Question 1

Which one of the following illustrates an overgeneralization error? The words in question are underlined.

Accepted Answer

A) Abe knows what the words tall and short mean, but he does not realize that one is the opposite of the other. 
B) Charles thinks that all animals have to have fur and four legs; therefore snakes, bumblebees, and people cannot possibly be animals. 
C) Bhanu says, "I forgetted my homework today." 
D) Maria thinks that whales and dolphins are kinds of fish, when they are actually mammals instead. 
A) Abe knows what the words tall and short mean, but he does not realize that one is the opposite of the other. 
B) Charles thinks that all animals have to have fur and four legs; therefore snakes, bumblebees, and people cannot possibly be animals. 
C) Bhanu says, "I forgetted my homework today." 
D) Maria thinks that whales and dolphins are kinds of fish, when they are actually mammals instead.

Question 2

Which one of the following students is definitely working in his or her zone of proximal development?

Accepted Answer

A) Ulrich 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) Sasha is playing the clarinet in the band.He finds that it helps to keep the tempo if he taps the beat with his foot. 
D) Carina finds it virtually impossible to solve mathematical word problems, even when her teacher gives her helpful hints. 
A) Ulrich 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) Sasha is playing the clarinet in the band.He finds that it helps to keep the tempo if he taps the beat with his foot. 
D) Carina finds it virtually impossible to solve mathematical word problems, even when her teacher gives her helpful hints.

Question 3

From Vygotsky's perspective, what important role does inner speech play?

Accepted Answer

A) By giving ourselves directions about what to do next, we guide ourselves through complex tasks. 
B) By practicing linguistic structures mentally, we develop more complex language capabilities. 
C) By using words mentally as well as orally, we develop a more abstract representation of the world. 
D) By talking to ourselves about what we should have done or said in a particular situation, we remember that situation more vividly. 
A) By giving ourselves directions about what to do next, we guide ourselves through complex tasks. 
B) By practicing linguistic structures mentally, we develop more complex language capabilities. 
C) By using words mentally as well as orally, we develop a more abstract representation of the world. 
D) By talking to ourselves about what we should have done or said in a particular situation, we remember that situation more vividly.

Question 4

Students in a fourth-grade reading group are reading a passage about snakes.Their teacher asks, "Who can think of a good title that summarizes what this passage is about?" After hearing several good suggestions, the teacher says, "The author says that snakes are helpful to farmers.What evidence does she give to support her statement?" If we consider Vygotsky's concept of internalization, we might predict that such a discussion will:

Accepted Answer

A) be more beneficial for students who are working outside their zones of proximal development than for students working inside their ZPDs. 
B) help students develop a greater interest in learning for its own sake. 
C) help students develop effective reading comprehension strategies (e.g., summarizing, looking for supporting statements). 
D) be confusing and counterproductive for students who are not yet capable of abstract thought. 
A) be more beneficial for students who are working outside their zones of proximal development than for students working inside their ZPDs. 
B) help students develop a greater interest in learning for its own sake. 
C) help students develop effective reading comprehension strategies (e.g., summarizing, looking for supporting statements). 
D) be confusing and counterproductive for students who are not yet capable of abstract thought.

Question 5

Maureen vehemently denies that trees are plants.Her understanding of what a plant is reflects which of the following errors?

Accepted Answer

A) overregularization 
B) overgeneralization 
C) undergeneralization 
D) a pragmatic error 
A) overregularization 
B) overgeneralization 
C) undergeneralization 
D) a pragmatic error

Question 6

The term to describe a student who uses concrete operations in Mathematics but formal operations in Language Arts is:

Accepted Answer

A) vertical decalage 
B) multiple classification 
C) horizontal decalage 
D) decentration 
A) vertical decalage 
B) multiple classification 
C) horizontal decalage 
D) decentration

Question 7

Which of the following is not a good example of Vygotsky's notion of scaffolding?

Accepted Answer

A) Provide feedback to students throughout a task. 
B) Ask students guiding questions during a task. 
C) Allow students to use supports such as reference materials. 
D) Have students engage in discovery learning 
A) Provide feedback to students throughout a task. 
B) Ask students guiding questions during a task. 
C) Allow students to use supports such as reference materials. 
D) Have students engage in discovery learning

Question 8

Describe three characteristics of preoperational children (excluding age) that distinguish them from concrete operational children.Explain how each of these characteristics may interfere with students' ability to learn and perform effectively in the classroom, illustrating your discussion with concrete examples.

Accepted Answer

Differences between preoperational child

Question 9

Piaget's view of cognitive development can best be described as:

Accepted Answer

A) a gradual and steady progression of intellectual capabilities. 
B) discrete stages in which distinctly different forms of logical thought emerge. 
C) changes in the brain that result in increasingly rapid learning. 
D) an increasing number of stimulus-response connections over time. 
A) a gradual and steady progression of intellectual capabilities. 
B) discrete stages in which distinctly different forms of logical thought emerge. 
C) changes in the brain that result in increasingly rapid learning. 
D) an increasing number of stimulus-response connections over time.

Question 10

The textbook describes a number of trends in the development of information processing skills.Describe at least four ways in which sixth-grade children differ from kindergarten children in their information processing strategies and capabilities.

Accepted Answer

From an information processing theory pe

Question 11

Which of the following is the best example of applying the Information Processing Theory in the classroom?

Accepted Answer

A) Mr.Ramirez has so many posters up in the classroom that you can't see the walls 
B) Ms.Yu starts each class with a recap of the previous one 
C) Ms.Tanner provides her students with stickers when they answer correctly. 
D) Mr.Bass makes sure to have his students do group work in every class 
A) Mr.Ramirez has so many posters up in the classroom that you can't see the walls 
B) Ms.Yu starts each class with a recap of the previous one 
C) Ms.Tanner provides her students with stickers when they answer correctly. 
D) Mr.Bass makes sure to have his students do group work in every class

Question 12

From Piaget's perspective, children are:

Accepted Answer

A) most likely to learn when parents and teachers entice them to do so. 
B) most likely to learn things that bring about desirable consequences. 
C) more likely to develop cognitively in a formal school setting than at home. 
D) eager to interact with and make sense of their world. 
A) most likely to learn when parents and teachers entice them to do so. 
B) most likely to learn things that bring about desirable consequences. 
C) more likely to develop cognitively in a formal school setting than at home. 
D) eager to interact with and make sense of their world.

Question 13

James is talking about how much better the world would be if everyone got along with everyone else.James is probably in the ________ stage of development.

Accepted Answer

A) concrete operations 
B) sensorimotor 
C) formal operations 
D) preoperational 
A) concrete operations 
B) sensorimotor 
C) formal operations 
D) preoperational

Question 14

Vranda agrees with this logic: If all violins are musical instruments,
And if all musical instruments make noise,
Then all violins must make noise.
However, we then present this situation:
If all Cheetos are rutabagas,
And if all rutabagas are oysters,
Then all Cheetos are oysters.
Vranda vehemently denies that Cheetos can possibly be oysters.Based on this information, we would conclude that Vranda is in the ______ stage of development.

Accepted Answer

A) sensorimotor 
B) preoperational 
C) concrete operational 
D) formal operational 
A) sensorimotor 
B) preoperational 
C) concrete operational 
D) formal operational

Question 15

Five-year-old Sophie is playing with blocks.She stacks them one on top of another until her towers eventually tumble, and then she begins stacking them again.Which one of the following best reflects Piaget's view of how Sophie is probably learning in this situation?

Accepted Answer

A) She is probably still in the sensorimotor stage, so she will remember what she learns about the blocks only while the blocks are still in front of her. 
B) She is absorbing information about how the environment behaves (e.g., "objects fall") without consciously thinking about it. 
C) She is actively thinking about and interpreting the results of her actions. 
D) Since she builds one tower after another, she is obviously reinforced by watching her towers tumble down. 
A) She is probably still in the sensorimotor stage, so she will remember what she learns about the blocks only while the blocks are still in front of her. 
B) She is absorbing information about how the environment behaves (e.g., "objects fall") without consciously thinking about it. 
C) She is actively thinking about and interpreting the results of her actions. 
D) Since she builds one tower after another, she is obviously reinforced by watching her towers tumble down.

Question 16

Which one of the following examples most clearly illustrates a cognitive apprenticeship?

Accepted Answer

A) A junior high school English class is reading Robert Frost's "Stopping by Woods on a Snowy Evening." At the end of each verse, the teacher describes the visual images and feelings that the poem elicits for him, and he encourages his students to do likewise. 
B) An elementary school teacher gives his students lots of practice doing addition, subtraction, multiplication, and division problems so that they will be able to solve word problems more effectively later in the school year. 
C) In a high school chemistry lab, a teacher clearly describes the steps that she expects her students to take as they conduct their laboratory experiment.She also lists the things that students should do after the experiment. 
D) A middle school physical education teacher puts her students in pairs as they practice their forward and backward rolls.She asks the students in each pair to observe each other and give each other feedback about how to improve. 
A) A junior high school English class is reading Robert Frost's "Stopping by Woods on a Snowy Evening." At the end of each verse, the teacher describes the visual images and feelings that the poem elicits for him, and he encourages his students to do likewise. 
B) An elementary school teacher gives his students lots of practice doing addition, subtraction, multiplication, and division problems so that they will be able to solve word problems more effectively later in the school year. 
C) In a high school chemistry lab, a teacher clearly describes the steps that she expects her students to take as they conduct their laboratory experiment.She also lists the things that students should do after the experiment. 
D) A middle school physical education teacher puts her students in pairs as they practice their forward and backward rolls.She asks the students in each pair to observe each other and give each other feedback about how to improve.

Question 17

Which one of the following do Piaget, Vygotsky, and information processing theorists all agree is essential for children's cognitive development?

Accepted Answer

A) good feelings about oneself 
B) an environment or situation that presents a challenge 
C) an accepting environment in which children are not pressured to excel 
D) a rich vocabulary 
A) good feelings about oneself 
B) an environment or situation that presents a challenge 
C) an accepting environment in which children are not pressured to excel 
D) a rich vocabulary

Question 18

Why is the elaboration technique more effective in adolescence than in childhood?

Accepted Answer

A) because adolescents are able to abstract information. 
B) because of increased amounts of prior knowledge. 
C) because of emerging abilities in self reflection. 
D) because of more opportunities for cognitive apprenticeship. 
A) because adolescents are able to abstract information. 
B) because of increased amounts of prior knowledge. 
C) because of emerging abilities in self reflection. 
D) because of more opportunities for cognitive apprenticeship.

Question 19

Considering trends in cognitive development from an information processing perspective, which one of the following statements is accurate?

Accepted Answer

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

Question 20

Which one of the following statements is most consistent with what we know about the development of attention and its role in learning?

Accepted Answer

A) Children become increasingly more distractible during the elementary school years. 
B) Distractibility decreases during the elementary school years but increases briefly at puberty. 
C) Children show an increasing tendency to learn only the things they actually intend to learn. 
D) Young children can pay attention to only one thing at a time; high school students can attend to and learn many things simultaneously. 
A) Children become increasingly more distractible during the elementary school years. 
B) Distractibility decreases during the elementary school years but increases briefly at puberty. 
C) Children show an increasing tendency to learn only the things they actually intend to learn. 
D) Young children can pay attention to only one thing at a time; high school students can attend to and learn many things simultaneously.

Which one of the following illustrates an overgeneralization error? The words in question are underlined.

Which one of the following students is definitely working in his or her zone of proximal development?

From Vygotsky's perspective, what important role does inner speech play?

Maureen vehemently denies that trees are plants.Her understanding of what a plant is reflects which of the following errors?

The term to describe a student who uses concrete operations in Mathematics but formal operations in Language Arts is:

Which of the following is not a good example of Vygotsky's notion of scaffolding?

Piaget's view of cognitive development can best be described as:

The textbook describes a number of trends in the development of information processing skills.Describe at least four ways in which sixth-grade children differ from kindergarten children in their information processing strategies and capabilities.

Which of the following is the best example of applying the Information Processing Theory in the classroom?

From Piaget's perspective, children are:

James is talking about how much better the world would be if everyone got along with everyone else.James is probably in the ________ stage of development.

Five-year-old Sophie is playing with blocks.She stacks them one on top of another until her towers eventually tumble, and then she begins stacking them again.Which one of the following best reflects Piaget's view of how Sophie is probably learning in this situation?

Which one of the following examples most clearly illustrates a cognitive apprenticeship?

Which one of the following do Piaget, Vygotsky, and information processing theorists all agree is essential for children's cognitive development?

Why is the elaboration technique more effective in adolescence than in childhood?

Considering trends in cognitive development from an information processing perspective, which one of the following statements is accurate?

Which one of the following statements is most consistent with what we know about the development of attention and its role in learning?

Educational Psychology and Teacher Decision Making

Personal, Social, and Moral Development

Individual and Group Differences

Learning and Behaviour Processes

Learning and Cognitive Processes

Knowledge Construction

Social Cognitive Views of Learning

Motivation, Affect, and Cognition

Instructional Strategies

Creating and Maintaining a Productive Classroom Environment

Instructional Assessment

Describing Relationships with Correlation Coefficients

Filters

Exam 2: Cognitive and Linguistic Development

Which one of the following illustrates an overgeneralization error? The words in question are underlined.

Which one of the following students is definitely working in his or her zone of proximal development?

From Vygotsky's perspective, what important role does inner speech play?

Maureen vehemently denies that trees are plants.Her understanding of what a plant is reflects which of the following errors?

The term to describe a student who uses concrete operations in Mathematics but formal operations in Language Arts is:

Which of the following is not a good example of Vygotsky's notion of scaffolding?

Piaget's view of cognitive development can best be described as:

The textbook describes a number of trends in the development of information processing skills.Describe at least four ways in which sixth-grade children differ from kindergarten children in their information processing strategies and capabilities.

Which of the following is the best example of applying the Information Processing Theory in the classroom?

From Piaget's perspective, children are:

James is talking about how much better the world would be if everyone got along with everyone else.James is probably in the ________ stage of development.

Five-year-old Sophie is playing with blocks.She stacks them one on top of another until her towers eventually tumble, and then she begins stacking them again.Which one of the following best reflects Piaget's view of how Sophie is probably learning in this situation?

Which one of the following examples most clearly illustrates a cognitive apprenticeship?

Which one of the following do Piaget, Vygotsky, and information processing theorists all agree is essential for children's cognitive development?

Why is the elaboration technique more effective in adolescence than in childhood?

Considering trends in cognitive development from an information processing perspective, which one of the following statements is accurate?

Which one of the following statements is most consistent with what we know about the development of attention and its role in learning?

Educational Psychology and Teacher Decision Making

Personal, Social, and Moral Development

Individual and Group Differences

Learning and Behaviour Processes

Learning and Cognitive Processes

Knowledge Construction

Social Cognitive Views of Learning

Motivation, Affect, and Cognition

Instructional Strategies

Creating and Maintaining a Productive Classroom Environment

Instructional Assessment

Describing Relationships with Correlation Coefficients

Filters