Three of the following are accurate statements about how students' epistemic beliefs influence ...

Three of the following are accurate statements about how students' epistemic beliefs influence their approach to studying and learning. Which statement is not accurate?
 
  a. Students who believe that knowledge consists of a collection of discrete facts, rather than an interrelated set of ideas, are likely to engage in rote learning of classroom material.
  b. Students who believe that learning is a gradual process are more likely to use a variety of learning strategies and to persist in their learning efforts until they have mastered what they are studying.
  c. Students who believe that knowledge is a certain entitythat facts and ideas are definitely either right or wrongare more like likely to jump to quick conclusions from the things they hear and read.
  d. Students who believe that knowledge is something that comes from authority figures, rather than being constructed by the learner, are more likely to be actively, cognitively engaged in their learning tasks.

Ques. 2

Which one of the following definitely illustrates theory of mind in a preschooler?
 
  a. Casey asks his friend Julia, Did you forget what I told you yesterday?
  b. Although he cannot yet read, Manuel enjoys looking at picture books.
  c. Liza frowns and complains to her mother, My head hurts really bad
  d. Toula tells her playmate Joey all about her camping trip over the weekend.

Ques. 3

Of the many learning and study strategies students might use, covert strategies are ultimately more beneficial than overt strategies. Which one of the following is a covert strategy?
 
  a. Elaboration
  b. Note taking
  c. Outlining
  d. Writing a summary

Ques. 4

Mnemonics probably facilitate memory in a number of ways. Which one of the following is not a potential advantage of mnemonics?
 
  a. They relate new information to what a person already knows.
  b. They expand the capacity of working memory.
  c. They help organize information.
  d. They provide retrieval cues.

Ques. 5

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 from the station. Norman's technique illustrates the use of:
 
  a. an external retrieval cue
  b. the keyword method
  c. the pegword method
  d. verbal mediation

Ques. 6

Mr. James gives weekly quizzes in his social studies classes. Which one of the following boys is most likely to develop learned helplessness about his performance on those quizzes?
 
  a. Alan usually gets As on the quizzes, but he once wrote down the wrong reading assignment and so failed a quiz over material he hadn't read.
  b. Benjamin studies very hard, but due to a reading disability he has trouble understanding what he reads and usually fails the quizzes in spite of his efforts.
  c. Corin never studies for the quizzes because he thinks social studies is a boring subject.
  d. Darren usually gets at least a C on the quizzes, but he rarely does as well as his friend Eddie.

Ques. 7

Three of the following statements accurately describe how a child can acquire learned helplessness in a particular domain. Which statement is not a likely explanation of learned helplessness?
 
  a. A child has consistently focused on mastery goals, without regard for important performance goals.
  b. A child has consistently encountered failure despite hard work and persistence.
  c. A parent has consistently encouraged a child to give up when success doesn't come quickly and easily.
  d. A child sees most or all peers consistently encountering failure in the domain.

Ques. 8

One of the history teachers below is violating a principle recommended for promoting long-term memory storage during instruction. Which teacher is doing so?
 
  a. Mr. Annenberg explains to his students how the American Revolution was an almost inevitable outcome of certain English policies at the time.
  b. Ms. Bartholomew begins her discussion of the American Civil War by drawing some parallels between it and something the class has already studiedthe American Revolution.
  c. At the beginning of a unit on World War I, Mr. Cortez gives his students several questions they should be able to answer at the end of the unit.
  d. Ms. DeLuca talks in a relaxed conversational style, describing different battles of World War II as they come to mind.

Ques. 9

Three of the following teachers are using strategies that should help students effectively learn and remember information. Which one is not necessarily promoting effective cognitive processing?
 
  a. Mr. Ayotte helps students identify important ideas in their textbooks.
  b. Ms. Bertinelli has students repeat definitions of new vocabulary words out loud.
  c. Mr. Canton explains the rationale underlying a complex problem-solving procedure.
  d. Ms. Darwin talks about how famous battles in history are in some ways similar to the fights students sometimes have on the playground.

Ques. 10

Which one of the following best illustrates the use of a concept map?
 
  a. Mr. Alexander puts the words force, gravity, velocity, acceleration, and time on the chalkboard; she then draws lines between pairs of related words and describes the relationships.
  b. Ms. Blanchard draws a chart listing the sequence of events leading up to World War II in chronological order.
  c. Mr. Calvin draws a chart showing the hierarchy that biologists use to classify animals; his chart includes vertebrates, invertebrates, mammals, fish, birds, mollusks, crustaceans, and so on.
  d. Ms. Dubroski lists the characteristics of the canine family in biology.