The textbook describes a study by Bartlett in which college students in England read a Native American ghost story entitled The War of the Ghosts. From Bartlett's results, we can conclude that students who read a story written from the perspective of a culture different from their own are likely to:
A) Reject the story as being ridiculous or far-fetched.
B) Form unwarranted and prejudicial attitudes about people from the other culture.
C) Interpret the story in a way that's more consistent with their own culture.
D) Construct a more multicultural perspective of the world.
Ques. 2Which one of the following teaching strategies best illustrates many educational psychologists' belief that, in some situations, less is more?
A) Provide a general overview of a topic before discussing it in depth.
B) Present general ideas about a topic but minimize the use of supporting details.
C) Teach fewer topics, but teach each one more thoroughly.
D) Teach classroom material in short intervals of time, with lessons typically lasting 30 minutes at the most.
Ques. 3If you wanted to help students learn something by using a mnemonic, which one of the following sentences would you use?
A) Area equals length times width is the formula for calculating the area of a rectangle.
B) Do unto others as you would have them do unto you is the Golden Rule.
C) My very energetic mother just slugged Uncle Norton tells us the eight planets in the solar system.
D) Washington, Adams, Jefferson, Madison, Monroe, and Adams are the first six presidents of the United States.
Ques. 4Which one of the following statements best describes the notion of conceptual understanding?
A) Students learn all the facts that a teacher or textbook presents related to a topic.
B) Students suddenly realize that a particular belief they have is incorrect.
C) Students can describe two opposing perspectives about a controversial issue.
D) Students learn ideas related to a topic in a meaningful and integrated fashion.
Ques. 5Only one of the following teaching practices is consistent with what we know about working memory. Which one?
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 try to focus on main ideas rather than try to remember every detail.
C) Ms. Constas suggests that students in her Russian class listen to Russian audiotapes while they sleep.
D) Mr. Dominowski urges his students to put information for tomorrow's test in their short-term memories.
Ques. 6When beginning a unit on the digestive system with his fourth graders, Mr. Macum asks his students, What happens when you chew your food? Your teeth are working hard, to be sure. But what else does your mouth do when it has food in it? Mr. Macum is using a strategy known as:
A) Prior knowledge activation.
B) The keyword method.
C) Verbal mediation.
D) A script.
Ques. 7Ms. Iwata has a long-term goal for her science students: to consider what they have learned about science as they deal with issues and problems in their daily lives. What teaching strategy will best help her students retrieve relevant scientific principles when they need them the most?
A) Make sure that students study those principles in a no-anxiety situation.
B) Associate those principles with as many real-life situations as possible.
C) Maximize the use of concrete materials, and minimize the use of abstract ideas.
D) Maximize the use of abstract ideas, and minimize the use of concrete materials.
Ques. 8Three of the following mathematics teachers are using techniques that should help their students remember information. Which one is using a relatively ineffective technique?
A) Mr. Allen uses wooden blocks and diagrams to help students understand how the volume of a cube is calculated.
B) Ms. Batchelder asks students to think of real-life problems requiring the use of multiplication.
C) Mr. Constanza shows his students how division is simply the reverse of multiplication.
D) Ms. Davenport asks her students to memorize textbook definitions of eight geometric figures.
Ques. 9Lucy sees a boy who looks very familiar to her, but she can't remember who he is. Then the boy says something with a thick French accent, and Lucy suddenly realizes that he is the foreign exchange student from France. In this situation, the boy's French accent helps Lucy remember by:
A) Providing a retrieval cue.
B) Evoking a visual image.
C) Helping her elaborate on stored information.
D) Facilitating a reorganization of her long-term memory.
Ques. 10The textbook recommends a number of strategies for increasing students' attention in the classroom. Which one of the following alternatives, while possibly beneficial for other reasons, is not necessarily recommended as a strategy for increasing attention?
A) Follow a predictable routine every day.
B) Vary classroom presentation methods.
C) Encourage note taking.
D) Provide concrete manipulatives with which students can discover some ideas for themselves.
Ques. 11Jenny is taking a quiz that asks for the chemical symbols of 20 elements. She remembers 19 of them but cannot remember the symbol for mercury. As she walks home from school, she suddenly remembers that the symbol for mercury is Hg. Jenny's memory problem during the quiz can best be explained in terms of:
A) The effects of misconceptions.
B) Reconstruction error.
C) Decay.
D) Failure to retrieve.
Ques. 12To remind her first-grade son Kevin to bring his umbrella home from school, his mother pins a drawing of an umbrella to Kevin's jacket collar. Kevin's mother is helping him remember the umbrella through the use of:
A) A superimposed meaningful structure.
B) A retrieval cue.
C) The keyword method.
D) Verbal mediation.
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