From a Vygotskian perspective, scaffolding serves what purpose in instruction?
a. It gives children an idea of what they need to do to get good grades.
b. It keeps school tasks within children's actual developmental levels.
c. It lets children learn by watching one another.
d. It supports children as they perform difficult tasks.
Ques. 2As a high school music teacher plays a recording of Ferde Grof's symphony Grand Canyon Suite for his class, he asks his students to visualize scenes that Grof tried to capture with music: a sunrise over the Grand Canyon, a burro ride down a winding trail, a thunderstorm, and so on. From a Vygotskian perspective, this lesson could best be described as:
a. Guided participation
b. A mediated learning experience
c. A lesson at students' actual developmental level
d. A lesson at students' level of potential development
Ques. 3Which one of the following children is definitely working in his or her zone of proximal development?
a. Arnold uses correct grammar and punctuation when he writes short stories.
b. Berta is beginning to learn basic woodworking techniques. She has trouble hammering a nail straight into a piece of wood unless her teacher stands beside her, helping her and reminding her of what to do.
c. Calvin is playing the clarinet in the band. He finds that he can more easily keep the appropriate tempo if he taps the beat with his foot.
d. Doreen finds it virtually impossible to solve mathematical word problems, even when her teacher gives her helpful hints.
Ques. 4Mr. Johnson teaches a class of twenty 7- and 8-year-old second graders. His goal for the upcoming school year is to help at least 50 of his students reach formal operations. From the perspective of Piaget's theory, we would expect that Mr. Johnson's goal is:
a. An easy one to attain
b. Almost impossible to attain
c. Attainable only if he emphasizes abstract reasoning throughout the school year
d. Attainable only if his students have had enriching educational experiences throughout infancy and early childhood
Ques. 5Mr. Remick asks 9-year-old Anne to divide a pitcher of lemonade equally between two glasses, one each for her and her friend Kate. The two glasses are different shapes, with Anne's being tall and thin and Kate's being short and wide. After Anne pours the lemonade, Mr. Remick says to her, Look, the lemonade in your glass is higher than the lemonade in Kate's glass. Did you give yourself more than you gave Kate? No, Anne replies, my glass is skinnier. Mr. Remick continues to ask Anne questions to determine how well she understands that height compensates for width in this situation. Mr. Remick's strategy can best be described as illustrating:
a. Equilibration
b. Class inclusion
c. Reciprocal teaching
d. The clinical method
Ques. 6As Valerie grows older, she becomes increasingly proficient in a variety of tasks involving spatial reasoning, including drawing three-dimensional figures, solving geometry problems, and predicting where balls are apt to go when she hits them in a tennis game. From a neo-Piagetian perspective, Valerie's simultaneous progress in these diverse areas suggests that she:
a. Is in a state of equilibrium
b. Is in her zone of proximal development for spatial tasks
c. Can assimilate diverse spatial tasks into a single mega-scheme
d. Has a central conceptual structure for spatial relationships
Ques. 7From Piaget's perspective, children are:
a. Eager to interact with and make sense of their world
b. Most likely to learn things that bring about desirable consequences
c. Most likely to learn when parents and teachers entice them to do so
d. More likely to develop cognitively in a formal school setting than at home
Ques. 8Larger systems of mental processes are known as:
a. Schemes
b. Operations
c. Scripts
d. Constructive processes
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