Educ 261 ch 6 final
c
Randy knows more as a tenth grader than he did as a first grader. One result of this increased knowledge base is that Randy: a. is more easily distracted. b. can use rehearsal more effectively. c. can more easily understand new information. d. is more likely to get the different things he knows confused with one another.
a
1. Three of the following are examples of learned behavior. Given the textbook's definition of learning, which behavior probably does not reflect learning? a. Abigail cries when she feels sad. b. After many hours of heated debate, Brian begins to modify his religious beliefs. c. Cara suddenly recognizes how the division fact "24 ÷ 4 = 6" is related to the multiplication fact "6 ´ 4 = 24." d. David has been running away from German shepherds ever since he was bitten by a German shepherd two years ago.
a
A __________ best describes an integrated set of concepts and principles developed to explain a phenomenon. a. theory b. model c. theorem d. formula
c
A biology teacher wants students to remember the various components of a cell (nucleus, cytoplasm, cell membrane). Considering what research tells us about encoding and retrieval, the teacher would be well advised to help students encode information about the cell: a. primarily in a visual form, because visual images usually remain vivid in memory for a long period of time. b. primarily in a verbal form, because language underlies much of human learning. c. in both visual and verbal forms, because multiple forms of encoding increase the likelihood of retrieval. d. in a relatively unencoded form for a few days, to allow for greater flexibility in encoding later on.
c
A language arts teacher teaches her students the parts of speech (nouns, verbs, adjectives, etc.) and wants her students to continue to remember them as they study English and foreign languages in the years to come. Considering the factors affecting retrieval of information from long-term memory, which one of the following strategies should maximize the likelihood that students will remember the different parts of speech over the long run? a. Have students study each part of speech separately, perhaps a different one each month. b. Have students memorize definitions of each part of speech until they can recite the definitions word for word. c. Have students study them early in the school year and periodically review them in various contexts throughout the year. d. Have students study them intensely for a month, then stay away from any discussion of them for the rest of the school year.
b
According to the textbook, students often engage in rote learning rather than meaningful learning of school subject matter because: a. it is human nature to do so unless taught otherwise. b. classroom teaching and testing practices often encourage it. c. information learned at a rote level is stored in working memory more quickly. d. rote learning is characteristic of preoperational and concrete operational thought.
a
An advantage of knowing some skills to a level of automaticity is that skills learned to automaticity: a. require less working memory capacity. b. promote the development of retrieval cues. c. enhance the reconstructive nature of retrieval. d. make meaningful learning of those skills unnecessary.
b
As Jane reads about General Custer's last stand, she pictures him as he must have looked, with long blonde hair and a full mustache, riding tall and proud on the open plain just before he was attacked. Considering research findings regarding the effectiveness of visual imagery, we can predict that Jane will: a. get confused by the vividness of her visual image. b. remember the information better than she might otherwise. c. store the information in her working memory rather than her long-term memory. d. remember her image perfectly for a year or longer.
a
As his teacher reads a story, Wesley pictures the main characters the way he thinks they must look. By forming visual images based on the verbal descriptions his teacher reads, Wesley is _________ those descriptions. a. encoding b. retrieving c. organizing d. using verbal mediation to learn
b
As human beings, we encounter a great many stimuli at any one time. Which one of the following most accurately reflects cognitive psychologists' perspective about how we respond to all these stimuli? a. By learning to use effective long-term memory storage processes, we can eventually begin to remember almost everything we encounter. b. We must select the things we think are most important to learn and remember, and ignore the rest. c. We remember virtually everything we experience, but we have difficulty retrieving most of it. d. We cannot remember everything, and we have little control over the things that we do remember.
c
Considering developmental trends in long-term memory storage processes, choose the statement that best characterizes how high school students are apt to approach school learning tasks. a. Even at the high school level, most students do little if anything to help them learn and remember school subject matter. b. Students rely largely on visual imagery for visual information; they are more apt to use rehearsal for auditory information. c. Some students intentionally organize and elaborate on class material; others rely largely on rehearsal. d. Organization and elaboration decrease over the high school years, in large part because such storage processes are less necessary as the brain matures to its adultlike form.
a
Considering developmental trends in long-term memory storage processes, choose the statement that best characterizes how kindergartners are apt to approach school learning tasks. a. They make few, if any, intentional efforts to learn and remember something. b. They construct vivid visual and auditory images of what they see and hear in the classroom. c. They make mental lists of things to remember, but with little follow-through in studying the lists. d. They continually ask why? questions to help them make better sense of classroom subject matter.
c
Considering what cognitive psychologists tell us about attention, identify the pair of activities that most people would have trouble doing simultaneously. a. Mentally planning a weekend camping trip while jogging b. Thinking about what to cook for dinner while combing one's hair c. Watching the evening news on television while studying for an exam d. Carrying on a conversation about the meaning of life while walking down the street
a
Cordell is trying to remember the various rocks he has been studying in his earth science class (granite, sandstone, limestone, obsidian, marble, etc.). He finally decides it would be easiest if he studied them as three groups: sedimentary, igneous, and metamorphic. Considering research regarding this strategy, Cordell should: a. have an easier time remembering them because he's organizing them. b. have a more difficult time remembering them because he must remember the three groupings as well as the rocks themselves. c. have an easier time remembering them only if he also looks at pictures of each kind of rock. d. have a more difficult time remembering them because he's only using rehearsal to learn them.
c
During a lecture about World War II, Mr. Cochran tells his class about some of the major leaders of the countries involved in the war. He then asks Kathy to identify the leader of Great Britain during World War II, and she correctly responds, "Winston Churchill." At the time she answers the question, Kathy is exhibiting: a. construction. b. elaboration. c. retrieval. d. storage.
c
Each of the teachers below has students with misconceptions about the material they are studying. Three of the teachers are using strategies that should help their students correct these misconceptions. Which teacher is not using an effective strategy for changing misconceptions? a. Ms. Andersen gives corrective feedback when students make statements that reflect misconceptions. b. Mr. Bissette presents a situation that students cannot adequately explain using their current beliefs about the topic. c. Ms. Caro reminds her students that she will be testing them on the material they are studying. d. Mr. Darren shows students how the true explanation of something is different from, and more plausible than, their existing beliefs.
d
Eunice had trouble learning the formula for calculating the area of a circle, so she is saying it to herself over and over again while the teacher passes out the geometry test. Eunice is demonstrating: a. storage in the sensory register. b. retrieval from working memory. c. the use of verbal mediation. d. the use of maintenance rehearsal.
b
Four boys read this line from a story: "The two men entered the restaurant and ordered hamburgers." Which one of the boys is clearly using a script while reading the story? a. Alex assumes that the men probably looked at a menu before ordering. b. Bob is guessing that the men probably have evil motives. c. Colin wonders what the men look like. d. Devon thinks the men should be more careful about their cholesterol intake.
a
Four students are storing this fact: "Europeans first settled at St. Augustine, Florida, in 1565." Which student is probably going to have the most difficult time retrieving the information from long-term memory a few days later? a. Alexander repeats the fact to himself 10 times in a row. b. Blondie realizes that 1565 was more than four hundred years ago. c. Cookie once visited the fortress there and recalls that it appeared to be quite old. d. Dagwood realizes that the Spanish settled in St. Augustine before the Pilgrims landed at Plymouth.
a
From the perspective of cognitive psychology, recognition memory tasks are easier than recall tasks because recognition tasks: a. provide more retrieval cues. b. don't require involvement of working memory. c. don't need to be learned in a meaningful fashion. d. can usually be answered by using skills that have been learned to automaticity.
a
From the perspective of contemporary cognitive psychology, a schema can best be described as: a. an organized set of facts about a particular object or phenomenon. b. a plan of action regarding how to learn something. c. a set of reasons why a student would want to learn something. d. a basic piece of information upon which most other knowledge must build.
b
Given what we know about the effects of retrieval cues on retrieval, in which one of the following situations are students most likely to recall how the word people is spelled? a. Have students use the word people in a meaningful sentence. b. Give students four choices to pick from: peepal, peapul, pepull, and people. c. Have students concentrate very hard on how the word sounds as it is pronounced. d. Have students close their eyes and try recall what the word people looks like when they see it in a storybook.
a
Gretchen thinks about Christopher Columbus, which reminds her of Spain, which in turn reminds her that she needs to do her homework for her Spanish class. Which one of the following does Gretchen's train of thought best illustrate? a. The interconnectedness of long-term memory b. Elaboration in working memory c. Reconstruction error in retrieval d. Encoding during long-term memory storage
a
If you know how to wrap a present, you can probably describe the process to someone else. But if you know how to skip rope, you may have difficulty explaining what you do to someone else. The difference between these two kinds of knowledge can best be characterized as a difference between: a. explicit vs. implicit memory. b. declarative vs. procedural knowledge. c. activated vs. nonactivated knowledge. d. knowledge stored verbally vs. semantically.
c
If you wanted to help your students learn something by using a mnemonic device, which one of the following sentences would you use? a. "Area equals length times width" is the formula for calculating the area of a rectangle. b. "Do unto others as you would have them do unto you" is the Golden Rule. c. "My very energetic mother just slugged Uncle Norton" tells us the eight planets in the solar system. d. "Washington, Adams, Jefferson, Madison, Monroe, and Adams" are the first six presidents of the United States.
d
In contemporary cognitive psychology, a script can best be described as: a. a particular way of talking oneself through a difficult situation. b. knowledge about the typical sequence of events in an activity. c. the strategy that a teacher tells students to use in order to remember classroom material. d. the things that someone typically says when initiating a conversation with someone else (e.g., "small talk").
c
In which of these situations is information most likely to be stored effectively in long-term memory? a. Abby looks up the correct spelling of independence and immediately writes it down. b. Bob repeats "Comment allez vous?" after his teacher five times in a row. c. Corinne realizes that the word receive follows the "I before E except after C" rule. d. David stares mindlessly at a page in his textbook with the hope that he will form a detailed photographic image of the page in his mind.
d
It is difficult to think about too many things all at the same time—a fact that reflects: a. The constructive nature of long-term memory b. The nature of the sensory register c. The concrete nature of visual imagery d. The limited capacity of working memory
d
Jenny is taking a quiz that asks for the chemical symbols of 20 elements. She remembers 19 of them but cannot remember the symbol for mercury. As she walks home from school, she suddenly remembers that the symbol for mercury is Hg. Jenny's memory problem during the quiz can best be explained in terms of: a. decay. b. interference. c. reconstruction error. d. too limited long-term memory search.
d
Learning theorists often emphasize the importance of attention in the learning process. From the perspective of the three-component model of memory, why is attention so important? a. It gets information into the sensory register. b. It moves information from working memory into long-term memory. c. It moves information from the sensory register into long-term memory. d. It moves information from the sensory register into working memory.
b
Lucy sees a boy who looks very familiar to her, but she cannot remember who he is. Then the boy says something with a thick French accent, and Lucy suddenly realizes that he is the foreign exchange student from France. In this situation, the boy's French accent helps Lucy remember by: a. inhibiting interference. b. providing a retrieval cue. c. helping her elaborate on stored information. d. facilitating a reorganization of her long-term memory.
c
Mr. Gainer wants to teach his students good form in shooting a basketball. Given what we know about teaching procedural knowledge, which strategy is least likely to be effective in helping students learn the procedure correctly? a. Showing students each part of the motion: how to hold the ball, how to push the ball upward, how to coordinate the jump with the push, and so on b. Explaining how the recommended form allows for greater distance and accuracy than other approaches c. Asking students to practice their new skill only when he is able to watch them d. Telling students to remember "BEEF": balance the ball, elbows in, elevate the arms, follow through
b
Mr. Loosigian is worried about Jerri, a girl who is struggling in his seventh-grade class. He thinks about several different reasons why she might be having so much difficulty with her schoolwork. Which one of the reasons he considers is most consistent with a behaviorist perspective of learning? a. "Maybe she isn't paying attention as much as she should be." b. "Maybe I don't praise her enough when she does something well." c. "Maybe she has trouble understanding the things she reads." d. "Maybe she has trouble remembering things from one day to the next."
d
Mr. Martinez wants his first-grade students to be able to identify 200 reading words at the level of automaticity. Which one of the following techniques will best help his students achieve that goal? a. Explain how the letters of the words are related to their pronunciation. b. Tell them how important it is for them to know the words. c. Explain how some of the letters in the words are "silent letters." d. Give them lots of practice reading the words.
a
Mr. Wagner stands in front of the class explaining the process of evolution. Ellen is sitting in the front row, but her mind is on the unpleasant argument she had with her best friend just before class. Based on this information, how far in Ellen's memory system did Mr. Wagner's lecture get? a. It reached the sensory register. b. It reached working memory. c. It reached long-term memory. d. It never got into the memory system at all.
a
Nicole learns the formula "E = mc2" by repeating it to herself over and over again. Which one of the following processes is Nicole most clearly demonstrating? a. Rehearsal b. Elaboration c. Meaningful learning d. Organization
a
Nora was thinking about something else the day her teacher explained the difference between the words between and among, so she has trouble using these two prepositions correctly. Nora's difficulty "remembering" the difference between the two words can probably best be explained as: a. failure to store in long-term memory. b. failure to retrieve from long-term memory. c. decay in long-term memory over time. d. reconstruction error during retrieval.
d
Norman is studying Chinese and needs to remember that the word for "exit" is chu, so he remembers the sentence, "The choo-choo train is exiting the station." Norman's technique illustrates the use of: a. a superimposed meaningful structure. b. reconstructive retrieval. c. the keyword method. d. verbal mediation.
b
Only one of the following teaching practices is consistent with what we know about working memory. Which one is consistent? a. Mr. Adamson tells his students that, with practice, they will be able to do complicated long division problems in their heads. b. Ms. Borelli tells her students that they should try to focus on main ideas rather than try to remember every detail. c. Ms. Constas suggests that students in her Russian class listen to Russian tapes while they sleep. d. Mr. Dominowski urges his students to put information for tomorrow's test in their "short-term memories."
d
Reynelda has trouble tracing a complex shape with a pencil when she is in kindergarten, but she can do it quite well by the time she is in second grade. Is this an instance of learning? a. Yes, because her behavior has changed b. No, because the circumstances are too dissimilar c. Maybe, but only if she is being reinforced for tracing accurately d. Maybe, although the change may be due to physiological maturation rather than experience
a
Richard is studying both French and Spanish. In the same week, he learns that the French word for "mother" is mère and that the Spanish word for "mother" is madre. One day his French teacher asks Richard, "Who is married to your father?" and Richard erroneously answers, "Madre." Richard's memory error can best be explained in terms of: a. decay. b. interference. c. failure to store.
d
Sarah needs to know her division facts for a quiz tomorrow. She wants to do as well as she possibly can on the quiz. Based on findings regarding automaticity, which one of the following would be the best advice to give Sarah? a. "Repeat each fact at least five times silently." b. "Repeat each fact at least five times out loud." c. "Study the facts until you know each one and then do something entirely different until morning." d. "Study the facts until you know them all perfectly, and then continue to practice them even after that."
b
Some early psychologists argued that thinking cannot be observed and so cannot be studied objectively and scientifically. How would a cognitive psychologist be most likely to respond to this argument? a. "Modern technology allows us to examine thought processes in a very precise manner." b. "By studying people's responses to various stimuli, we can draw inferences about the thought processes that underlie those responses." c. "We study mental events, which are not necessarily the same thing as 'thinking.' " d. "We can determine what people are thinking simply by asking them what they are thinking. The things they say are observable behaviors that we can measure objectively."
c
Students often hold on stubbornly to their misconceptions about the world. Three of the following are possible explanations as to why this might be so. Which statement is not a likely explanation for the resilience of misconceptions? a. Synapses in the brain become less effective over time. b. Some misconceptions are central elements of students' personally constructed theories about the world. c. Students learn school material without relating it to the things they know and believe. d. Students elaborate on new information in ways that are consistent with their current misconceptions.
b
Students' misconceptions about the world may come from a variety of sources. Which one of the following is not a likely source that theorists have identified? a. Students form general theories based on how the world appears to be. b. Teachers and textbooks sometimes provide misinformation. c. Students usually believe explanations that younger children give them. d. Common expressions in language (e.g., the sun "sets" in the west) misrepresent reality.
b
Susan hears her teacher say, "Seven times nine is sixty-three," and immediately repeats this math fact to herself three times. Five minutes later, Susan cannot respond correctly when her teacher asks, "What is seven times nine?" Based on this information, how far in Susan's memory system did the math fact probably get? a. It reached the sensory register. b. It reached working memory. c. It reached long-term memory. d. It never got into the memory system at all.
a
The star-shaped brain cell involved in learning and memory is known as the:. a. astrocyte b. glial cell c. activation cell d. celestial cell
a
The textbook recommends a number of strategies for increasing students' attention in the classroom. Which one of the following, while possibly beneficial for other reasons, is not necessarily recommended as a strategy for increasing attention? a. Follow a predictable routine every day. b. Vary classroom presentation methods. c. Encourage students to take notes during a lecture. d. Get students involved in hands-on activities related to classroom content.
c
Three of the following are common misconceptions that elementary or secondary students are likely to have. Which one is not necessarily a common misconception? a. The earth is shaped like a disk. b. Any moving object has a force acting on it. c. Most animals can survive for months without food. d. People will no longer be poor if someone gives them a little money.
d
Three of the following are commonly accepted explanations of forgetting. Which one is not? a. Information slowly fades away over time if it isn't used. b. Information is still in memory but cannot be found when it is needed. c. Gaps in recalled information are filled in incorrectly. d. Strong memories overpower unrelated, but weaker, ones.
a
Three of the following are examples of mnemonics. Which one is not a mnemonic? a. To learn how to drive a car with a standard transmission, Bart practices the various parts of the task (e.g., steering, shifting, and braking) separately. b. To learn the letters identifying the spaces on the treble clef (F A C E), Annabelle simply remembers the word face. c. To learn that the Spanish word pájaro means "bird," Corey pictures a bird wearing pajamas. d. To learn that the Spanish word navidad means "Christmas," Dorene thinks of the word "nativity."
a
Three of the following assumptions underlie cognitive psychology's perspective of learning. Which one does not? a. People learn in ways that are very similar to how other species learn. b. Different people may learn different things from the same experience if they process it differently. c. People don't just passively absorb knowledge like a sponge; instead, they actively construct it. d. Development of effective cognitive processes depends to some degree on brain maturation.
d
Three of the following math teachers are using techniques that should help their students remember information. Which one is using a relatively ineffective technique? a. Mr. Allen uses wooden blocks to help students understand how the volume of a cube is calculated. b. Ms. Batchelder asks students to think of real-life problems requiring the use of multiplication. c. Mr. Constanza shows his students how division is simply the reverse of multiplication. d. Ms. Davenport asks her students to memorize definitions of eight geometric figures.
b
Three of the following statements accurately characterize rote learning. Which statement is not true of rote learning? a. Few if any connections are made to existing knowledge. b. Information is stored as one or more visual images. c. Information is learned in a relatively meaningless fashion. d. Learning is relatively slow.
a
Three of the following statements accurately describe the kinds of diversity in cognitive processes that researchers have identified. Which statement is not accurate? a. Children in developing countries (e.g., in Africa and Central America) are more accustomed to list-learning tasks than children in North American schools. b. Children in some cultures view wait time after a question as a sign of respect for the person asking the question. c. Students' differing background experiences will affect their ability to meaningfully learn a particular idea or topic. d. On average, girls can more easily maintain their attention in class than boys.
b
Three of the following statements are accurate about students with special needs. Which one is not accurate? a. Students with general delays in cognitive and social functioning (e.g., those with intellectual disabilities) may have less working memory capacity than their classmates. b. Students with advanced cognitive development don't need to process information as thoroughly as other students. c. Students with physical disabilities may have less prior knowledge to which they can relate classroom subject matter. d. Some students with social or behavioral problems have difficulty keeping their minds on classroom activities.
b
Three of the following strategies should help promote conceptual change. Which one probably will not? a. Pique students' interest in classroom subject matter. b. Have students learn definitions of important concepts to automaticity. c. Identify and build on the parts of students' understandings that are accurate. d. Identify students' misconceptions about a topic and address them during instruction.
c
Three of the following strategies should help students remember classroom subject matter over the long run. Considering guidelines presented in the textbook, which one will not help them? a. Reviewing the material periodically over the course of several days or weeks. b. Engaging in meaningful learning by relating the material to a situation in which they are likely to use it. c. Preventing interference by learning each piece of information at a different time. d. Elaborating by drawing inferences from the things they study.
d
Three of the following students' behaviors indicate that the students are paying attention. Which one does not necessarily show that students are paying attention? a. Students correctly answer questions about the material just presented. b. Students are taking good notes on the material being presented. c. Students are solving problems using the material just presented. d. All students' eyes are clearly directed at their teacher.
d
Three of the following teachers are applying principles from cognitive psychology. Which teacher does not appear to be applying cognitive psychology? a. Ms. Anthony, a high school biology teacher, draws a hierarchy on the board showing how mammals, fish, birds, reptiles, and amphibians are all vertebrates, and how vertebrates and invertebrates are both animals. b. Mr. Bottenberg, a fourth grade teacher, suggests that his students try to learn their spelling words by thinking about similarly spelled words that they already know. c. Ms. Conrad, a third grade teacher, introduces her class to the topic of multiplication by showing them how it relates to addition. d. Mr. Danforth, a junior high school basketball coach, asks his players to practice shooting baskets and praises those who are using good form.
a
Three of the following teachers are using strategies that should help students learn information effectively. Which one is not necessarily promoting effective cognitive processing? a. Ms. Ayotte has students repeat definitions of new vocabulary words out loud. b. Mr. Bertinelli makes sure that students are paying attention before he begins class. c. Mr. Canton helps students identify important ideas in their textbooks. d. Ms. Darwin talks about how famous battles in history are in some ways similar to the fights students sometimes have on the playground.
c
Three of these teachers will probably promote meaningful learning in their students. Which one is unlikely to do so? a. Mr. Pulos shows how the area of a triangle (area = 1/2 base ´ height) is half of something they already know—the area of a rectangle. b. Ms. Rubenstein asks her students to define peninsula in their own words. c. Mr. Warner encourages his third graders to practice their cursive letters at least once every day. d. Ms. Elms points out that the German word krank (meaning "sick") might be related to the English word cranky.
a
To help herself learn the early explorers of the New World, Jessica makes a chart that lists the Spanish explorers together, the Portuguese explorers together, the French explorers together, and so on. Which one of the following processes is Jessica most clearly demonstrating? a. Organization b. Rehearsal c. Elaboration d. Reconstruction error
d
To learn how to spell rhinoceros, Paula repeats its letters over and over without really thinking about what she is saying. Considering research findings about the effectiveness of rehearsal, we can predict that Paula's strategy will be: a. highly effective. b. effective only if she says the letters in a very loud voice. c. effective only if she says the letters slowly (e.g., at a rate of one letter per second). d. relatively ineffective.
c
To prepare for his test on Tuesday morning, Harry studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harry's memory system did the information get? a. It reached the sensory register. b. It reached working memory. c. It reached long-term memory. d. It never got into the memory system at all.
a
To remember that the capital of the state of Washington is Olympia, Bart pictures George Washington running a race in the Olympics. Bart's technique illustrates: a. the keyword method. b. verbal mediation. c. reconstructive retrieval. d. a superimposed meaningful structure.
d
To remember the four states that come together at a single point (Colorado, Arizona, New Mexico, and Utah), Marcia remembers "CANU" (pronounced like "canoe"). Marcia's technique illustrates the use of: a. the keyword method. b. visual imagery. c. verbal mediation. d. a superimposed meaningful structure.
c
To remind her first-grade son Kevin to bring home his umbrella from school, his mother pins a piece of paper with a picture of an umbrella to Kevin's jacket collar. Kevin's mother is helping him remember the umbrella through the use of: a. the keyword method. b. verbal mediation. c. a retrieval cue. d. a superimposed meaningful structure.
b
Tyler learns that Christopher Columbus's first voyage across the Atlantic was financed by Queen Isabella of Spain. He thinks to himself, "She probably thought she would make a profit on her investment." By considering the queen's motives, Tyler is demonstrating which one of the following processes? a. Rehearsal b. Elaboration c. Organization d. Reconstruction error
d
When cognitive psychologists talk about the process of "putting" things in memory, they often use the term: a. retrieval. b. selectivity. c. inference-drawing. d. storage. control over the things that we do remember.
b
When you are studying for a test, you may often try to find interrelationships among the new pieces of information you are learning. Cognitive psychologists call this process: a. automaticity. b. organization. c. facilitative interference. d. reconstruction in retrieval.
d
Which one of the following alternatives best characterizes the process of elaboration of new information? a. Paying careful attention to the most important aspects of new information b. Failing to notice significant aspects of new information c. Remembering the order in which several pieces of new information are received d. Constructing meaning by adding something already known to new information
d
Which one of the following best describes how information is stored in long-term memory? a. Mostly in terms of the words of the first language a person has learned b. Almost entirely as underlying meanings, or semantic codes c. Mostly as images—how things look, sound, feel, or smell d. In a variety of possible forms
a
Which one of the following best describes the process of conceptual change as cognitive psychologists use the term? a. Developing new categories to classify objects and events b. Revising one's beliefs after receiving information that contradicts those beliefs c. Achieving the instructional objectives that a teacher has established for a lesson or unit d. Acquiring more sophisticated vocabulary with which to describe the events in one's life
b
Which one of the following best illustrates automaticity? a. Knowing more about dinosaurs than most people your age b. Playing a musical piece on the piano easily and effortlessly c. Helping two friends resolve their differences and make amends d. Sculpting a lifelike model of the human hand
c
Which one of the following best illustrates concept mapping? a. Alexandra lists the characteristics of the concept insect. b. Bob draws a chart listing the sequence of events leading up to World War II in chronological order. c. Christina puts the words force, gravity, velocity, acceleration, and time on a piece of paper; she then draws lines between pairs of related words and describes the relationships. d. Darnell makes a chart showing the hierarchy that biologists use to classify animals; his chart includes such concepts as vertebrates, invertebrates, mammals, fish, birds, mollusks, and crustaceans.
b
Which one of the following best reflects use of the sensory register component of memory? a. You can remember a tune for several hours, even though you don't remember the words. b. You can remember something you heard for a second or two even though you weren't paying attention. c. You can remember the name of a person just long enough to introduce her to someone else. d. You can remember the concept inertia because you are able to relate it to your own experiences.
c
Which one of the following examples illustrates conceptual change? a. As a Boy Scout, Andy has learned how to cook a wide variety of foods over an open fire. b. Brad misinterprets the scientific explanation of fire to fit what he believes: that fire is an object with substance and weight. c. Charlotte used to think that fire was an actual substance, but now she knows it's a chemical change. d. Danielle wasn't aware of how much damage fire could really do until the house next door burned down.
a
Which one of the following is the best example of encoding while learning state capitals? a. Abe tries to learn that Atlanta is the capital of Georgia by thinking, "The Atlantic Ocean is gorgeous." b. Bernice tries to learn that St. Paul is the capital of Minnesota by repeating "St. Paul, Minnesota" over and over to herself. c. Corey tries to learn that Austin is the capital of Texas by making sure he is relaxed before he studies it. d. Darcy tries to learn that Sacramento is the capital of California by having a tape recorder play "Sacramento, California" over and over while she sleeps
c
Which one of the following researchers is drawing an inference about cognitive processes from her observations of behavior? a. Dr. Aragon finds that students who listen to an organized lecture remember more information than students who listen to an unorganized lecture; she concludes that organized material promotes better learning. b. Dr. Burger finds that students who learn information word for word don't remember it for very long; she concludes that requiring students to learn information verbatim isn't an effective teaching strategy. c. Dr. Cooper discovers that students remember more when new concepts are illustrated by pictures as well as being verbally described; she concludes that visual imagery helps learning and memory. d. Dr. Delgado finds that students who listen to foreign language tapes while sleeping don't remember what they've heard; she concludes that being awake is necessary for learning to occur.
c
Which one of the following scenarios best reflects the basic idea of individual constructivism? a. A student practices playing the F major scale on his violin until he can play it perfectly. b. Four students in a study group divide the day's reading assignment into four sections. Each student reads a section and then teaches the material to the other group members. c. A student tries to make sense of a poorly written and confusing magazine article. d. Two students discuss possible interpretations of the proverb, "We only know the worth of water when the well is dry."
c
Which one of the following situations best illustrates elaborative interrogation as a strategy for promoting elaboration? a. As Lynette, Martin, and Fred study for a science quiz one evening, they go over the questions on the study guide their teacher handed out in class that day; they know that if they can answer all the questions successfully, they will do well on the quiz. b. As she reads Douglas Adams' science fiction novel, The Hitchhiker's Guide to the Galaxy, Suzette develops a list of questions that she would ask the author about why he wrote the story the way he did. c. As LaWanda and Megan study their history book together, they take turns making up and asking each other questions about why various historical events may have happened the way they did. d. Vance makes notations in his notes regarding things he doesn't understand and needs to ask his teacher about.
d
Which one of the following situations reflects the typical duration of working memory? a. Arnie remembers his locker combination through the entire school year. By the end of summer vacation, however, he has forgotten it. b. At noon, Barney makes a mental list of the five homework assignments he needs to complete that night. Midway through the afternoon he checks himself and realizes that he still remembers all five. However, by early evening he cannot recall two of the five assignments. c. Carol remembers most of the information she has been learning about World War II in class this week, but she remembers very little of what she learned about World War I two weeks ago. d. Darrell looks up the correct spelling of the word fossil, repeats the letters once, and closes the dictionary. By the time he finds a piece of paper on which to write the word, he has forgotten how to spell it.
c
Which one of the following statements best characterizes cognitive psychology's approach to learning? a. Students' learning is a function of how stimuli in the environment are organized and sequenced. b. Students learn through a series of either-or decisions similar to how computers operate. c. Students' learning is a function of what they do, mentally, with the information they receive. d. Students are most likely to learn the things they think they will be reinforced for learning.
c
Which one of the following statements best characterizes the duration of the sensory register? a. Information can last indefinitely in the sensory register if the visual or auditory image is periodically retrieved. b. Meaningless information fades quickly, but meaningful information can last for hours. c. Visual information lasts less than a second, with auditory information lasting a bit longer. d. Information remains for about 10 seconds regardless of its nature.
c
Which one of the following statements best characterizes working memory (sometimes known as short-term memory)? a. It holds information for several hours and includes only things that we know we will need later on. b. It holds information for two to five minutes, longer if we engage in maintenance rehearsal. c. It actively processes a small amount of information, typically holding it for less than a minute. d. It holds processed information for several days or weeks, but rarely forever
b
Which one of the following statements best describes an activation model of memory? a. In order to effectively remember new information, you need to repeat it several times. b. What you are thinking about is activated; other things stored in your memory are in an inactive state. c. Information is more effectively encoded when it is acted out (for example, through role playing) at the time of storage. d. Different pieces of information in memory interact with one another, so that you often remember something differently from the way in which you stored it.
c
Which one of the following statements best describes the idea that learning involves a process of construction? a. Students must learn certain things very well before they can begin to understand other things. b. Students must learn ideas in a concrete form before learning them as abstractions. c. Students use various pieces of new information about a topic to create their own understandings. d. Students' thought processes become increasingly complex and sophisticated as they grow older.
b
Which one of the following statements best describes the sensory register? a. It encodes information largely in terms of underlying meanings. b. It holds everything that is sensed without encoding much if any of it. c. It holds only a small amount of information, selecting things more or less at random. d. It holds only a small amount of information, selecting things that will probably be important to know.
d
Which one of the following statements best describes the three-component model of memory presented in the textbook? a. All of the information that reaches the sensory register also reaches working memory, but only a small percentage of this information is stored in long-term memory. b. Information that must be remembered for a long time goes directly from the sensory register to long-term memory; less important information is stored in working memory. c. The three components of memory are used to store different kinds of information: visual images are stored in the sensory register, most numerical information is stored in working memory, and verbal information is stored in long-term memory. d. All information that enters long-term memory must first pass through the sensory register and working memory.
d
Which one of the following statements best describes the usefulness of concept mapping? a. It allows students to record all the information about a subject in essay form so that they can succeed on essay tests. b. It allows students to record distinct ideas from a lecture individually so that they don't get similar ideas mixed up. c. It provides a good "filler" activity at the end of the day, when students are tired and ready to go home. d. It helps teachers organize lessons and gives students a way to understand interrelationships among concepts.
d
Which one of the following statements best describes wait time and its effects? a. When teachers give students about five minutes of "thinking time" at the beginning of class, students are more likely to learn class information meaningfully. b. When teachers allow students more time to learn something, students are more likely to learn effectively. c. When teachers wait until students are ready to pay attention, students are more likely to learn effectively. d. When teachers allow students more time to respond to a question, students are more likely to answer the question.
b
Which one of the following statements best illustrates prior knowledge activation in a geometry lesson? a. "Today we will be studying three different kinds of triangles: acute, right, and obtuse." b. "Calculating the volume of a sphere is similar to a procedure you learned last month—calculating the area of a circle." c. "Okay, class, it's time to put your reading assignment away so that we can begin our geometry lesson." d. "Do you know how many square feet you have in your bedroom? After learning how to calculate the area of a rectangle today, you will know how to figure out exactly how big your bedroom is."
a
Which one of the following statements is consistent with the textbook's recommendations for promoting retrieval? a. Teach students how to create and use their own retrieval cues. b. Show students how to use the keyword method to help them remember lists of 10 items or more. c. Spend approximately two-thirds of each class day reviewing things that students already know. d. At the secondary school level, always use essay tests rather than multiple-choice tests.
a
Which one of the following statements is most accurate regarding how learners often acquire procedural knowledge? a. Learners first learn it as declarative knowledge; with time and practice, it gradually becomes procedural knowledge. b. Learners first learn it as one or more auditory images; eventually, they recode it into visual images. c. Learners initially acquire it in an automatic, "unthinking" form; eventually, it evolves into knowledge that they can talk about and describe. d. Learners are able to bypass working memory; the knowledge goes immediately from the sensory register into long-term memory.
d
Which one of the following statements most accurately describes behaviorists' view of how learning can best be studied? a. Psychologists can determine how learning occurs only if they can identify its physiological basis. b. Asking people to describe what they're thinking as they study is likely to yield the most accurate results. c. To study learning scientifically, researchers must confine their investigations to animal research in a laboratory setting. d. The study of learning will be more objective and scientific if only observable events are considered.
d
Which one of the following students definitely has a meaningful learning set? a. Annie practices calculating the area of a triangle by completing her 20 homework problems. b. Benny memorizes the fact that 0.5 is equivalent to 1/2. c. Connie knows that she will eventually learn the multiplication tables if she practices them enough times. d. Danny is trying to figure out the logic underlying the process of long division.
c
Which one of the following teaching practices is most likely to encourage students to elaborate as they study new material? a. Help them locate Berlin on a map of Europe. b. Ask them, "Who remembers what the chief exports of Japan are?" c. Ask them how they might apply the principle that gas expands when heated. d. Say, "Yesterday we learned the safe way to hand a pair of sharp scissors to someone else. Who can show us what we learned to do?"
c
You go to an art museum on a Sunday afternoon. Judging from researchers' findings with respect to hot cognition, which one of the following paintings are you most likely to remember? a. One dog baring its teeth at another dog b. A variety of fruit in a colorful Mexican bowl c. A man with a bloody, gruesome chest wound d. A pleasant farm scene, with cows grazing by a stream
a
You know what a computer is, and you may also know how to send an e-mail message using a computer. The difference between these two kinds of knowledge can best be characterized as a difference between: a. declarative knowledge vs. procedural knowledge. b. long-term memory vs. working memory. c. visual imagery vs. elaboration. d. rehearsal vs. organization.