Peter and Paul are both listening to the same lecture. Peter is trying to learn the information being presented so that he can remember it later on. Paul is listening closely but not necessarily trying to remember it. From a levels-of-processing perspective, we would predict that:
a. Peter is engaging in incidental learning, so will probably remember more.
b. Paul is likely to process the information at a deeper level, so will probably remember more.
c. Both boys will remember the same amount if they process the information in the same way.
d. Both boys will remember the same amount if they are equally alert.
Ques. 2Three of the following teachers are practicing principles from contemporary memory theory. Which teacher is not?
a. Mr. Adamson tells his students that, with practice, they will be able to do complicated long division problems in their heads.
b. Ms. Borelli tells her students that they should not try to remember every detail in their 100-page reading assignment, but instead should focus on main ideas.
c. Mr. Canton makes sure that students are paying attention before he begins an explanation of photosynthesis.
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. 3Which one of the following statements best describes an activation model of memory?
a. Information is more effectively encoded when it is acted out (for example, through role playing) at the time of storage.
b. What you are thinking about is activated; other things stored in your memory are in an inactive state.
c. You must repeat information several times if it is to be stored effectively.
d. Different pieces of information in memory interact with one another, so that you often remember something differently from how which you first stored it.
Ques. 4Each of the following teachers is reviewing materials their students will need to know for the upcoming final exam. Three of the following teachers are reviewing in a way that is sensitive to their students cognitive load capacity? Which teacher is not?
a. Mr. Andrews puts all of the information students will need to know for the exam on the board and instructs the students to copy it into notes.
b. Mr. Brown presents the information separated into sections. He completes one section before moving on to the next.
c. Mr. Carey presents the information slowly and includes many examples and illustrations.
d. Mr. Daniels stops and repeats difficult concepts and often re-words confusing information.
Ques. 5The textbook recommends a number of ways in which to increase students' attention in class. Which one of the following is not recommended?
a. Ask questions frequently.
b. Vary the method of presentation.
c. Place easily distractible students near the teacher.
d. Have several different activities going on simultaneously.
Ques. 6Which one of the following kinds of knowledge is least likely to be dependent on active, conscious processing to be learned? Base your choice on research findings presented in the textbook.
a. Knowing that Los Angeles is approximately 3,000 miles from New York.
b. Knowing how to start a fire using crumpled newspaper and small twigs.
c. Knowing that football, lighthouse, and airport are all compound words.
d. Knowing that the word cat appears in speech more often than feline.
Ques. 7Which one of the following pairs illustrates two different levels of processing?
a. Deciding whether bear rhymes with chair; deciding whether bear rhymes with deer.
b. Deciding whether bear rhymes with chair; deciding whether actual rhymes with natural.
c. Deciding whether bear rhymes with chair; thinking about how a bear and a dog are similar.
d. Thinking about how a bear and a dog are similar; thinking about how a chair and a table are similar.
Ques. 8Several sources of evidence have been used to address the question of whether working memory and long-term memory are separate entities. Which one of the following is not a source of evidence that has been used for this purpose?
a. The serial learning curve
b. The behaviors of people who have sustained brain injuries
c. The form in which information is stored in different memory tasks
d. People's descriptions of how they remember information
Ques. 9Mr. Wagner stands in front of the class explaining the process of evolution. Ellen is sitting in the front row, but her mind is on the fight she had with her best friend just before class. Based on this information, how far in Ellen's memory system did Mr. Wagner's lecture get?
a. It reached the sensory register.
b. It reached working memory.
c. It reached long-term memory.
d. It never got into the memory system at all.
Ques. 10To prepare for his test on Tuesday morning, Harvey studied on Monday night. He remembered the information long enough to do well on the test on Tuesday but could not remember it for a surprise quiz a week later. Based on this information, how far in Harvey's memory system did the information get?
a. It reached the sensory register.
b. It reached working memory.
c. It reached long-term memory.
d. It never got into the memory system at all.
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