Question 1

Three of the following students are using metacognitive strategies while reading. Which one is not necessarily using a metacognitive strategy?

Accepted Answer

A)  Darnell always thinks about what he wants to learn from a textbook before he begins to read it. 
B)  Josie likes to guess what an author will say before she starts reading; she continues to revise her guesses as she goes along. 
C)  Pablo prefers to read out loud so he can hear what the words sound like. 
D)  Keiko ignores parts of the text that don't relate to her purpose for reading. 
A)  Darnell always thinks about what he wants to learn from a textbook before he begins to read it. 
B)  Josie likes to guess what an author will say before she starts reading; she continues to revise her guesses as she goes along. 
C)  Pablo prefers to read out loud so he can hear what the words sound like. 
D)  Keiko ignores parts of the text that don't relate to her purpose for reading.

Question 2

Theorists have offered a number of suggestions regarding how teachers might help students develop better summaries of classroom subject matter. Which one of the strategies below do they not recommend?

Accepted Answer

A)  Have students identify the most important ideas and then find information that supports each idea. 
B)  Have students look for and delete ideas that seem relatively trivial. 
C)  Begin by having students read exceptionally difficult texts, so that they acquire an appreciation for the value of summarizing. 
D)  Have students compare their summaries with one another and discuss their reasons for choosing some ideas as being more important than others. 
A)  Have students identify the most important ideas and then find information that supports each idea. 
B)  Have students look for and delete ideas that seem relatively trivial. 
C)  Begin by having students read exceptionally difficult texts, so that they acquire an appreciation for the value of summarizing. 
D)  Have students compare their summaries with one another and discuss their reasons for choosing some ideas as being more important than others.

Question 3

Concept maps, whether constructed by students or teachers, have several advantages. Which one of the following is not necessarily an advantage of concept maps?

Accepted Answer

A)  They help students learn classroom material more meaningfully. 
B)  They help teachers identify misconceptions that students may have about the material. 
C)  They provide a means through which students can visually as well as verbally encode relationships among ideas. 
D)  They encourage cooperative learning because they can be constructed only when two or more students work together. 
A)  They help students learn classroom material more meaningfully. 
B)  They help teachers identify misconceptions that students may have about the material. 
C)  They provide a means through which students can visually as well as verbally encode relationships among ideas. 
D)  They encourage cooperative learning because they can be constructed only when two or more students work together.

Question 4

Three of the following examples are consistent with how epistemic beliefs typically change as learners grow older. Which one is not consistent with typical developmental trends in epistemic beliefs?

Accepted Answer

A)  Anna used to think that studying history involved memorizing facts-names, dates, places, etc. She now believes that studying history involves learning interrelationships among historical events-how one event led to another, and so on. 
B)  Beatrice used to think that scientists might have different but possibly equally valid views of how the world operates. She now believes that there is probably only one correct explanation-one that scientists will eventually determine. 
C)  Charmaine used to think that if she was going to learn a particular mathematical concept, she would learn it either quickly or not at all. She now believes that her understanding of particularly difficult math concepts may evolve slowly over time and require considerable effort on her part. 
D)  Delores used to think that people were naturally either "good at" or "not good at" learning a foreign language. She now believes that successful learning results more from persistence and hard work. 
A)  Anna used to think that studying history involved memorizing facts-names, dates, places, etc. She now believes that studying history involves learning interrelationships among historical events-how one event led to another, and so on. 
B)  Beatrice used to think that scientists might have different but possibly equally valid views of how the world operates. She now believes that there is probably only one correct explanation-one that scientists will eventually determine. 
C)  Charmaine used to think that if she was going to learn a particular mathematical concept, she would learn it either quickly or not at all. She now believes that her understanding of particularly difficult math concepts may evolve slowly over time and require considerable effort on her part. 
D)  Delores used to think that people were naturally either "good at" or "not good at" learning a foreign language. She now believes that successful learning results more from persistence and hard work.

Question 5

Intentional learning, as described in the textbook, would be most important for which one of the following learning tasks?

Accepted Answer

A)  Revising previously inaccurate understandings of scientific phenomena 
B)  Learning how to spell words that violate common English letter-sound relationships e.g., the term hors d'oeuvre) 
C)  Learning that performance on classroom tests is usually better if one studies a little bit every night rather than cramming at the last minute 
D)  Learning how to ask grammatically correct questions in the English language 
A)  Revising previously inaccurate understandings of scientific phenomena 
B)  Learning how to spell words that violate common English letter-sound relationships e.g., the term hors d'oeuvre) 
C)  Learning that performance on classroom tests is usually better if one studies a little bit every night rather than cramming at the last minute 
D)  Learning how to ask grammatically correct questions in the English language

Question 6

Three of the following are characteristics of self-regulated learning. Which one is not necessarily a characteristic associated with self-regulated learning?

Accepted Answer

A)  Trying to focus one's attention on the task at hand 
B)  Figuring out how best to use the time one has to accomplish a particular learning task 
C)  Wanting to learn something even though there is no external reward for learning it 
D)  Working hard to achieve the instructional objectives the teacher has described 
A)  Trying to focus one's attention on the task at hand 
B)  Figuring out how best to use the time one has to accomplish a particular learning task 
C)  Wanting to learn something even though there is no external reward for learning it 
D)  Working hard to achieve the instructional objectives the teacher has described

Question 7

Three of the following statements are accurate with regard to students' and/or teachers' epistemic beliefs. Which statement is not accurate?

Accepted Answer

A)  Students' criteria for determining the truth or validity of an idea influence the extent to which they engage in critical thinking. 
B)  Students are more likely to develop sophisticated epistemic beliefs when they have an opportunity to study a particular subject matter at an advanced level. 
C)  Students who believe that knowledge is fixed and simple tend to achieve at higher levels in the classroom. 
D)  Teachers who believe that learning involves primarily memorization and rehearsal are more likely to focus on lower-level skills in their assignments and assessment practices. 
A)  Students' criteria for determining the truth or validity of an idea influence the extent to which they engage in critical thinking. 
B)  Students are more likely to develop sophisticated epistemic beliefs when they have an opportunity to study a particular subject matter at an advanced level. 
C)  Students who believe that knowledge is fixed and simple tend to achieve at higher levels in the classroom. 
D)  Teachers who believe that learning involves primarily memorization and rehearsal are more likely to focus on lower-level skills in their assignments and assessment practices.

Question 8

Of the many learning and study strategies students might use, covert strategies are ultimately more beneficial than overt strategies. Which one of the following is a covert strategy?

Accepted Answer

A)  Elaboration 
B)  Note taking 
C)  Outlining 
D)  Writing a summary 
A)  Elaboration 
B)  Note taking 
C)  Outlining 
D)  Writing a summary

Question 9

One valuable study skill is the ability to distinguish between important and unimportant information in the material being studied. Three of the following statements are reasons that students at all levels often have trouble identifying important information. Which one is not a valid explanation of why students have such trouble?

Accepted Answer

A)  Students may have insufficient prior knowledge with which to make educated decisions about what is important. 
B)  The very nature of the reading process is such that students inevitably give equal attention to every piece of information that is on the page. 
C)  A textbook may give few if any signals about what things are most important to learn and remember. 
D)  Students often use relatively superficial characteristics of the material e.g., words in boldface print) as an indicator of what's important. 
A)  Students may have insufficient prior knowledge with which to make educated decisions about what is important. 
B)  The very nature of the reading process is such that students inevitably give equal attention to every piece of information that is on the page. 
C)  A textbook may give few if any signals about what things are most important to learn and remember. 
D)  Students often use relatively superficial characteristics of the material e.g., words in boldface print) as an indicator of what's important.

Question 10

When students are reading a textbook, their comprehension monitoring is most effective if it occurs:

Accepted Answer

A)  Before they read a passage 
B)  Immediately after they've read a passage 
C)  Several minutes or hours after they've read a passage 
D)  Both immediately after they've read a passage and also at some later time 
A)  Before they read a passage 
B)  Immediately after they've read a passage 
C)  Several minutes or hours after they've read a passage 
D)  Both immediately after they've read a passage and also at some later time

Question 11

Considering trends in metacognitive development, only one of the following statements is accurate. Which one?

Accepted Answer

A)  Learners of all ages generally know the things they know and the things they don't. 
B)  Elementary students have a better sense of what they do and don't know than high school students do. 
C)  Students tend to know many things that they don't realize they know. 
D)  Students across the K-12 grade span often think they know things that they really don't know. 
A)  Learners of all ages generally know the things they know and the things they don't. 
B)  Elementary students have a better sense of what they do and don't know than high school students do. 
C)  Students tend to know many things that they don't realize they know. 
D)  Students across the K-12 grade span often think they know things that they really don't know.

Question 12

Three of the following are accurate statements about how students' epistemic beliefs influence their approach to studying and learning. Which statement is not accurate?

Accepted Answer

A)  Students who believe that knowledge consists of a collection of discrete facts, rather than an interrelated set of ideas, are likely to engage in rote learning of classroom material. 
B)  Students who believe that learning is a gradual process are more likely to use a variety of learning strategies and to persist in their learning efforts until they have mastered what they are studying. 
C)  Students who believe that knowledge is a certain entity-that facts and ideas are definitely either right or wrong-are more like likely to jump to quick conclusions from the things they hear and read. 
D)  Students who believe that knowledge is something that comes from authority figures, rather than being constructed by the learner, are more likely to be actively, cognitively engaged in their learning tasks. 
A)  Students who believe that knowledge consists of a collection of discrete facts, rather than an interrelated set of ideas, are likely to engage in rote learning of classroom material. 
B)  Students who believe that learning is a gradual process are more likely to use a variety of learning strategies and to persist in their learning efforts until they have mastered what they are studying. 
C)  Students who believe that knowledge is a certain entity-that facts and ideas are definitely either right or wrong-are more like likely to jump to quick conclusions from the things they hear and read. 
D)  Students who believe that knowledge is something that comes from authority figures, rather than being constructed by the learner, are more likely to be actively, cognitively engaged in their learning tasks.

Question 13

A student who has an illusion of knowing is likely to:

Accepted Answer

A)  Know the general meaning of material but not be able to repeat it verbatim 
B)  Elaborate on hard-to-remember material 
C)  Undergo conceptual change 
D)  Express surprise about a low exam score 
A)  Know the general meaning of material but not be able to repeat it verbatim 
B)  Elaborate on hard-to-remember material 
C)  Undergo conceptual change 
D)  Express surprise about a low exam score

Question 14

Norman is studying Chinese and needs to remember that the word for "exit" is chu, so he remembers the sentence The choo-choo train is exiting from the station. Norman's technique illustrates the use of:

Accepted Answer

A)  an external retrieval cue 
B)  the keyword method 
C)  the pegword method 
D)  verbal mediation 
A)  an external retrieval cue 
B)  the keyword method 
C)  the pegword method 
D)  verbal mediation

Question 15

The textbook identifies several elements of self-regulated learning. Describe at least five characteristics that self-regulated learners are likely to have.

Accepted Answer

Self-regulated learners are likely to ha

Question 16

In which one of the following examples is metacognition most clearly illustrated?

Accepted Answer

A)  Mary knows all the letters of the alphabet before she begins kindergarten. 
B)  Fran knows how much of a book she is likely to remember a month later. 
C)  Billy can read fourth-grade-level books when he's only 6 years old. 
D)  Ewan has a photographic memory that enables him to remember everything he sees. 
A)  Mary knows all the letters of the alphabet before she begins kindergarten. 
B)  Fran knows how much of a book she is likely to remember a month later. 
C)  Billy can read fourth-grade-level books when he's only 6 years old. 
D)  Ewan has a photographic memory that enables him to remember everything he sees.

Three of the following students are using metacognitive strategies while reading. Which one is not necessarily using a metacognitive strategy?

Theorists have offered a number of suggestions regarding how teachers might help students develop better summaries of classroom subject matter. Which one of the strategies below do they not recommend?

Concept maps, whether constructed by students or teachers, have several advantages. Which one of the following is not necessarily an advantage of concept maps?

Three of the following examples are consistent with how epistemic beliefs typically change as learners grow older. Which one is not consistent with typical developmental trends in epistemic beliefs?

Intentional learning, as described in the textbook, would be most important for which one of the following learning tasks?

Three of the following are characteristics of self-regulated learning. Which one is not necessarily a characteristic associated with self-regulated learning?

Three of the following statements are accurate with regard to students' and/or teachers' epistemic beliefs. Which statement is not accurate?

Of the many learning and study strategies students might use, covert strategies are ultimately more beneficial than overt strategies. Which one of the following is a covert strategy?

When students are reading a textbook, their comprehension monitoring is most effective if it occurs:

Considering trends in metacognitive development, only one of the following statements is accurate. Which one?

Three of the following are accurate statements about how students' epistemic beliefs influence their approach to studying and learning. Which statement is not accurate?

A student who has an illusion of knowing is likely to:

Norman is studying Chinese and needs to remember that the word for "exit" is chu, so he remembers the sentence The choo-choo train is exiting from the station. Norman's technique illustrates the use of:

The textbook identifies several elements of self-regulated learning. Describe at least five characteristics that self-regulated learners are likely to have.

In which one of the following examples is metacognition most clearly illustrated?

Perspectives on Learning

Learning and the Brain

Behaviorist Principles and Theories

Applications of Behaviorist Principles

Social Cognitive Theory

Introduction to Cognitive Perspectives

The Nature of Knowledge

Cognitive-Developmental Perspectives

Sociocultural Theories

Contemporary Contextual Frameworks

Metacognition, Self-Regulated Learning, and Study Strategies

Learning and Technology

Basic Concepts and Principles in Human Motivation

Cognitive Factors in Motivation

Appendiex Integrative

Filters

Exam 13: Transfer, Problem Solving, and Critical Thinking

Three of the following students are using metacognitive strategies while reading. Which one is not necessarily using a metacognitive strategy?

Theorists have offered a number of suggestions regarding how teachers might help students develop better summaries of classroom subject matter. Which one of the strategies below do they not recommend?

Concept maps, whether constructed by students or teachers, have several advantages. Which one of the following is not necessarily an advantage of concept maps?

Three of the following examples are consistent with how epistemic beliefs typically change as learners grow older. Which one is not consistent with typical developmental trends in epistemic beliefs?

Intentional learning, as described in the textbook, would be most important for which one of the following learning tasks?

Three of the following are characteristics of self-regulated learning. Which one is not necessarily a characteristic associated with self-regulated learning?

Three of the following statements are accurate with regard to students' and/or teachers' epistemic beliefs. Which statement is not accurate?

Of the many learning and study strategies students might use, covert strategies are ultimately more beneficial than overt strategies. Which one of the following is a covert strategy?

When students are reading a textbook, their comprehension monitoring is most effective if it occurs:

Considering trends in metacognitive development, only one of the following statements is accurate. Which one?

Three of the following are accurate statements about how students' epistemic beliefs influence their approach to studying and learning. Which statement is not accurate?

A student who has an illusion of knowing is likely to:

Norman is studying Chinese and needs to remember that the word for "exit" is chu, so he remembers the sentence The choo-choo train is exiting from the station. Norman's technique illustrates the use of:

The textbook identifies several elements of self-regulated learning. Describe at least five characteristics that self-regulated learners are likely to have.

In which one of the following examples is metacognition most clearly illustrated?

Perspectives on Learning

Learning and the Brain

Behaviorist Principles and Theories

Applications of Behaviorist Principles

Social Cognitive Theory

Introduction to Cognitive Perspectives

The Nature of Knowledge

Cognitive-Developmental Perspectives

Sociocultural Theories

Contemporary Contextual Frameworks

Metacognition, Self-Regulated Learning, and Study Strategies

Learning and Technology

Basic Concepts and Principles in Human Motivation

Cognitive Factors in Motivation

Appendiex Integrative

Filters