Deck 9: Thinking: Concept Formation,reasoning, and Problem Solving

Question 1

A deductive argument that permits a conclusion from a series of two statements or premises.

A) algorithm
B) heuristic
C) syllogism
D) discrimination

Answer 1

syllogism

Question 2

Mr. Talbot presents the following syllogism to his class. Premise A: Spot is bigger than Fluffy. Premise B: Fluffy is bigger than Patches. Which dog is the biggest? Which kind of syllogism is Mr. Talbot presenting?

A) linear
B) discriminatory
C) categorical
D) conditional

Answer 2

linear

Question 3

The most representative example of a given concept is referred to as which of the following?

A) an algorithm
B) a prototype
C) a heuristic
D) an exemplar

Answer 3

a prototype

Question 4

Teachers can help students fit a new concept into their schemas by drawing:

A) a concept map
B) an algorithm
C) a prototype
D) an exemplar

Question 5

Concepts are easily understood in terms of defining features, that is, features ______________for defining a concept.

A) necessary
B) sufficient
C) primary
D) necessary and sufficient

Question 6

Which of the following is NOT a general kind of syllogism?

A) linear
B) discriminatory
C) categorical
D) conditional

Question 7

When using this, students consciously and purposefully direct their thoughts to find a solution to a problem.

A) critical thinking
B) effective thinking
C) mindlessness
D) practical thinking

Question 8

These syllogisms typically involve relations where members of one category belong to another category as well.

A) linear
B) discriminatory
C) conditional
D) categorical

Question 9

Reasoning from the specific to the general.

A) transfer
B) problem solving
C) inductive reasoning
D) deductive reasoning

Question 10

A property typical of something represented in a concept, but not always associated with it.

A) defining feature
B) sufficient feature
C) characteristic feature
D) necessary feature

Question 11

The foundation for several other thinking skills.

A) automaticity
B) problem solving
C) transfer
D) reasoning

Question 12

Flying is a ______________ feature of a bird.

A) defining
B) sufficient
C) necessary
D) characteristic

Question 13

The process of drawing reasonable general conclusions from specific facts or observations.

A) transfer
B) inductive reasoning
C) problem solving
D) deductive reasoning

Question 14

Reasoning from the general to the specific.

A) inductive reasoning
B) problem solving
C) deductive reasoning
D) transfer

Question 15

Ms. Smoate tells her students that mammals are animals that are warm-blooded and nurse their young. She next points out that a cat is warm-blooded and nurses its young. Therefore a cat is a mammal. Ms. Smoate is teaching which of the following?

A) inductive reasoning
B) deductive reasoning
C) automaticity
D) transfer

Question 16

The process of drawing specific, logically valid conclusions from one or more general premises.

A) inductive reasoning
B) problem solving
C) transfer
D) deductive reasoning

Question 17

Highly typical instances of a given concept are referred to as which of the following?

A) an algorithm
B) a prototype
C) an exemplar
D) a heuristic

Question 18

With this, it is not possible to have logical certainty, because there is always the chance that the next observation you make will disconfirm what all the previous observations have confirmed.

A) inductive reasoning
B) deductive reasoning
C) automaticity
D) transfer

Question 19

Mental abstractions or categories of similar objects, people, events, or ideas.

A) metacognition
B) concept
C) heuristics
D) algorithms

Question 20

The process of drawing conclusions from evidence.

A) reasoning
B) problem solving
C) transfer
D) critical thinking

Question 21

Russell finds it easier to write his history paper if he first creates an outline. Russell is using which step in the problem- solving cycle?

A) Represent and organize information about a problem.
B) Define the problem.
C) Identify the existence of a problem.
D) Create or select a strategy for problem solving.

Question 22

When faced with a problem, Janet decides how much time the problem is worth and then works within that time frame. Janet is using which step in the problem-solving cycle?

A) Create or select a strategy for problem solving.
B) Allocate resources for problem solving.
C) Monitor problem solving.
D) Evaluate the solution to a problem.

Question 23

The process of moving from a situation in need of resolution to a solution, overcoming any obstacles along the way.

A) thinking
B) decision making
C) problem solving
D) reasoning

Question 24

Billy recognizes that he does not understand fractions, but he's not sure of exactly what it is that he does not understand ("some funny-looking numbers written one on top of another!"). Which step in the problem-solving cycle is he missing?

A) Identify the existence of a problem.
B) Define the problem.
C) Represent and organize information about a problem.
D) Create or select a strategy for problem solving.

Question 25

Students sometimes choose a research paper topic, only to find out not enough past research has been done on the topic to justify a review of that research. In such cases, the students are better off quickly moving on to another topic. Which step of the problem-solving cycle does this represent?

A) Create or select a strategy for problem solving.
B) Allocate resources for problem solving.
C) Evaluate the solution to a problem.
D) Monitor problem solving.

Question 26

This thought pattern seems to be more common in girls than in boys.

A) mental set
B) heuristic
C) overconfidence
D) underconfidence

Question 27

This may explain why students are so reluctant to check their work, proofread their papers, and think before they talk.

A) availability heuristic
B) representative heuristic
C) overconfidence
D) mental set

Question 28

Sally doesn't recognize that she doesn't understand the material being taught, and she just keeps taking mindless notes. Which step in the problem-solving cycle is she missing?

A) Identify the existence of a problem.
B) Define the problem.
C) Represent and organize information about a problem.
D) Create or select a strategy for problem solving.

Question 29

Larry believes that if a coin is tossed six times, a sequence of HTHHTH (with H representing heads and T standing for tails) is more likely than a sequence of HHHHHH. Larry is using which of the following?

A) availability heuristic
B) representative heuristic
C) overconfidence
D) mental set

Question 30

The two errors that are commonly made in conditional reasoning.

A) affirming the antecedent and denying the consequent
B) affirming the premise and denying the conclusion
C) affirming the conclusion and denying the premise
D) affirming the consequent and denying the antecedent

Question 31

Informal, intuitive, and often speculative shortcuts in thinking that may solve a problem but are not guaranteed to do so.

A) functional fixedness
B) a hasty generalization
C) mental set
D) heuristics

Question 32

An overestimate of the likelihood of the correctness of a judgment.

A) availability heuristic
B) representative heuristic
C) mental set
D) overconfidence

Question 33

People relying on this shortcut in thinking make judgments on the basis of how easily they are able to call to mind what they perceive as relevant instances of a phenomenon.

A) availability heuristic
B) functional fixedness
C) mental set
D) representative heuristic

Question 34

Ms. Wyatt presents the following syllogism to her class: Premise A: all penguins are birds Premise B: all birds are animals Therefore: ? Which kind of syllogism is Ms. Wyatt presenting?

A) linear
B) categorical
C) discriminatory
D) conditional

Question 35

These syllogisms involve determining the validity of a deduction based on conditions given in the premises of the syllogism.

A) linear
B) categorical
C) conditional
D) discriminatory

Question 36

A thought pattern in which people believe they are less likely to be correct than they actually are.

A) underconfidence
B) representative heuristic
C) availability heuristic
D) mental set

Question 37

When Tom reads a novel for pleasure he pursues a different strategy in reading from the one he uses when he is reading a textbook to prepare for a multiple-choice test. Tom is using which step in the problem-solving cycle?

A) Represent and organize information about a problem.
B) Define the problem.
C) Create or select a strategy for problem solving.
D) Identify the existence of a problem.

Question 38

Students may come to believe that a subject is boring because they have studied it before and didn't find it interesting. This induction represents an error in thinking called

A) functional fixedness.
B) a hasty generalization.
C) mental set.
D) representativeness heuristic.

Question 39

When people use this heuristic, they judge the probability that a particular event or object belongs to a certain category by how obviously it resembles the population from which it comes.

A) availability heuristic
B) overconfidence
C) representative heuristic
D) mental set

Question 40

If an animal is a robin, then it is a bird. This animal is a robin. Is it a bird? Which kind of syllogism is this?

A) conditional
B) categorical
C) linear
D) discriminatory

Question 41

A student who breaks down a problem, such as completing a complex term paper, into smaller problems or subgoals and works in turn on each is using which type of heuristic?

A) working backward
B) working forward
C) means-ends analysis
D) generate and test

Question 42

A clear and fixed set of steps that guarantee a solution to a problem.

A) working backward
B) working forward
C) means-ends analysis
D) algorithm

Question 43

Caroline makes a list of all the steps needed to complete the term paper, before she begins it. Caroline is using which type of heuristic?

A) working backward
B) working forward
C) means-ends analysis
D) generate and test

Question 44

Fernando knows the final deadline for a complicated project, and he writes reminders in his calendar about when to start each step so as to be done in time. Fernando is using which type of heuristic?

A) working backward
B) working forward
C) means-ends analysis
D) generate and test

Question 45

JoAnn is asked to subtract one number from another and to provide an answer. JoAnn has been asked to solve which of the following?

A) mental set
B) heuristic
C) ill-structured problem
D) well-structured problem

Question 46

Temporarily ceasing to work actively on a problem.

A) working backward
B) incubation
C) means-ends analysis
D) generate and test

Question 47

This process of insightful thinking is used to distinguish relevant from irrelevant information.

A) selective encoding
B) selective discrimination
C) selective combination
D) selective comparison

Question 48

Problems with no clear paths to a solution.

A) well-structured
B) heuristic
C) ill-structured
D) mental set

Question 49

Students need to check their work on a test, proofread a paper, or even ask themselves whether their answer to a problem makes sense in order to complete this step of the problem-solving cycle.

A) Create or select a strategy for problem solving.
B) Evaluate the solution to a problem.
C) Allocate resources for problem solving.
D) Monitor problem solving.

Question 50

Problems that have the same formal structure, but different ways of expressing this structure.

A) a heuristic
B) an insight problem
C) a problem isomorph
D) a well-structured problem

Question 51

When students are asked to write a term paper on a topic of their choice, they are facing which of the following?

A) an insight problem
B) a heuristic
C) an ill-structured problem
D) a well-structured problem

Question 52

The problem solver simply generates alternative courses of action, not necessarily in a systematic way, and then considers whether each course of action works.

A) working backward
B) working forward
C) means-ends analysis
D) generate and test

Question 53

This process of insightful thinking is used to distinguish relevant from irrelevant information.

A) selective encoding
B) selective discrimination
C) selective combination
D) selective comparison

Question 54

This process of insightful thinking is used to put together information that is sometimes related in nonobvious ways.

A) selective comparison
B) selective combination
C) selective discrimination
D) selective encoding

Question 55

These are problems that require the problem solver to think in novel ways that are not obvious from the way in which the problem is presented.

A) a heuristic
B) an insight problem
C) a mental set
D) a well-structured problem

Question 56

This process of insightful thinking is used to relate new information to old information already stored in memory.

A) selective discrimination
B) selective combination
C) selective comparison
D) selective encoding

Question 57

A predisposition to think about a problem in a particular way.

A) mental set
B) functional fixedness
C) availability heuristic
D) representative heuristic

Question 58

Nancy is listening to a lecture and needs to recognize the important information that is worth noting. Which process of insightful thinking is she using?

A) selective comparison
B) selective discrimination
C) selective combination
D) selective encoding

Question 59

Problems with clear paths to their solutions.

A) well-structured
B) heuristic
C) ill-structured
D) mental set

Question 60

In class today, Toni connected something learned in European history with something learned in American history. Which process of insightful thinking did she use?

A) selective encoding
B) selective discrimination
C) selective combination
D) selective comparison

Question 61

Thinking is taught as a separate unit or even a separate course.

A) encoding specificity
B) stand-alone program
C) automaticity
D) infused instruction

Question 62

This type of transfer occurs when the solution of an earlier problem facilitates solution of a later problem.

A) positive
B) low-road
C) negative
D) high-road

Question 63

Students in Mr. Stinson's class are playing out how the various characters of a story would react in a new situation. Mr. Stinson's class is using:

A) role playing
B) dialectical thinking
C) low-road problem solving
D) dialogical thinking

Question 64

Mr. Johnston helps students learn to use the steps in the problem-solving cycle by posting a chart of the steps, and describing, as he works model problems on the chalkboard, which step of the problem-solving cycle is involved. Mr. Johnston is using which teaching technique?

A) groups
B) role playing
C) model and explicitly teach thinking skills
D) dialogical thinking

Question 65

Provides students with natural opportunities to practice many important thinking skills. Students can work together to learn concepts.

A) forward-reaching
B) dialectical thinking
C) group projects
D) dialogical thinking

Question 66

A person is unable to invent a specific new use for something because the person is so used to seeing a conventional use for that thing.

A) mental set
B) availability heuristic
C) functional fixedness
D) representative heuristic

Question 67

Using a coat hanger to unlock your car door is an example in direct opposition to which of the following?

A) automaticity
B) availability heuristic
C) representative heuristic
D) functional fixedness

Question 68

Students may tend to transfer learning only in conditions similar to those in which the original learning took place. This tendency is related to which of the following?

A) encoding specificity
B) organization
C) discrimination
D) meaningfulness

Question 69

Chess experts have better memory for chess pieces than novices, but only when the chess pieces are placed on the chessboard in a sensible configuration for the game of chess. If the pieces are arranged randomly on the board,

A) experts can still recall their positions better than novices can.
B) experts cannot recall their positions any better than novices can.
C) novices can recall their positions better than experts can.
D) experts cannot recall their positions at all.

Question 70

This type of thinking involves being able to see not only your own point of view, but also that of others.

A) forward-reaching
B) dialectical
C) low-road
D) dialogical

Question 71

This type of transfer occurs when the solution of an earlier problem impedes solution of a later problem.

A) positive
B) negative
C) low-road
D) high-road

Question 72

Carrying over knowledge from one problem or situation to a new problem.

A) automaticity
B) heuristics
C) functional fixedness
D) transfer

Question 73

When using this type of transfer, students recognize more readily when old information is not relevant in new situations.

A) encoding specificity
B) organization
C) discrimination
D) meaningfulness

Question 74

This kind of thinking involves someone's first coming up with an idea, or thesis; then an antithesis, or opposing idea; and finally an integrating synthesis.

A) forward-reaching
B) dialectical
C) low-road
D) dialogical

Question 75

This type of transfer occurs when you consciously apply abstract knowledge you have learned in one situation to another situation.

A) forward-reaching
B) negative
C) low-road
D) high-road

Question 76

Executing procedures with hardly any effort or even conscious awareness of what they are doing.

A) automaticity
B) availability heuristic
C) representative heuristic
D) functional fixedness

Question 77

This type of transfer occurs when a highly practiced skill is carried over from one situation to another, with little or no reflective thinking.

A) backward-reaching
B) negative
C) low-road
D) high-road

Question 78

Teaching how to think is an integral part of a curriculum.

A) encoding specificity
B) stand-alone program
C) infused instruction
D) automaticity

Question 79

Benjamin is very smart in school. However, he has difficulty using his knowledge when he encounters problems outside school. Benjamin has a problem with which of the following?

A) automaticity
B) heuristics
C) transfer
D) functional fixedness

Question 80

Mr. Nelson emphasizes tying whatever is being taught to whatever knowledge his students already have and use a lot. Mr. Nelson is promoting students' transfer through the use of which of the following?

A) encoding specificity
B) organization
C) discrimination
D) meaningfulness