A teacher gives students treats when they behave appropriately and punishes them with time-outs when they behave inappropriately. This technique is based on which of the following learning principles?

A. Emotion-centered coping:Emotion-centered coping focuses on managing emotional responses (calming oneself), not directly practicing skills.
B. Problem-centered coping:problem-centered coping involves tackling the problem directly (practicing to improve performance), which Shaun is doing.
C. Transitive inference:Transitive inference is a logical reasoning ability (if A>B and B>C, then A>C), unrelated to coping strategies.
D. Attribution retraining:Attribution retraining involves changing how one explains successes/failures, not direct practice to solve the problem.
E. Guided participation:Guided participation involves adult scaffolding of a child’s learning; Shaun is practicing independently, so the best fit is problem-centered coping.

A. Temperament: Temperament describes innate reactivity and regulation, not the learning-by-observation process.
B. Intelligence: Intelligence is a cognitive attribute; observational learning is a social learning process, not a type of intelligence.
C. Sociocultural theory: Sociocultural perspectives emphasize learning through interaction, imitation, and guided participation-processes closely related to observational learning.
D. Evolutionary theory: Evolutionary theory explains behavior in terms of adaptive functions, not modeling-based learning mechanisms.
E. Cohort effects: Cohort effects are generational influences on development, not mechanisms of observational learning.