Wong Test #3
Which of the following statements is not true about test anxiety? A) A person's self-esteem and locus of control may contribute to test anxiety. B) Test anxiety is productive and beneficial for many students. C) A person's lack of test-preparation and test-taking skills may trigger test anxiety. D) Test anxiety is a learned behavior that can be altered, eliminated, or "unlearned."
B) Test anxiety is productive and beneficial for many students.
What is an example of using positive self-talk?
"I can do this."
Name 6 ongoing time-management strategies.
1. fixed study blocks 2. spaced practice 3. schedules 4. review schedules 5. five-day study plan 6. summary notes
What are the 4 levels of response?
1. immediate 2. delayed 3. assisted 4. educated selection
Name 6 test prep strategies.
1. organizing materials 2. pay attention to test details 3. gather course materials 4. predict test questions 5. use ongoing time-management strategies 6. use the recency effect
What are the 5 R's of Cornell?
1. record 2. reduce 3. recite 4. reflect 5. review
What are the 4 purposes for reading?
1. recreational 2. overview 3. thorough 4. comparative
Name the 5 essential textbook reading processes.
1. using a reading system 2. surveying a chapter 3. writing focus questions 4. reading carefully 5. reviewing
Which of the following statements is inaccurate? A) All e-textbooks have links to the textbook table of contents, glossary, index, and companion audio and video materials. B) Students have a variety of textbook reading systems to consider using to read, analyze, and comprehend textbook chapters. C) Students can survey, write questions, and take notes using special features that are available for many digital textbooks. D) Many textbooks reading strategies work effectively for printed and digital formats.
A) All e-textbooks have links to the textbook table of contents, glossary, index, and companion audio and video materials.
Cramming A) is a survival technique used for under-preparedness. B) is highly effective when used the day before a test. C) processes large amounts of information efficiently. D) involves all of the above.
A) is a survival technique used for under-preparedness
Which of the following is not true about stringing ideas together from your annotated notes? Stringing ideas together A) should occur after you have created written summaries. B) involves connecting ideas by using transition words and informal language. C) involves activating the auditory channel by verbalizing. D) may occur after each paragraph or after sections of information.
A) should occur after you have created written summaries.
Which of the following statements is not true or accurate? A) Chunking up refers to working with a larger section of material to understand a concept or clarify the meaning of information. B) Overview reading can be used to survey a chapter or read without pausing in order to get a big picture, develop a sense of the flow of action, or gain basic background information before conducting thorough reading. C) Recreational reading tends to use a slower reading rate than thorough and comparative reading. D) The process of reflecting involves taking time to think about relationships, ponder details, or make connections between concepts.
C) Recreational reading tends to use a slower reading rate than thorough and comparative reading.
Which of the following is not true about using an e-textbook? A) If an e-book is interactive, you may be able to access online activities by clicking on a specific icon or link. B) You can use the SQ4R reading system, or a modified version of it. C) The e-book pages may look the same as the traditional textbook pages. D) E-textbooks include only text and never graphic materials.
D) E-textbooks include only text and never graphic materials.
Which of the following is not an effective test-taking strategy? A) leave some questions temporarily unanswered when taking a test. B) Read directions and questions carefully to avoid unnecessary mistakes. C) Do not feel that you must work through the test questions in the order that they appear on the test. D) Your original answer is always the correct one, so avoid returning to questions to change the original answer.
D) Your original answer is always the correct one, so avoid returning to questions to change the original answer.
Which of the following processes appear in a variety of textbook reading systems? A) reciting B) reciting and taking notes C) surveying and reviewing D) all of the above
D) all of the above
The 5 R's of the Cornell Notetaking System A) involve developing and using 2 columns of information. B) do not represent the processes of reading, reciting, recalling, reviewing, and revising. C) involve using active learning strategies of writing, reciting, and working with information in new ways. D) are described by all of the above statements.
D) are described by all of the above statements.
In a five-day study plan, you A) begin by listing the topics and materials you need to review B) schedule review times on a calendar C) may set aside more than one study block for each day in the plan D) do all of the above
D) do all of the above
Annotating a textbook includes A) writing notes in the margins. B) highlighting topic sentences and key words. C) circling terminology and enumerating items in a list. D) doing all of the above.
D) doing all of the above.
Effective test-preparation skills A) reduce the necessity to cram for tests and use rote memory techniques B) include time-management and goal-setting techniques C) involve making summary notes and predicting, writing, and answering practice test questions D) include all of the above
D) include all of the above
The process of surveying a new chapter A) may be easier to do with printed textbooks than with digital textbooks. B) may be easier to do with materials that are organized in a linear, sequential way rather than in a menu format that shows levels of information. C) involves looking at headings, subheadings, marginal notes, graphics, bold print, and end-of-chapter materials D) involves all of the above
D) involves all of the above
A Customized Reading System allows students to create shortcuts to move through chapters quickly and focus only on the sections that are difficult for them. True or False
False
Active reading occurs naturally and automatically for all college students True or False
False
Definition cards usually provide more detailed definitions of terminology than appear on vocabulary sheets. True or False
False
Everyone finds that digital readers work most effectively for recreational reading but do not work well for academic or textbook reading. True or False
False
Formulating questions should only be done before you begin to survey a chapter. True or False
False
In the Outline Reading Systems, outline notes are created after the student has read thoroughly the chapter at least one time. True or False
False
Instructors usually announce or remind students about upcoming tests, but they never provide suggestions about what to study or what kinds of test questions to expect. True or False.
False
It is always best to read the whole chapter 1st and then go back to take notes. True or False
False
Memory strategies to prepare for upcoming tests include using visualizations, associations, recitation, procrastination, stress, and test-anxiety. True or False
False
Recall questions include listing, multiple choice, definition, and short-answer questions. True or False
False
Summary notes are a detailed compilation of all your textbook and lecture notes organized day by day and chapter by chapter. True or False
False
The Cornell Notetaking system consists of 6 steps: read, reduce, recite, reflect, and review. True or False
False
The main idea always appears as the first sentence in textbook paragraphs. True or False
False
Word clues, which are also called word structure clues, are words that help you define terminology or unfamiliar words. True or False
False
six-step system for reading and comprehending textbook chapters: survey, questions, read, record, recite, and review
SQ4R
Stop at the end of each sentence or group of sentences to check understanding and think about and process the information.
Textbooks with difficult reading levels and complex content
A five-day study plan promotes spaced practice for test-preparation. True of False
True
A positive attitude about reading and about a specific textbook affects the quality and effectiveness of the reading experience. True or False
True
All notetaking systems should result in a reduced version of textbook information. True or False
True
Annotating involves a variety of processes: marking main ideas, circling terminology, writing marginal notes, and possibly using abbreviations next to brackets. True or False
True
For thorough reading of textbook chapters, the reading rate may vary for different sections in a chapter. True or False
True
Index card notes include cards that provide definitions, cards that list items under categories, and cards that pose study questions with the answers on the back. True or False
True
Surveying a chapter or doing overview reading before you begin the process of thorough reading helps create a mindset and schemas for new information. True or False
True
The final step in the SQ4R is the same final step used in most reading systems. True or False
True
Too much information in the Cornell recall column causes you to read and no do much reciting. True or False
True
You can use the recency effect by doing a final review one or two hours before the time of a test. True or False.
True
the process of using effective strategies to engage working memory to achieve specific reading goals
active reading
the process of highlighting, underlining, making marginal notes, or marking specific information in printed materials
annotating
sections in the back of a book that contains supplementary materials that were not included within the chapter
appendix
involves using other questions in the test to assist you with answering the question
assisted response
a state of mind in which you mechanically go through specific motions without registering information into your memory
automatic pilot mode
flashcards with a category or topic on the front and a list of items that belong to the category on the back
category cards
a process of grouping information into meaningfully sized units of information to comprehend and process
chunking information
questions that require specific answers
closed questions
the process of using higher-level critical thinking and reading skills to compare and contrast two or more sources of printed or digital information
comparative reading
words in a sentence or in surrounding sentences that provide hints about the general meanings of unfamiliar words
context clues
5-step notetaking process used to take notes from textbooks and from lectures
cornell notetaking system
-puts you better in control of your situations, choice of actions, and outcomes -requires a willingness to examine attitudes, beliefs, and personal patterns as well as a willingness to make changes or adjustments
creating a positive mindset
an active reading system you design for a specific textbook based on the author's suggestions and the chapter features
customized reading system
flashcards with the term on the front and a three-part definition on the back: the category, the formal definition, and then one more detail
definition cards
recall questions that require you to define and expand upon a vocabulary term
definition questions
involves conducting a memory search to retrieve the answer from long-term memory
delayed response
words in test questions that indicate what is expected in the answers
direction words
involves using a variety of strategies to increase you odds in selecting the correct answer
educated selection
means numbering
enumerating
require you to retrieve information from memory and organize it into several paragraphs with main ideas that are related to a thesis statement
essay questions
recall questions that require you to write a term or a word on each blank line to complete the statement
fill-in-the-blanks questions
a plan of action that helps you organize your materials and schedule time to review for a major test, such as a midterm or a final exam
five-day study plan
the reading process involves turning the chapter title, each heading, and each subheading into questions
focus question step
sequential steps students can use to answer test questions: immediate, delayed, assisted, and educated selection
four levels of response
minidictionary in the back of the book that contains definitions of course-specific terminology
glossary
involves immediately knowing the answer
immediate response
the process of rehearsing information before you end a learning task
immediate review
an alphabetical listing of significant topics that appear in the book
index
involve creating three types of flashcards to use as study tools: definition cards category cards, and question cards
index card notes
recall questions that require you to generate a list of items from memory to answer a question
listing questions
states the author's most important point about the topic of the paragraph
main idea
brief notes written in the margins of textbook pages
marginal notes
objective questions that require you to match items in the left column with items in the right column
matching questions
objective questions that require you to select the best answer from a group of options to complete an opening statement
multiple-choice questions
the process of practicing previously learned information days and even weeks after the initial learning occurred
ongoing review
questions that have a variety of possible answers
open-ended questions
words that signal a numbered sequence of items
ordinals
an active reading system that involves creating outline notes during the reading process and using the outline notes to review
outline reading system
the process of skimming or reading materials without interruption
overview reading
-rushing through reading just to get it done -forgetting the material immediately after reading -falling asleep while reading -texting, emailing or watching TV while reading -overzealous highlighting of a text
passive reading
questions that require you to use procedural knowledge to apply a series of steps to solve a problem
problem-solving questions
signal the definition of terminology within the sentence
punctuation clues
which include recreational, overview, thorough, and comparative, represent different reading skills and reading goals for different kinds of reading material
purposes for reading
flashcards with a study question on the front and answers to the question on the back
question cards
the reading process involves reading carefully and thoroughly
read step
a thorough reading strategy that involves reading a short section, taking notes, and then reciting without looking at the printed materials
read-record-recite cycle
the left column in the cornell notes that shows headings, key words, and study questions
recall column
states that the items you will remember more easily are items that you most recently practiced
recency effect
-in the cornell system -involves using information in the recall column to explain information out loud in your own words without referring to detailed notes
recite step
involves restating and explaining textbook information out loud and in your own words and without looking at the printed materials
recite step
-in the cornell system -involves taking notes in the right column
record step
involves taking notes to capture important information encountered in textbooks
record step
the process of reading for the main purpose of being entertained or keeping up to date on current events
recreational reading
-in the cornell system -involves condensing notes into the recall column
reduce step
-in the cornell system -involves thinking seriously, comprehending, and using elaborative rehearsal strategies to work with information in new ways
reflect step
involves comprehending, elaborating, and using critical thinking skills to think seriously and deeply about the information you read
reflect step
-in the cornell system -involves using immediate and ongoing review
review step
involves using immediate and ongoing review to practice rehearsing and recalling information from long-term memory
review step
the process of testing yourself so you can receive feedback about the accuracy and completeness of your understanding
self-quizzing
recall questions that require you to pull information from memory to write a short answer to a question
short-answer questions
a reaction or response to events or situations that threaten to disrupt a person's normal patterns or routines
stress
process of adding you own words to convert annotated text into full sentences and explanations
stringing ideas together
specific notes that include information that you need to review further before the day of the test
summary notes
facts, explanations, causes and effects, examples, and definitions that develop, support, or prove the main idea
supporting details
the process of previewing or skimming information to get an overview
surveying
an anxiety-reducing strategy that involves a series of activities designed to reduce strong negative emotional reactions to an upcoming situation
systematic desensitization
excessive stress that hinders a person's ability to perform well or during a test
test anxiety
Use a read-pause approach after each paragraph for most textbooks. Stop at the end of each paragraph to think about and process the information. Identify main ideas, important details, and meanings of terminology.
textbooks with average levels of difficulty
Stop at the end of each page to think about the information, create visual images of the material, and associate it to other information in long-term memory.
textbooks with relatively easy levels of difficulty
the process of reading slowly and systematically in order to comprehend and process printed or digital information
thorough reading
a word or phrase that states the subject of a paragraph
topic
-also called the main idea sentence -the sentence in a paragraph that includes the topic and states the author's main point or main idea for the paragraph
topic sentence
objective questions that require you to recognize if a statements is true or false
true-false questions
When your mind shifts away from the test and your concentrations begins fading quickly, what should you do?
use positive self-talk and force yourself to keep your eyes on the test
form of 2-column notes that show the term in the left column and a 3-part definition in the right column
vocabulary sheets
words that link the vocabulary word to its definition that appears in another part of the same sentence
word clues
involve using the meanings of prefixes, suffixes, base words, and roots to determine the general meaning of unfamiliar words
word structure clues