a familiar model which presumes that learners gain knowledge in a continuous and highly regular progression over time.However, when a new technology is introduced into a particular sector of a company, the process of learning about and modifying that technology may not, in fact, be continuous. In general, the introduction of new technology into ongoing operations triggers an initial burst of learning or adaptive activity as users explore the technology and attempt to resolve unexpected problems. Such intense activity is often short-lived, however, with users effort and attention declining dramatically after the first few months. This rapid decline tends to occur even when serious problems remain unresolved, a trend which suggests that the dramatic falloff in learning or adaptive activity shortly after new technology is introduced does not reflect users having mastered the new technology. The period of intense activity by users is typically followed by one in which users return their attention to their customary production tasks, though using the new technology to accomplish those tasks. Later on, particularly when challenges related to the new technology arise, users often turn their attention back to the new technology, initiating additional spurts of learning or adaptive activity. In many cases, this pattern continues over time, with brief periods of learning or adaptation followed by longer periods of relatively routine use.Understanding that the pattern of user learning and adaptation is discontinuous can yield important benefits. Managers who anticipate and plan for intense user activity when a new technology is first introduced are better able to exploit the surge of energy and user motivation that usually occurs at the start of a project when improvements are easiest to implement, and major problems are most obvious. Moreover, by attempting to confine major modifications to start- up periods, such managers can better realize the benefits of periods of routine usage of the technology, during which productivity typically begins to increase and the effectiveness of previous modifications can be assessed.The passage is primarily concerned with

Scholars studying diversity in students pursuing higher education stress the need for diversity among the faculty and staff of institutions offering such education. It is seen as a way of creating a more welcoming and supportive environment for minorities and of enhancing education for all students. Accordingly, they argue that hiring more Native American faculty and staff is a potential way to help others in the university to become more aware of and responsive to the challenges faced by some Native American students, thereby leading to more effective and culturally competent programs. However, this argument ignores a crucial ground reality. Even though many proponents of the idea discuss variations in cultural orientations among indigenous people, there seems to be an assumption that Native American professors and students share common values and hence teachers of Native American ethnicity are thought to have more insight than their counterparts from other ethnicities into Native American students. But the reality is that Native Americans form an extremely heterogeneous population. Students and teachers of Native American origin can differ in a variety of ways, such as tribal background and level of connection to their culture, and therefore making blanket assumptions about the cultural identity of Native American people who become faculty is just as inappropriate as it is to make stereotypical assumptions about Native American people in general. Accordingly, before any key changes are implemented, it would be reasonable to probe how Native American people who have achieved an extensive background in higher education differ culturally from their tribal communities of origin.What can be inferred from the following statement made in the passage?making blanket assumptions about the cultural identity of Native American people who become faculty is just as inappropriate as it is to make stereotypical assumptions about Native American people in general...

mile Durkheim, a French sociologist who rose to prominence in the late 19thand early 20thcenturies, is credited with being one of the principal founders of modern sociology. When Durkheim began writing, sociology was not recognized as an independent field of study. As part of the campaign to change this scenario, he went to great lengths to separate sociology from all other disciplines, especially philosophy.Durkheims perspective differed from other sociologists of his era as his theories were founded on things external in nature such as social facts, as opposed to those internal in nature, such as the motivations and desires of individuals. As per him, social phenomena arise when a certain reality emerges from the behavior of interacting individuals, but this same reality cannot be explained in terms of the characteristics of individual agents. For instance, he could argue that social formations such as gangs, political parties and associations are comprised of individual members, but the macro outcome resulting from such organizations operates in a different level and produces results that would not occur on an individual level. He, therefore, believed that the society was far superior to any of its individual components and could hence exert a coercive power on individuals to lead them to acceptable levels of satisfaction. His idea was that happiness and wants are tied to each other. He said, To pursue a goal which is by definition unattainable is to condemn oneself to a state of perpetual unhappiness... To achieve any other result, the passions first must be limited. But since the individual has no way of limiting them, this must be done by some force exterior to him. This exterior force of course in his opinion was the society.Which one of the following statements can be inferred from the section below?(Second paragraph, second last sentenc e)To pursue a goal which is by definition unattainable is to condemn oneself to a state of perpetual unhappiness... To achieve any other result, the passions first must be limited. But since the individual has no way of limiting them, this must be done by some force exterior to him

mile Durkheim, a French sociologist who rose to prominence in the late 19thand early 20thcenturies, is credited with being one of the principal founders of modern sociology. When Durkheim began writing, sociology was not recognized as an independent field of study. As part of the campaign to change this scenario, he went to great lengths to separate sociology from all other disciplines, especially philosophy.Durkheims perspective differed from other sociologists of his era as his theories were founded on things external in nature such as social facts, as opposed to those internal in nature, such as the motivations and desires of individuals. As per him, social phenomena arise when a certain reality emerges from the behavior of interacting individuals, but this same reality cannot be explained in terms of the characteristics of individual agents. For instance, he could argue that social formations such as gangs, political parties and associations are comprised of individual members, but the macro outcome resulting from such organizations operates in a different level and produces results that would not occur on an individual level. He, therefore, believed that the society was far superior to any of its individual components and could hence exert a coercive power on individuals to lead them to acceptable levels of satisfaction. His idea was that happiness and wants are tied to each other. He said, To pursue a goal which is by definition unattainable is to condemn oneself to a state of perpetual unhappiness... To achieve any other result, the passions first must be limited. But since the individual has no way of limiting them, this must be done by some force exterior to him. This exterior force of course in his opinion was the society.Which of the following is stated in the passage?

Top Courses for GMATView all

Top Courses for GMAT

When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer?
Question Description
When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer? for GMAT 2024 is part of GMAT preparation. The Question and answers have been prepared according to the GMAT exam syllabus. Information about When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer? covers all topics & solutions for GMAT 2024 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer?.
Solutions for When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer? in English & in Hindi are available as part of our courses for GMAT. Download more important topics, notes, lectures and mock test series for GMAT Exam by signing up for free.
Here you can find the meaning of When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer?, a detailed solution for When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer? has been provided alongside types of When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice When students receive positive feedback that focuses on getting a question correct or their perceived intelligence, they are less likely to attempt harder assignments than are students who are praised for their effort or the process they used. Because of this phenomenon, teachers who focus on effort and process are more likely to see better learning outcomes than those who focus on whether an individual question was correct or not.Which of the following is an assumption on which the argument depends?a)Students are more likely to learn from doing harder problems than they are to learn from easier ones.b)Positive feedback is the best way to motivate students to learn.c)Students can clearly articulate the difference between different types of positive feedback.d)Feedback based on perceived intelligence is less favorable toward students than are other types of feedback.e)The most important indicator of success is whether students are willing to attempt harder questions and assignments.Correct answer is option 'A'. Can you explain this answer? tests, examples and also practice GMAT tests.
Explore Courses for GMAT exam

Top Courses for GMAT

Explore Courses

Suggested Free Tests

Signup for Free!
Signup to see your scores go up within 7 days! Learn & Practice with 1000+ FREE Notes, Videos & Tests.
10M+ students study on EduRev
Get App
© EduRev
Education Revolution
Signup to see your scores go up within 7 days!
Access 1000+ FREE Docs, Videos and Tests
Takes less than 10 seconds to signup