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| 1 | |
What are the most important contributions of cognitive scientists? |
| | A) | practices that delve into social learning |
| | B) | information processing and meaningful learning |
| | C) | practices that encourage self-worth |
| | D) | how the environment can be changed or manipulated in order to change behavior in a desirable direction |
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| 2 | |
Susan Paige wanted her students to memorize certain algorithms in class. She began to consider what the research says about long-term memory in order to plan better lessons. Which of the following is the route that information travels to long-term memory? |
| | A) | senses are stimulated; attention is paid to well-organized information and connected to other material in short-term memory; information moves to long-term memory |
| | B) | attention is paid to stimuli; information moves to the senses; then information is moved into long-term memory where it is organized and connected to other information |
| | C) | short-term memory pays attention to sight, hearing, touch, smell, and taste; moves to long-term memory where it connects to information already known |
| | D) | from short-term memory, we pay attention to stimuli; then it reaches long-term memory |
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| 3 | |
Mrs. Stroope began to design a lesson plan in her class. She wanted to ensure that students paid attention to the information, so she was sure to address which of the following elements? |
| | A) | to connect learning with prior knowledge or experiences |
| | B) | to make learning pleasant, satisfying, and interesting to students |
| | C) | to provide for different sensory channels and to take differing attention spans into account |
| | D) | all of the above |
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| 4 | |
Mrs. Hood wanted students to specifically remember some important dates in her social studies class, so she paid attention to what the research says about chunking. What is chunking? |
| | A) | rehearsal of information to enhance memory |
| | B) | grouping information in small pieces to enhance memory |
| | C) | memory overload where some information is tossed away |
| | D) | meaningful learning to enhance memory |
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| 5 | |
Mr. Hughes wanted to employ a lesson using reception learning. Which of the following would not be a part of that lesson structure? |
| | A) | presentations or expository lessons |
| | B) | very structured information |
| | C) | advanced organizers |
| | D) | shifting the teaching to the learner |
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| 6 | |
Tenelyia Robinson reminded her class of how past lessons tied in with her science topic of the day. She then cued students to watch closely for a certain piece of information in a video that she showed. Finally, she gave students an outline to fill in during her short lecture presentation. To what do all of these techniques refer? |
| | A) | advanced organizers |
| | B) | reciprocal teaching methods |
| | C) | modeling |
| | D) | discovery learning |
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| 7 | |
One method of learning that cognitive scientists advocate is problem solving. Mrs. Alanez was demonstrating solving problems that involved application of an algorithm. What type of problem was she demonstrating? |
| | A) | an unstructured problem |
| | B) | a problem that is people- or life- related |
| | C) | a well-structured problem |
| | D) | a problem with many answers |
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| 8 | |
Which of the following would not be related to the humanistic school of thought? |
| | A) | teaching students respect and acceptance of each other |
| | B) | providing situations where learners can better understand their feelings and values |
| | C) | actively reinforcing students |
| | D) | providing more individualized learning situations |
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| 9 | |
Eric Metaxas noticed that some students in his class seemed to experience contiguity in some situations. What does this term mean? |
| | A) | a humanistic term that means togetherness |
| | B) | a stimulus-response that occurs so often together that the two become paired |
| | C) | learning by watching others, particularly when rewards are offered |
| | D) | organizing learning in small parts called frames |
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| 10 | |
Alicia Thomas used many rewards in her class, but she also took care to provide exciting learning opportunities. She is using a theory that presumes that humans will do something again if rewarded, or continue to do something that is rewarding in and of itself. What is this theory called? |
| | A) | operant conditioning |
| | B) | classical conditioning |
| | C) | social learning |
| | D) | programmed instruction |
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| 11 | |
Mandy Wright wanted to help some of her students with some particular concepts in math. She wanted to use mastery learning for this. Mastery learning involves all but: |
| | A) | students assuming the role of a teacher. |
| | B) | learning materials at an individual pace. |
| | C) | giving immediate feedback. |
| | D) | establishing a minimum level of proficiency. |
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| 12 | |
In class, Joey is reading a magazine underneath his textbook. Mr. Green, the teacher, walks to the back of the room, and on the way, he catches another student, Jorge, engaged in the same activity. Mr. Green takes the magazine away from Jorge and rails at him for not attending to his work. Joey quietly slips his magazine into his desk. What type of learning has Joey experienced? |
| | A) | classical conditioning |
| | B) | social learning |
| | C) | informational learning |
| | D) | precision teaching |
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