Which of the following is not a suggestion for facilitating transfer in the classroom?
a. Organize information into a coherent structure
b. Always maintain the same contextual setting for instruction and testing
c. Help students to find the general features that are common to similar problem types
d. Test the ability to apply information to new situations rather than just testing specific lessons
Question 2Angela was watching her favorite cartoon one morning when her favorite character stacked a bunch of boxes one on top of the other to build a stepladder so she could reach a toy on a high shelf. Later, Angela wanted a cookie that her mother had placed in a high cabinet, so she built a makeshift ladder from two boxes. This is an example of
a. planning. c. representing.
b. transferring. d. inferring.
Question 3Children display transfer processing when they are able to
a. solve a tower of Hanoi problem.
b. use a symbol to represent an object.
c. use knowledge gained in one situation to solve a similar problem in a new situation.
d. use a retrieval cue to recall a memory.
Question 4One essential element in higher-order thinking is the ability to use what you have learned in one situation and apply it to other similar situations. In other words, ________ is a key factor in the development of higher-order thinking.
a. inference c. transfer
b. computation d. reversibility
Question 5________ may enhance learning because it provides experience with a variety of problem-solving strategies.
a. Mentoring c. Computation
b. Variability d. Transference
Question 6As children become more confident about their approach, they are more likely to ________ when solving addition problems.
a. use memory as opposed to finger counting
b. use variability combined with experience
c. use single approach strategies
d. use finger counting with inner speech
Question 7A mature problem solver is one who
a. has little or no difficulty in solving a problem.
b. has a small but effective set of problem-solving strategies.
c. is able to plan the exact strategy required to solve a problem at the beginning.
d. is able to generate new strategies and employ them while solving a problem.
Question 8In Siegler's work on children's use of strategies in solving addition problems, he found that children
a. always rely on the same strategy.
b. do not use any reliable strategies until the second grade.
c. use inappropriate strategies more often than appropriate ones.
d. often rely on more than one strategy.
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