Three of the following are aspects of self-regulation as psychologists define the term. Which one is ...

Three of the following are aspects of self-regulation as psychologists define the term. Which one is not necessarily an aspect of self-regulation?
 
  A) Reading an assigned textbook chapter
  B) Embellishing on a boring task to make it more enjoyable
  C) Deciding whether one's own behavior is within an acceptable range
  D) Reinforcing oneself for successful performance

Ques. 2

Three of the following teaching strategies are likely to help students acquire a conceptual understanding of classroom subject matter. Which strategy, though possibly beneficial for other reasons, is least likely to promote conceptual understanding?
 
  A) Exploring a topic in depth
  B) Developing automaticity of basic skills
  C) Asking students to teach a topic to a classmate
  D) Showing students how several ideas are logically interrelated

Ques. 3

Three of the following children have been diagnosed as having attention-deficit hyperactivity disorder. Which one is least likely to have ADHD?
 
  A) Eva daydreams in class a lot. She tends to stare at books without reading them, and her teacher often needs to repeat the same instructions several times.
  B) Martin rarely stays in his seat for more than 10 minutes, and his hands are always fidgeting with something. He needs frequent reminders to get back on task, and transitions are challenging for him.
  C) Caroline turns her head toward every sound she hears. The sound of a pencil dropping catches her attention as easily as a fire alarm. Often she is so engrossed in listening to happenings in the hall or across the room that she doesn't hear someone who is speaking directly to her.
  D) Ben is consistently on the honor roll at school. His favorite times of day are recess and gym because he enjoys physical activity. It's hard for him to sit still on rainy afternoons when he hasn't had a chance to burn off some energy.

Ques. 4

Three of the following examples illustrate specific strategies that can be effective in helping students with learning disabilities learn classroom material. Which strategy is least likely to be effective with these children?
 
  A) Russell's teacher suggests that he listen to his favorite radio station while he studies for tomorrow's spelling test.
  B) Nattie's teacher shows her how to use a weekly calendar to keep track of what assignments she needs to complete and when they are due.
  C) Josie's teacher gives her special memory tricks to help her remember how to spell certain words (e.g., The principal is my pal).
  D) Vern's history teacher loans Vern a videotape that depicts some of the historical events about which the class is reading.

Ques. 5

Choose a topic on which you might give a short explanation or lecture to students. With effective memory storage processes in mind, describe three different strategies you might use to help students store the information in their long-term memories easily and effectively. Using information processing theory, give a theoretical rationale for each of the strategies you propose.
 
  What will be an ideal response?

Ques. 6

Many psychologists believe that human memory has three components. Describe each of these components, including both its capacity and its duration. Explain how students must process information so that it arrives at the third and final component.
 
  What will be an ideal response?

Ques. 7

Describe what psychologists mean by the terms schema and script, and illustrate each of these concepts with a concrete example. Then explain how schemas and scripts sometimes play a role in learning and knowledge construction.
 
  What will be an ideal response?

Ques. 8

Describe what psychologists mean when they say that attention and working memory have a limited capacity. Discuss an implication of this limited capacity for students' learning.
 
  What will be an ideal response?

Ques. 9

The textbook suggests that students often engage in rote learning rather than meaningful learning of school subject matter because:
 
  A) It is human nature to do so unless taught otherwise.
  B) Rote learning is more effective than meaningful learning for children younger than age 10.
  C) Information learned at a rote level is stored in working memory more quickly.
  D) Classroom assessment practices often encourage it.

Ques. 10

Ms. Rushing, a middle school science teacher, wants her students to develop a good understanding of principles related to the concepts of force and velocity. Three of the following strategies should help her students construct such an understanding. Which strategy would educational psychologists be least likely to advocate for promoting effective knowledge construction related to force and velocity?
 
  A) Have students experiment with objects to observe the effects that force has on velocity.
  B) Perform classroom demonstrations that illustrate the concepts of force and velocity, and have students discuss alternative interpretations of the phenomena they observe.
  C) Have students apply principles of force and velocity to a task in which they must move a heavy object across the room.
  D) Make sure that students can recite definitions of both force and velocity and can repeat basic principles regarding how the two are interrelated.

Ques. 11

Which one of the following statements is consistent with the textbook's recommendations for promoting retrieval?
 
  A) Teach students how to create and use their own retrieval cues.
  B) Show students how to use the keyword method to help them remember lists of 10 items or more.
  C) Spend approximately two-thirds of each class day reviewing things that students already know.
  D) At the secondary school level, always use essay tests rather than multiple-choice tests.