A third-grade class spends several weeks learning how to solve story problems (e.g., a girl buys three candy bars for 66 cents apiece. She gives the clerk five dollars. How much change should she receive?) that involve addition, subtraction, multiplication, and division. A week after the last lesson the teacher tests the class by giving them several story problems to solve that involve different situations but require use of one or more of the four arithmetic processes. This is an example of

a. far transfer. c. high-road transfer.

b. general transfer. d. near transfer.

Ques. 2Students who have a strong sense of self-efficacy will likely

a. abandon tasks when progress becomes difficult because they tend to be perfectionists.

b. avoid novel tasks because they are not able to conceptualize the probability of success over failure.

c. ask a teacher for help as soon as a task becomes difficult because they are very realistic about their abilities and limitations.

d. have high expectations of success and, therefore, persist on a given task even when it becomes difficult.

Ques. 3A student is taught how to create concept maps for the chapters of his history textbook. A few days later and without prompting, he creates concept maps for the content of his social studies textbook. This type of behavior is an example of

a. near transfer. c. general transfer.

b. far transfer. d. high-road transfer.

Ques. 4A student who has a moderately strong degree of self-efficacy for solving math problems will likely

a. persist on a mathematical task until success is attained or corrective feedback is given.

b. abandon a math task at the first sign of difficulty.

c. avoid obviously difficult math problems because she is realistic about her possibilities for success.

d. attempt to solve the problems that appear easy and then guess on the others so that he does not establish a pattern of failure.