With respect to metacognition, identify two developmental differences that exist between older students and those who are younger.
What will be an ideal response?
Ques. 2You have a class that is composed of 14 African Americans, 5 White Americans, 3 Japanese Americans, and 2 immigrant students from the former South Vietnam. You are beginning a discussion of World War II with your history students. You begin by asking the students to tell you what they think caused the war in the Pacific theater. Kevin Davis immediately says, The bombing of Pearl Harbor.
Sort of, Kristi Sukawa responds, but America was threatening to cut off the flow of oil from the East Indies to Japan. That's what really caused the war. The factor best illustrated in Kevin's and Kristi's comments is the impact diversity has on:
a. retrieval and forgetting.
b. the contents of students' working memories.
c. students' attention and rehearsal.
d. students' prior knowledge.
Ques. 3Another name for characteristics of a concept is:
a. attributes.
b. prototypes.
c. exemplars.
d. nonexamples.
Ques. 4Judy Norquist frequently reminds her students that We're all in this together, and we're all here to help each other learn. During a math lesson, she presents the problem ,One shirt that sells for 40.00 is marked 30 off, and another that sells for 36.00 is marked 20 off. Which shirt is now more expensive? She has the students turn to a partner and discuss a proposed solution to the problem for one minute, and then has individuals suggest solutions, emphasizing that they should explain their thinking in the process. Which of the following is Judy most strongly promoting in her classroom?
a. Sociocultural learning theory
b. Cognitive constructivism
c. A community of learners
d. Situated cognition
Ques. 5With respect to the idea that people construct knowledge, which of the following is the most accurate statement?
a. People construct knowledge because they have been reinforced for demonstrating the knowledge they construct.
b. People construct knowledge because they observe others construct knowledge that is similar.
c. People construct knowledge to be consistent with information they read or hear.
d. People construct knowledge in an attempt to make sense of their experiences.
Ques. 6Jenna and Karen are close friends. Jenna is generally upbeat, with a glass-half-full attitude toward life. Karen tends to be the opposite, and she often interprets events somewhat negatively.
If their behaviors and attitudes are consistent with patterns identified by research, of the following, which is the best description of the influence that Jenna's attitude and outlook on life will have on Karen's emotions?
a. Karen's emotional outlook will become more positive as a result of Jenna's influence.
b. As a result of Jenna's influence Karen will strive to behave in more positive ways, but her emotional outlook will be largely unaffected.
c. Recognizing that Jenna is upbeat and she isn't, Karen is likely to become somewhat irritated with Jenna and will develop a more negative emotional outlook as a result of her social connections with Jenna.
d. People's emotions are largely out of their conscious control, so Jenna's emotional outlook won't influence Karen's emotions one way or the other.
Ques. 7Sophia, one of your students, is a high achieving student who typically displays positive personality traits, such as extraversion, agreeableness, and low neuroticism. She is well thought of and gets along with her peers. . However, she has recently changed quite. She has become withdrawn, she doesn't interact with her classmates, and she looks down and says nothing when you call on her. Normally well groomed, she has been coming to school looking unkempt.
Based on research examining obstacles to healthy development and the evidence presented in the vignette, what is the most likely reason for the abrupt change in Sophia?'
What will be an ideal response?
Ques. 8With additional modeling and several more examples, Emma gradually developed an understanding of the process of adding fractions with unlike denominators and was then able to solve problems on her own. Of the following, how would a cognitive constructivist interpret Emma's development?
a. Emma's increased understanding was a direct result of the social interaction between her, Ava, and her classmates.
b. Emma's equilibrium was disrupted as a result of Ava's explanation and modeling, and, individually, she reestablished it when she learned the procedure for adding fractions with unlike denominators.
c. When Emma was eventually able to add fractions with unlike denominators, she received positive reinforcers for getting the correct answers, and as a result of the reinforcement, she continued to answer correctly.
d. Ava developed a community of learners in her classroom, and the influence of the learning community helped Emma learn the procedure for adding fractions with unlike denominators.
Ques. 9Which of the following best describes the percentage of families below the poverty line in the United States compared to other industrialized nations?
a. Much greater in the United States than in other industrialized nations
b. About the same in the United States as in other industrialized nations
c. Slightly less in the United States than in other industrialized nations
d. Much less in the United States than in other industrialized nations
Ques. 10Of the following guidelines for applying information processing and the model of human memory with her students, which is Karen best demonstrating by displaying the two sentences showing running' being used first as a verb, then as a noun, and finally as an adjective? (Jayden was running across the classroom. Running is a very good form of exercise, and athletes, such as running backs in football, have to be in very good physical shape.)
a. Conduct reviews to activate schemas and check perceptions.
b. Begin learning activities with attention-getting experiences.
c. Develop learners' background knowledge with high-quality representations of content.
d. Interact with students to promote cognitive activity and reduce cognitive load.
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