Three of the following examples reflect the use of metacognition in problem solving. Which one shows ...

Three of the following examples reflect the use of metacognition in problem solving. Which one shows little or no metacognition?
 
  a. When Allan discovers that his homework assignment in social studies involves an especially ill-defined and difficult problem, he realizes that he will have to devote a considerable amount of time to the assignment.
  b. Brendan is replacing an old, single-paned window in his home with a new, double-paned window unit. Before he begins to work, he thinks about the steps he will need to take and jots down the tools and materials he will need to purchase.
  c. Clyde is working on a series of word problems after a unit on multiplication of two-digit numbers. To complete the task as quickly as possible, he simply multiplies the two numbers he sees in each problem; he doesn't bother to read the problems themselves.
  d. When Duncan's chemistry teacher assigns a challenging problem that she wants her students to address in chemistry lab, Duncan feels confident that he has both the knowledge and skills to solve the problem successfully if he works slowly and carefully.

Ques. 2

From the perspective of information processing theory, incubation facilitates problem solving primarily by:
 
  a. enhancing attentional focus on the problem to be solved
  b. slightly expanding the capacity of working memory
  c. enabling a more expansive search of long-term memory
  d. increasing one's ability to engage in meansends analysis

Ques. 3

Which one of the following examples most clearly illustrates the role of retrieval in problem solving?
 
  a. Arnie is trying to solve a physics problem on a classroom test. He is so anxious that he can't recall the problem-solving strategies he needs.
  b. Bradley is looking for something to haul water but doesn't have a bucket. He fails to realize that his plastic wastebasket could easily carry water.
  c. Charlie is doing a series of addition problems. He overlooks the subtraction sign on the last problem and so adds when he should subtract.
  d. Doug is angry that another boy stole his bicycle. Rather than report the theft to the police, he steals a bicycle from someone else.

Ques. 4

Perry is trying to solve the following riddle: What creature walks first on four legs, then two, then three? He repeatedly tries to think of an animal that might walk on three legs, but he can only think of animals that walk on either two or four legs. Finally, he is told the correct answer: a human being, who crawls, then walks, then walks with a cane. Which one of the following is the most likely explanation of Perry's difficulty?
 
  a. He has encoded the problem with too narrow a definition of legs.
  b. He doesn't have enough working memory capacity.
  c. He doesn't have a sufficient knowledge base.
  d. He is suffering from functional fixedness.

Ques. 5

Sheila is a physicist who has been successfully solving physics problems for years. Tamara is a beginning physics student. Which one of the following differences between Sheila and Tamara are we most likely to see in terms of how they approach physics problems?
 
  a. Sheila is more likely than Tamara to make sure the problems are well-defined before she begins to solve them.
  b. Sheila is more likely than Tamara to classify problems based on their superficial characteristics.
  c. Sheila is apt to retrieve less information from long-term memory than Tamara retrieves.
  d. Sheila is more likely than Tamara to have functional fixedness when she works on problems.

Ques. 6

Which one of the following statements best describes the perspective known as theory theory?
 
  a. The ways in which people categorize their experiences usually have little relevance to physical reality.
  b. In the preschool years, children develop concrete understandings of events; these understandings become increasingly abstract as they reach adolescence.
  c. People develop general belief systems about how certain aspects of the world operate.
  d. People form hypotheses about the defining features and correlational features of a concept and then test those hypotheses against specific examples of the concept that they encounter.

Ques. 7

From the textbook's perspective, what is a key advantage of developing schemas and scripts?
 
  a. They reduce the amount of information we need to acquire in order to make sense of a situation.
  b. They increase the likelihood that we will perceive a situation accurately.
  c. They enable us to bypass working memory and store information directly in long-term memory.
  d. They decrease the need for meaningful learning.