Deck 12: School As Context for Development

Question 1

The contexts within which apprentices learn:

A) are much like formal school contexts.
B) combine instruction and productive labor.
C) are not as effective as school contexts.
D) involve deliberate teaching.

Answer 1

B

Question 2

In contemporary hunter-gatherer societies, children tend to learn through:

A) explicit instruction.
B) everyday activities.
C) school.
D) apprenticeships.

Answer 2

B

Question 3

What methods of education would we be likely to see among the !Kung of the Kalahari Desert?

A) implicit instruction embedded in everyday activity
B) education separate from kinship obligations and economic contributions
C) tasks focused on individual work
D) many years of practice before skills are put to use in work settings

Answer 3

A

Question 4

Wayne is trying to figure out how to reach the cookie jar on the top shelf in the kitchen. To do so, he needs to figure out what object is high enough for him to reach the counter and sturdy enough to hold him. His problem-solving in this situation is an example of:

A) school problem-solving.
B) everyday problem-solving.
C) abstract thinking.
D) use of analytic intelligence.

Question 5

Children living in poor neighborhoods in the United States:

A) are more likely to be exposed to environmental toxins shown to harm cognitive development.
B) have more financial resources in the school they attend due to the greater need of the students in the school.
C) have equal access to quality education.
D) are more likely to have experienced teachers at their school.

Question 6

The form of job preparation in which a novice spends an extended period working for an adult master and learning the trade on the job has historically been known as:

A) education.
B) apprenticeship.
C) work experience.
D) on-the-job-training.

Question 7

In comparison to school problems, everyday problems tend to:

A) be intrinsically important to the learner.
B) be formulated for the learner by other people.
C) use abstract thinking.
D) draw on analytic intelligence.

Question 8

Schools in economically impoverished neighborhoods tend to:

A) provide a quality education.
B) provide education of equal quality to suburban schools.
C) have a low number of ethnic minority children enrolled.
D) have a large number of ethnic minority children enrolled.

Question 9

What is the deliberate teaching of children to pass on knowledge, information, and skills?

A) social enhancement
B) imitation
C) socialization
D) explicit instruction

Question 10

Which of the following is NOT a characteristic of everyday problems?

A) They are generally poorly defined.
B) They draw on analytic intelligence.
C) They require people to seek new information.
D) They are embedded in ordinary experience.

Question 11

Apprentices learn from their master in all of the following ways EXCEPT:

A) observing skilled laborers.
B) living with the master.
C) receiving explicit instruction.
D) practicing tasks.

Question 12

School problem solving supports:

A) reasoning based on particular concrete experience.
B) use of abstract reasoning.
C) practical intelligence.
D) the need to search out new information.

Question 13

Formal education differs from apprenticeships in which of the following areas?

A) Apprenticeship includes explicit instruction in target skills.
B) Formal education includes explicit instruction in target skills.
C) Apprenticeship is much less closely woven into the fabric of the society than is education.
D) Formal education includes a much closer social bond between teacher and student than typically exists between apprentice and master.

Question 14

The MOST structured type of explicit instruction that adults use to teach children the specialized knowledge and skills of their culture is called:

A) formal education.
B) informal education.
C) apprenticeship.
D) socialization.

Question 15

Formal education differs from informal education in all of the following EXCEPT:

A) social organization.
B) the motives for learning.
C) helping prepare children for adult life.
D) the social relations of pupil and teacher.

Question 16

Where do children spend the LEAST amount of time in school?

A) Europe
B) Africa
C) Asia
D) South America

Question 17

Unlike school teachers, masters of apprentices:

A) are rarely kin or family acquaintances.
B) teach by using a book on the craft.
C) have apprentices practice their craft from the beginning.
D) have a group of apprentices who are all the same age.

Question 18

Which of the following is NOT a way in which formal education differs from traditional apprenticeship training?

A) motivation
B) social relations
C) social organization
D) decoding strategies implemented

Question 19

Sending a girl in sub-Saharan Africa to school:

A) increases her chances of getting HIV.
B) decreases her chances of using a condom.
C) decreases the chances of her future children to live past their 5th birthday.
D) increases the crop yield of her community.

Question 20

Terrance has been learning to weave hats by moving in with his uncle and then shadowing him and watching him weave hats. Terrance is learning through:

A) formal education.
B) informal education.
C) apprenticeship
D) socialization.

Question 21

The knowledge, skills, and attitudes that provide the building blocks for learning how to do math are known as:

A) emergent literacy.
B) emergent numeracy.
C) decoding.
D) top-down processing.

Question 22

The ability to understand pig Latin (in which the first sound of each word is moved to the end of the word and then followed by "ay," as in "igpay atinlay") requires:

A) understanding that each word is represented by a cluster of graphic signs.
B) top-down processing.
C) blending.
D) phonological awareness.

Question 23

Children generally learn the meaning of written text by translating ____________ to ____________.

A) graphemes; phonemes
B) phonemes; graphemes
C) thoughts; sounds
D) sounds; words

Question 24

Previous research has found that very young babies:

A) can map symbols to quantities.
B) can count to 5.
C) can discriminate between a set containing 6 objects and a set containing 12 objects.
D) demonstrated no precursors to learning mathematics.

Question 25

One of the precursors to learning mathematics involves:

A) translating an understanding of specific quantities into number words and symbols.
B) translating number words and symbols into an understanding of specific quantities.
C) decoding.
D) translating graphemes into morphemes.

Question 26

Amanda finds it difficult to break words into syllables and phonemes in a purely oral task. She will most likely:

A) have difficulty linking sounds to letters.
B) have no problems linking sounds to letters.
C) not be able to be trained to learn that skill.
D) be able to be trained to learn that skill, but it makes no difference in her reading ability.

Question 27

When children learn to decode, they are learning:

A) to read.
B) to speak.
C) to write the symbols of their language.
D) correspondence between the letters of their alphabet and the sounds of the language.

Question 28

Being able to map symbols to quantities does NOT begin in earnest until children are:

A) 2-3 years old.
B) 4-5 years old.
C) 6-7 years old.
D) 8-9 years old.

Question 29

What is emergent literacy?

A) the knowledge, skills, and attitudes that are the building blocks to learning how to read and write.
B) the knowledge, skills, and attitudes that are the building blocks to learning how to do math.
C) using number words.
D) reading beginner books.

Question 30

When Brandon is asked to count his fingers, he counts each one and says, "three, five, six." These types of errors reveal:

A) no competencies related to math learning.
B) an understanding that the sequence of the numbers matter.
C) an understanding of color words.
D) a lack of understanding that different number words relate to different quantities.

Question 31

What are units of sounds called?

A) decoding
B) graphemes
C) phonemes
D) letters

Question 32

The inability to break words into their component syllables and phonemes predicts:

A) poor spelling.
B) difficulty in speaking.
C) difficulty in learning to read.
D) difficulty in learning to write.

Question 33

When children recognize which sounds correspond to which combinations of letters, they are:

A) decoding.
B) comprehending.
C) attending.
D) intelligent.

Question 34

Recognizing that the word dog begins with the sound "d" is an example of:

A) understanding that each word is represented by a cluster of graphic signs.
B) whole language.
C) phonological awareness.
D) top-down processing.

Question 35

According to Luria's research, formal education is crucial to success in:

A) hunter-gatherer societies.
B) agrarian societies.
C) technologically advanced societies.
D) no societies.

Question 36

Chinese-speaking children are able to map numbers to specific quantities at a younger age than English-speaking children because:

A) Chinese-speaking children are smarter.
B) Chinese-speaking children are better at math.
C) the English language includes irregular number words.
D) English words map very quickly to the base-10 number system.

Question 37

The following lessons have been used to provide children with enriched experiences in oral language analysis before they are taught to read EXCEPT:

A) practice in rhyming.
B) breaking words down into syllables.
C) using pig Latin.
D) singing the alphabet song.

Question 38

The ability to fill in the blanks of a nursery rhyme indicates what ability?

A) phonological awareness
B) morphological awareness
C) pragmatic awareness
D) grapheme awareness

Question 39

Enriched experiences in rhyming, breaking down words into syllables, and language games such as pig Latin help children learn:

A) one-to-one symbol-word correspondence.
B) that written symbols on a page carry meaning.
C) to link sounds and letters.
D) about the one-to-one correspondence between letters and phonemes.

Question 40

Which of the following skills is basic to learning to read?

A) spelling
B) seeing syllables
C) hearing phonemes
D) seeing phonemes

Question 41

Which of the following is an example of "bottom-up" processing?

A) identifying letters
B) understanding the meaning of an ambiguous passage
C) using information for interpretation based on prior knowledge
D) learning letters, then words, then phrases, then sentences, then paragraphs, etc.

Question 42

Since its inception in 1965, Head Start has enrolled more than ____________ children in the program.

A) 5 million
B) 15 million
C) 30 million
D) 1 billion

Question 43

The ability to identify and manipulate numeric units:

A) seems to emerge only in the context of math class.
B) seems to emerge only in the U.S.
C) seems to emerge only in the context of school.
D) is a universal trait found in all cultures.

Question 44

What is the purpose of instructional discourse?

A) to find out the answer to a question
B) to provide information stipulated by the curriculum
C) to direct instruction of concepts and procedures
D) the social reinforcement of appropriate behavior

Question 45

A study that followed children who attended the Perry Preschool Program in Ypsilanti, Michigan, for more than 35 years found that in comparison with same-age children who did not attend the program, the children who did attend had:

A) higher achievement scores at the ages of 9 and 14.
B) higher achievement scores at the age of 9, but not at the age of 14.
C) higher achievement scores at the age of 14, but not at the age of 9.
D) similar achievement scores to those in the control group at ages 9 and 14.

Question 46

Top-down mathematics instruction begins with:

A) drill and practice on basic procedures.
B) teaching strategies such as inversion.
C) reciprocal teaching.
D) problems that relate to children's real-world experiences.

Question 47

In an ethnographic study of 3-year-olds growing up in the U.S., Brazil, and Kenya, Tudge and his colleagues (2006) found that:

A) in all cultures, children from the working class were more likely than their middle-class counterparts to engage with their parents in academically oriented play and lessons.
B) in all cultures, children from working-class families were more likely than their middle-class counterparts to engage with their parents in world lessons.
C) in Kenya, but not in other cultures, children from the working class were more likely than their middle-class counterparts to engage with their parents in academically oriented play and lessons.
D) in Kenya, but not in other cultures, children from working-class families were more likely than their middle-class counterparts to engage with their parents in world lessons.

Question 48

In comparison with working-class Kenyan children or children from Brazil or the United States, Kenyan middle-class children:

A) spent more time engaged in academically oriented play and lessons with their parents.
B) spent more time engaged in world lessons with their parents.
C) spent less time engaged in academically oriented play and lessons with their parents.
D) were similar to middle-class children from Brazil and the U.S. in terms of their time engaged in academically oriented play and lessons.

Question 49

Project Head Start was one result of the war:

A) on drugs.
B) in Vietnam.
C) on poverty.
D) on discrimination.

Question 50

As children gain mathematical experience during elementary school they are able to:

A) distinguish between a set containing six objects and a set containing twelve objects.
B) count to five.
C) count crayons by saying "three, five, six."
D) envision quantities in terms of a mental number line.

Question 51

Enrollment in Head Start has:

A) doubled since 1965.
B) declined since 1965.
C) has more than tripled since 1965.
D) stayed the same since 1965.

Question 52

Chris regularly attends Head Start. He can be expected to show:

A) meaningful gains in intellectual performance, but not in socio-emotional development.
B) meaningful gains in socio-emotional development, but not in intellectual performance.
C) meaningful gains in both intellectual performance and socio-emotional development.
D) no gains in either intellectual performance or socio-emotional development.

Question 53

English-speaking children have a more difficult time mapping words to numbers because:

A) it is easier for them to map words onto the base-10 number system.
B) the English language includes irregular number words.
C) the words "eleven" and "twelve" are easy to map.
D) the English word for "twelve" translates to "ten two."

Question 54

Preschool participation has been found to influence children and families in the following ways:

A) preschool enrollment has a larger impact on the language skills of non-Hispanic white children than it does on Hispanic children.
B) Hispanic children who participate in Head Start preschools show no gains in reading and math skills.
C) Hispanic children who participate in Head Start preschools show diminished risk for having to repeat grades.
D) participation in preschool makes no difference in the English proficiency of immigrant children.

Question 55

Bottom-up mathematics instruction begins with:

A) drill and practice on basic procedures.
B) problems that relate to children's real-world experiences.
C) reciprocal teaching.
D) teaching strategies such as inversion.

Question 56

Helen Raikes discovered that reading and vocabulary lead to more opportunities to use and learn language. She called this relationship the:

A) snowball effect.
B) drip drip effect.
C) drench hypothesis.
D) cultivation hypothesis.

Question 57

Young children who are read to at age 14 months:

A) have larger vocabularies at age 2 years.
B) have smaller vocabularies at age 2 years.
C) are less likely to be ready for school.
D) are just as prepared for school as children who are not read to.

Question 58

Even when family income and maternal employment are held constant, children whose families speak Spanish at home are:

A) more likely to be enrolled in preschool.
B) less likely to be enrolled in preschool.
C) just as likely as other children to be enrolled in preschool.
D) less influence by preschool.

Question 59

Children who are MOST likely to benefit from preschool:

A) are well-nourished.
B) have a well-stocked bookshelf at home.
C) are the most likely to be enrolled in a preschool program.
D) are the least likely to be enrolled in a preschool program.

Question 60

Head Start was originally conceived as a(n):

A) summer program.
B) afterschool program.
C) weekend program.
D) full-time program.

Question 61

Ms. Gui is an elementary school teacher. When she asks a student to give an answer that she already knows, she is using:

A) drill and practice.
B) practical knowledge.
C) instructional discourse.
D) metacognitive discourse.

Question 62

A study found that reciprocal teaching:

A) was related to decline in reading scores.
B) led to improved reading scores, but not as great an improvement was found when using explicit instruction.
C) led to improved reading scores, but not as great an improvement was found when using modeling.
D) led to improved reading scores, showing the greatest improvement compared to either explicit instruction or modeling.

Question 63

According to researchers, realistic mathematics education should do the following EXCEPT:

A) use abstract activities.
B) use meaningful activities.
C) support basic mathematical skills.
D) employ models in educational activity.

Question 64

If Ms. Clark, a third-grade teacher, asks a student, "What does this say?" she:

A) is providing an evaluation.
B) is using instructional discourse.
C) probably cannot see the word.
D) is engaging the child in conversation.

Question 65

What is a major criticism of the standard classroom format?

A) It does not include modern technologies effectively.
B) Teachers do not get to know their students very well.
C) Students learn to apply skills in specific situations but not to generalize the skills.
D) It puts students in the role of passive learners.

Question 66

Samantha is learning how to read and has been taught to identify letters first and then the sounds that each letter makes. Now she is learning how to combine or blend the sounds of letters together. Which strategy is Samantha using to learn how to read?

A) top-down processing
B) bottom-up processing
C) instructional discourse
D) reciprocal teaching

Question 67

Mrs. Thomas is trying to teach her students some basic physics and engineering principles. She asks her students to build a real-world replica of the game Angry Birds by using blocks and stuffed animals. Students are to sling birds at the targets by figuring out ways to change the trajectories of the birds. Mrs. Thomas is using what type of approach?

A) bottom-up processing
B) top down processing
C) instructional discourse
D) reciprocal teaching

Question 68

For which of the following does a child participate in a cognitive activity before he or she has mastered the full set of abilities for that activity?

A) the horizontal décalage
B) bio-social-behavioral shift
C) discontinuous development
D) zone of proximal development

Question 69

What is a criticism of the standard classroom format?

A) It puts students in the role of active learners.
B) Students practice on real-world problems.
C) Students formulate their own problems.
D) Students do not practice on real-world problems.

Question 70

Reciprocal teaching is an example of:

A) transition learning.
B) concrete operations.
C) bio-social-behavioral shift.
D) a zone of proximal development.

Question 71

Reciprocal teaching involves all of the following EXCEPT:

A) reading out loud.
B) summarizing material.
C) figuring out what the text means.
D) asking questions about the content.

Question 72

Realistic mathematics education fits with which view?

A) Children must learn basic operations before they learn how to apply the operations.
B) An understanding of broad mathematical concepts is more important than the ability to carry out a sequence of actions to solve a problem.
C) Children learn basic math skills best when they are linked with real-world problems.
D) Drill and practice strategies give children the repeated practice necessary to acquire basic math skills.

Question 73

Probably the main reason reciprocal teaching is effective is because:

A) every child feels important in the process.
B) teachers decide on the topics to be discussed.
C) teachers and children model the behaviors necessary for comprehension.
D) children are reinforced when they later try to teach the material to their parents.

Question 74

Cathy Block and her colleagues studied the effectiveness of various instructional approaches to reading, including standard reading instruction and alternative instructional approaches. The researchers found that alternative approaches using student-guided, teacher-led discussion of the texts were:

A) significantly more effective than the standard approach.
B) significantly less effective than the standard approach.
C) as effective as the standard approach.
D) only effective among students from working-class families.

Question 75

According to Cobb and his colleagues, realistic mathematics education should do all of the following EXCEPT:

A) use meaningful activities.
B) emphasize top-down processing.
C) support basic mathematical skills.
D) use models to aid learning.

Question 76

Reciprocal teaching methods for increasing comprehension skills fit BEST with which theorist's views on development?

A) Skinner's operant conditioning
B) Freud's psychosocial approach
C) Piaget's constructivist approach
D) Vygotsky's zone of proximal development

Question 77

What of the following is the BEST example of a "known-answer question?"

A) A lost person asks for directions.
B) A mother asks her children if they have seen her keys.
C) A sign on bulletin board reads, "Have you seen this cat?"
D) A teacher asks her students, "What is 5 × 4?"

Question 78

When Mr. Johnson and a small group of students read silently through a portion of text and then take turns leading a discussion of its meaning, what has taken place?

A) reciprocal teaching
B) integrated teaching
C) collaborative teaching
D) individualized teaching

Question 79

Students whose mathematics instruction focused on traditional recitation scripts scored better in ____________, while students whose mathematics instruction focused on problem- oriented approaches scored better in ____________.

A) procedural knowledge; conceptual knowledge
B) conceptual knowledge; utilization knowledge
C) conceptual knowledge; procedural knowledge
D) utilization knowledge; conceptual knowledge

Question 80

Stan loves to explore and play outside. Which of the following is not a known benefit of playing in natural environments for Stan?

A) improved scientific learning
B) healthier eating habits
C) improved reading comprehension
D) greater environmental knowledge