Deck 8: Long-Term Memory Storage and Retrieval Processes

Question 1

Maria moved to this country several months ago. She has been studying English as a second language but still has much to learn about the language of her new homeland. One day her teacher tells the class, "Bring an empty coffee can to school tomorrow for a project we're going to do." Maria hears only two familiar words-"coffee" and "school"-and guesses that her teacher is saying that students should not drink coffee at school. Maria's misinterpretation illustrates which one of the following?

A) Conceptual change
B) Auditory imagery
C) Construction in retrieval
D) Construction in storage

Answer 1

D

Question 2

Generally speaking, elaboration helps students learn new information. An exception to this rule is when students elaborate on this information:

A) After having already organized it in a hierarchical fashion
B) Using previously stored erroneous information
C) Using information they stored many years earlier
D) Very quickly

Answer 2

B

Question 3

In an early investigation of memory, Frederic Bartlett asked students to read a story called The War of the Ghosts and then on later occasions asked them to recall the story. Bartlett made a number of observations about how students' recollections of the story were different from the story itself. Which of the following was not one of his observations?

A) Students retold the story in a way that made little sense.
B) Students remembered the main idea of the story.
C) Students retold the story in different words.
D) Students forgot many of the story's details.

Answer 3

A

Question 4

According to the textbook, we will form a connection between a new piece of information and something we already know only if:

A) The connection between them is readily apparent.
B) Both things are in working memory at the same time.
C) The two things are encoded in the same way i.e., as eidetic images, productions, or propositions).
D) The two things were learned in the same environmental context.

Question 5

Tyler learns that Christopher Columbus's first voyage across the Atlantic was financed by Queen Isabella of Spain. He thinks to himself, "She probably thought she would make a profit on her investment." When he stops to consider the queen's motives, Tyler is demonstrating which one of the following processes?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Question 6

Considering research described in the textbook regarding meaningful learning, which one of the following students is most likely to remember what the word effervescent means?

A) Alice thinks, "The word has four Es."
B) Betty thinks, "The word describes me...I have a bubbly personality."
C) Carolyn thinks, "The ending is the same as the ending of adolescent."
D) Donna thinks, "I'll bet it comes from the Latin word fervere, meaning 'boil.'"

Question 7

A biology teacher wants students to remember the various components of a cell nucleus, cytoplasm, cell membrane). Considering what research tells us about long-term memory storage, the teacher would be well advised to help students encode information about the cell:

A) Primarily in a visual form, because visual images usually remain vivid in memory for a long period of time
B) Primarily in a verbal form, because language underlies much of human learning
C) In both visual and verbal forms, because multiple forms of encoding increase the likelihood of retrieval
D) In a relatively unencoded form for a few days, to allow for greater flexibility in encoding later on

Question 8

Of the following four teachers, which one is probably presenting an ambiguous stimulus to students?

A) Ms. Aurora asks students to raise their hand if they can find England on a globe.
B) Mr. Benedict stares at a student without smiling.
C) Ms. Cornwall says, "Please take out a pencil."
D) Mr. Dalton wears a new sweater.

Question 9

A teacher tells his class, "For tomorrow's class, read pages 23 to 49 in your geography book." Three of the following students are demonstrating the process of construction in their perceptions of what their teacher has said. Which student is not?

A) Anthony doesn't hear what the teacher says because his mind is on something else.
B) Bonita thinks the teacher is saying "history book."
C) Christopher "hears" the teacher say "pages 33 to 39" because the student next to him is coughing loudly.
D) Dena understands the teacher even though the teacher speaks with a slight accent and mispronounces the word geography.

Question 10

To pass the time one day, Keisha multiplies 2 by 2 by 2 by 2 ... and so on, on her calculator. She observes that the products increase in size more dramatically with each calculation. A few weeks later, when her math teacher explains what it means for something to increase exponentially, Keisha realizes that she has already discovered this idea on her own, and she remembers it better as a result. Which one of the following concepts best characterizes Keisha's enhanced understanding of an exponential increase?

A) The generation effect
B) Internal organization
C) A meaningful learning set
D) Implicit knowledge

Question 11

Travis realizes that the year World War II ended-1945-is the same year that his grandfather was born. Which one of the following processes is Travis most clearly demonstrating?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Question 12

The four students described below are using visual imagery to try to remember information. Considering what theorists and researchers say about the strengths and weaknesses of visual imagery, only one student is likely to remember this information accurately. Which one?

A) Anna sees a pentagon and erroneously calls it a hexagon. The following day she is asked to draw the figure she saw.
B) Bob studies a map of the Soviet Union. The following day he is asked to draw a map of the Soviet Union, including the locations of mountains, rivers, and major cities.
C) Cora studies 30 pictures at an art museum. The following day she is asked to identify them from among 60 pictures.
D) Dave tries to form a visual image of the word accommodation. The following day he is asked to spell it.

Question 13

Ms. Trinh is about to start a unit on sharks. Some of her students have a strong interest in sharks and know a lot about them. Others know very little about sharks. When Ms. Trinh gives a reading assignment about sharks, she should expect that:

A) Students with more background knowledge will understand the reading material more readily than their classmates.
B) Students' reading comprehension will depend almost entirely on their word decoding skills; their prior knowledge won't make much of a difference.
C) Students with more background knowledge are less likely to double-check their understanding and so will make more comprehension errors.
D) Students with less background knowledge may be reluctant to read about an unfamiliar topic; thus, motivating them to learn during the unit will be a challenge.

Question 14

To help herself learn the early explorers of the New World, Jessica makes a chart that lists the Spanish explorers together, the Portuguese explorers together, the French explorers together, and so on. Which one of the following processes is Jessica most clearly demonstrating?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Question 15

To learn how to spell rhinoceros, Paula repeats the letters of the word over and over again without really thinking about what she is saying. Considering research findings about the effectiveness of rehearsal, we can predict that Paula's strategy will be:

A) Highly effective
B) Effective only if she says the letters in a very loud voice
C) Effective only if she says the letters slowly
D) Relatively ineffective
E)g., at a rate of one letter per second)

Question 16

Generally speaking, adults learn and remember more easily than children do. The reverse is true, however, when the children:

A) Initially know more about the topic being studied than the adults do
B) Get at least 8 hours of sleep per night
C) Engage in daily exercises designed to expand working memory capacity
D) Are instructed to close their eyes and listen very closely

Question 17

Which one of the following is the most accurate statement about how people perceive the world around them?

A) Visual perception is heavily dependent on sensation, whereas auditory perception is not.
B) Auditory perception is heavily dependent on sensation, whereas visual perception is not.
C) People often fill in information that they do not actually sense.
D) Perception is almost totally a function of what is sensed.

Question 18

Jeff wants to remember the twelve signs of the zodiac: Aries ram), Taurus bull), Gemini twins), Cancer crab), Leo lion), Virgo virgin), Libra balance), Scorpio scorpion), Sagittarius archer), Capricorn goat), Aquarius water carrier), and Pisces fish). He does not necessarily want to remember them in any particular order. Considering research results described in the textbook, which one of the following techniques will maximize Jeff's chances of remembering all twelve?

A) Study the signs exactly as they are listed above.
B) Put the signs in alphabetical order Aquarius, Aries, Cancer, etc.)
C) Put the signs in alphabetical order in terms of their English meanings archer, balance, bull, etc.).
D) Organize the signs into three groups: people, animals, and things.

Question 19

Which one of the following statements best describes how learners are apt to acquire procedural knowledge?

A) In some cases, learners first learn it as declarative knowledge; with time and practice, it gradually becomes procedural knowledge.
B) Learners initially learn it as one or more auditory images; eventually, they recode it into visual images.
C) Learners typically acquire it in a rapid, all-or-none fashion; one minute they don't have it, the next minute they do.
D) In acquiring procedural knowledge, learners bypass working memory; the knowledge goes immediately from the sensory register into long-term memory.

Question 20

Nicole learns the formula "E = mc2" by repeating it to herself over and over again. Which one of the following processes is Nicole most clearly demonstrating?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Question 21

Richard is studying both French and Spanish. In the same week he learns that the French word for "mother" is mère and that the Spanish word for "mother" is madre. One day his French teacher asks Richard, "Who is married to your father?" and Richard erroneously answers, "Madre." Richard's memory error can best be explained in terms of:

A) decay
B) interference
C) inhibition
D) failure to consolidate

Question 22

Which one of the following is the best example of a flashbulb memory?

A) Remembering exactly what you were doing when you heard very upsetting news
B) Retrieving a detailed visual image of how a parent or sibling looks
C) Recalling a dream and erroneously thinking that it actually happened to you
D) Vividly remembering an event that never happened, not even in your dreams

Question 23

Occasionally people have false memories, "recalling" events that never actually happened. Three of the following false memories are consistent with research findings regarding when false memories are likely to form. Which one is inconsistent with research findings?

A) After seeing a photo of a girl who looks like her riding an elephant, 10-year-old Sally says, "Oh, yes, I remember that elephant ride."
B) Eighteen-year-old Mark recalls attending a Jewish Bar Mitzvah when he was 13, even though he isn't Jewish and doesn't have any friends who are Jewish.
C) Four-year-old Carmen is asked to imagine herself going to Disney World and meeting Snow White. Several months later she claims she actually did meet Snow White.
D) As a requirement for his psychology class, 20-year-old Damion participates in a research study in which he's asked to read a group of 10 interrelated words
E)g., bed, pillow, dream). Afterward he claims that one of the words was sleep, even though it wasn't included in the list.

Question 24

When Gianna returns to college after a summer touring France, she tells her roommate about her many experiences. She does not always remember them accurately, however, so she fills in the gaps in her memory with logical details about how things "must" have happened. Several weeks later, she is telling another friend about her trip. Gianna will probably:

A) Remember her experiences more accurately than she had previously
B) Feel very confused about what things actually did and did not happen in France
C) Have different gaps in her memory than she did when talking to her roommate, and so construct very different recollections of her experiences in France
D) Remember her experiences in France as occurring in essentially the way that she previously described them to her roommate

Question 25

A physics teacher asks her students to draw a picture to illustrate the forces at work when someone throws a ball into the air. This strategy should do two things to help students remember the forces involved. In particular, it should encourage students to engage in both:

A) implicit and explicit understanding
B) rote learning and automaticity
C) enactment and visual imagery
D) verbalization and facilitative expectations

Question 26

Which one of the following students is definitely demonstrating automaticity in word recognition?

A) When Samantha reads aloud, her voice lacks expression.
B) When Roland reads, he has to sound out most of the words.
C) When Kristen reads, she recognizes words by sight and recalls their meanings instantaneously.
D) When Werner listens to someone say a new word, he closes his eyes and tries to imagine how it might be spelled.

Question 27

Lucy sees a boy who looks very familiar to her, but she can't remember who he is. Then the boy says something with a thick French accent, and Lucy suddenly realizes that he is the foreign exchange student from France. In this situation, the boy's French accent helps Lucy remember by:

A) Restricting the spread of activation
B) Providing a retrieval cue
C) Helping her elaborate on stored information
D) Facilitating a reorganization of her long-term memory

Question 28

An advantage of knowing some skills to a level of automaticity is that automaticity:

A) Lessens the working memory load for a task involving those skills
B) Facilitates the development of schemas and scripts for those skills
C) Facilitates the meaningful learning of those skills
D) Facilitates the internal organization of those skills

Question 29

Occasional review of previously learned material helps our memory for that material by:

A) promoting controlled processing
B) limiting the spread of activation
C) increasing associations with other things we know
D) increasing the precision of our visual images

Question 30

Albert grew up in Germany but now lives in England. He recalls more about his childhood in Germany when he's speaking in German than when he's speaking in English. Which one of the following concepts best explains this fact?

A) flashbulb memory
B) encoding specificity
C) spreading activation
D) fan effect

Question 31

William is shopping at a convenience store when a man rushes in, shoots the store clerk in the arm, hurriedly cleans out the cash register, and then speeds away in a pickup truck. Later, a detective asks William to describe the woman who was waiting for the thief in the truck. The fact is, William didn't see a woman in the truck, but after the detective urges him to "think hard and try to remember her," he begins to recall seeing a blonde woman sitting in the passenger side of the truck. This situation illustrates:

A) the misinformation effect
B) a retrieval cue
C) spreading activation
D) encoding specificity

Question 32

Maria is listening to her teacher talk about how rainy weather develops. Maria thinks, "Rain … hmm, it's supposed to rain tomorrow … I wonder where I left my umbrella … I think I took it to the library yesterday … I'll bet that's where I left my notebook, too." Maria's thoughts illustrate:

A) construction in storage
B) construction in retrieval
C) retrieval cues
D) spreading activation

Question 33

Which one of the following teachers provides the best example of the halo effect?

A) Mr. Abrams likes Frank better than Mark even though Mark is more polite of the two students.
B) Ms. Bernadette always gives students the benefit of the doubt when they exhibit "borderline" test performance.
C) Mr. Cordell overrates Cathy's gymnastic skills because she is head cheerleader.
D) Ms. DiStefano believes that all students can learn calculus if they study hard enough.

Question 34

A student reads the statement, "To be or not to be, that is the quastion," and fails to notice the typographical error in the word question. This proofreading error can best be explained by considering the role of _________ in long-term memory storage.

A) closure
B) similarity
C) expectations
D) rehearsal

Question 35

Randall is trying to remember how to spell the word separate. He retrieves the first three letters S E P) and the last four R A T E) and assumes that the fourth letter must be E because he usually pronounces the word like this: "SEP-ER-ATE." Randall's process of remembering how to spell the word in this case, incorrectly) illustrates the use of:

A) a script
B) a retrieval cue
C) construction in retrieval
D) encoding cue

Question 36

Morris is taking an introductory Russian course. In the early weeks of the course, he studies new Russian vocabulary words 10 times each, all in the same evening. Later on, he discovers that he can remember Russian words better over the long run if he studies them twice in an evening for five evenings in a row. Morris has discovered:

A) the spacing effect
B) the generation effect
C) the importance of consolidation
D) the advantages of implicit learning

Question 37

Which one of the following most accurately describes the difference between skilled readers and beginning readers in terms of their attention to what they read?

A) Skilled readers probably attend to all of the words in a sentence, whereas beginning readers overlook many of the words.
B) Skilled readers probably attend equally to all letters in a word, whereas beginning readers often overlook the first letters of a word.
C) Skilled readers probably attend equally to all letters in a word, whereas beginning readers often overlook the last letters of a word.
D) Skilled readers probably attend to fewer letters and words than beginning readers.

Question 38

Which one of the following is the best example of controlled processing?

A) A child sitting in the back seat of a car
B) A teenager learning to drive
C) A bus driver driving slowly down the street
D) An adult driving over the speed limit down the street

Question 39

Successful retrieval of information from long-term memory depends on three of the following factors. On which one does retrieval not depend?

A) The part of long-term memory being searched
B) How the information was stored in the first place
C) The duration of working memory
D) Relevant retrieval cues

Question 40

After his class returns from a field trip to the local historical museum, Mr. Cordova asks his students to write an essay describing the things they learned at the museum. Considering factors that influence memory storage, which one of the following effects should writing the essay have on what the students will later remember about the field trip?

A) They will remember the trip better than if they had not written about it.
B) They will tend to confuse aspects of the trip with previous field trips that they've written about in other essays.
C) Although they won't necessarily remember any more about the trip, what they do remember will tend to be remembered more as visual images than it might have been otherwise.
D) Writing about the trip will enhance students' short-term memory of the trip, but it will not necessarily enhance their long-term memory of it.

Question 41

Three of the following statements are examples of possible advance organizers for a geometry lesson. Which statement is not an advance organizer as the term is typically defined?

A) "Today we will be studying three different kinds of triangles: acute, right, and obtuse."
B) "Okay, class, it's time to put your reading assignment away so that we can begin today's geometry lesson."
C) "Calculating the volume of a sphere is similar to a procedure you learned last month-calculating the area of a circle."
D) "Do you know how many square feet you have in your bedroom? After learning how to calculate the area of a rectangle today, you will know how to figure out exactly how big your bedroom is."

Question 42

Mr. Gaydos wants to teach a group of people how to perform the Heimlich maneuver. Three of the following strategies should help his students learn the maneuver more effectively. Given what we know about teaching procedural knowledge, which strategy is least likely to be effective in helping students learn the procedure correctly?

A) Mr. Gaydos gives his students an opportunity to practice the maneuver on a realistic human dummy.
B) Mr. Gaydos shows his students pictures of the various steps involved in the maneuver.
C) Mr. Gaydos describes Dr. Heimlich's medical background and his motivation for developing the procedure.
D) Mr. Gaydos encourages his students to talk themselves through the procedure as they perform it.

Question 43

Which one of the following best illustrates the use of a concept map?

A) Mr. Alexander puts the words force, gravity, velocity, acceleration, and time on the chalkboard; she then draws lines between pairs of related words and describes the relationships.
B) Ms. Blanchard draws a chart listing the sequence of events leading up to World War II in chronological order.
C) Mr. Calvin draws a chart showing the hierarchy that biologists use to classify animals; his chart includes vertebrates, invertebrates, mammals, fish, birds, mollusks, crustaceans, and so on.
D) Ms. Dubroski lists the characteristics of the canine family in biology.

Question 44

Which one of the following examples best illustrates a problem with prospective memory?

A) Meredith can't remember anything that happened in the few minutes before she was in an automobile accident.
B) Marcus forgets to keep the appointment he made with his teacher after school.
C) Juan can't recall something his teacher told him because he was thinking about something else while she was talking to him.
D) Chloe sees a person she knows she has met before, but she can't remember the person's name.

Question 45

After meeting a new neighbor, Shandra mistakenly calls him "David" on several occasions. Eventually the neighbor kindly corrects her, saying, "My name is actually Darren." After that, Shandra correctly calls the man "Darren," but initially she has to work hard not to call him "David" instead. Which one of the following concepts best characterizes the change in Shandra's memory?

A) retrieval-induced forgetting
B) encoding specificity
C) the misinformation effect
D) a retrieval cue

Question 46

Three of the following teachers are using strategies that should help students effectively learn and remember information. Which one is not necessarily promoting effective cognitive processing?

A) Mr. Ayotte helps students identify important ideas in their textbooks.
B) Ms. Bertinelli has students repeat definitions of new vocabulary words out loud.
C) Mr. Canton explains the rationale underlying a complex problem-solving procedure.
D) Ms. Darwin talks about how famous battles in history are in some ways similar to the fights students sometimes have on the playground.

Question 47

What device did Benjamin Franklin invent to help people read better? It may take you a long time to think of the answer-bifocal lenses-because Ben was responsible for so many other inventions as well. In this situation, your lengthy retrieval time can best be explained in terms of:

A) too many retrieval cues
B) construction errors
C) the fan effect
D) repression

Question 48

To remind her 6-year-old son Steven to bring his umbrella home from school, a mother pins a piece of paper with a picture of an umbrella to Steven's jacket collar. Steven's mother is helping him remember the umbrella through the use of:

A) a script
B) the fan effect
C) an external retrieval cue
D) implicit knowledge

Question 49

Which one of the following statements describes wait time and its effect on learning?

A) When teachers give students about five minutes of "thinking time" at the beginning of class, students are more likely to learn class material meaningfully.
B) When teachers allow students more time to learn something, students learn it more thoroughly.
C) When teachers wait until students are ready to pay attention, students are more likely to learn effectively.
D) When teachers allow students more time to respond to a question, students are more likely to answer the question, and often with a more complex response.

Question 50

Ms. Iwata has a long-term goal for her science students-to consider what they have learned about science as they deal with issues and problems in their daily lives. Which one of the following teaching strategies will best help her students retrieve relevant scientific principles in situations where the principles might be applied?

A) Teach students how to take good notes about classroom subject matter.
B) Associate those principles with as many real-life situations as possible.
C) Maximize the use of concrete materials, and minimize the use of abstract ideas.
D) Maximize the use of abstract ideas, and minimize the use of concrete materials.

Question 51

A teacher who wants students to elaborate on the material they are studying would be well advised to:

A) ask higher-level questions.
B) give signals about what is important to learn.
C) summarize the main ideas presented each day.
D) provide an advance organizer before every lesson.

Question 52

The textbook distinguishes between teacher-directed and learner-directed forms of instruction. Which one of the following best describes how teachers should view these two approaches?

A) Generally speaking, teacher-directed instruction is more effective than student-directed instruction.
B) Generally speaking, student-directed instruction is more effective than teacher-directed instruction.
C) Teacher-directed instruction is recommended for the elementary and middle school grades; student-directed instruction is recommended for the high school grades.
D) Either approach can be effective only to the extent that it promotes effective storage and retrieval processes.

Question 53

One of the history teachers below is violating a principle recommended for promoting long-term memory storage during instruction. Which teacher is doing so?

A) Mr. Annenberg explains to his students how the American Revolution was an almost inevitable outcome of certain English policies at the time.
B) Ms. Bartholomew begins her discussion of the American Civil War by drawing some parallels between it and something the class has already studied-the American Revolution.
C) At the beginning of a unit on World War I, Mr. Cortez gives his students several questions they should be able to answer at the end of the unit.
D) Ms. DeLuca talks in a relaxed conversational style, describing different battles of World War II as they come to mind.

Question 54

Three of these teachers will probably promote meaningful learning in their students. Which one is unlikely to do so?

A) Mr. Pulos shows how the area of a triangle area = ¹/₂base x height) is half of something they already know-the area of a rectangle.
B) Ms. Rubenstein asks her students to define peninsula in their own words.
C) Mr. Warner encourages his third graders to practice their cursive letters at least once every day.
D) Ms. Elms points out that the German word krank meaning "sick") might be related to the English word cranky.

Question 55

Nora was thinking about something else the day her teacher explained the difference between the words between and among, so she has trouble using these two prepositions correctly. Nora's problem "remembering" the difference between the words can probably best be explained as:

A) failure to retrieve
B) construction error
C) failure to store
D) repression

Question 56

Jenny is taking a quiz, which asks for the chemical symbols of 20 elements. She remembers 19 of them but cannot remember the symbol for mercury. As she walks home from school, she suddenly remembers that the symbol for mercury is Hg. Jenny's memory problem during the quiz can best be explained in terms of:

A) decay
B) repression
C) construction error
D) failure to retrieve

Question 57

Psychologists have offered three of the following as possible explanations for the phenomenon of infantile amnesia. Which one have they not suggested?

A) Infants have virtually no working memory capacity.
B) Most of what infants learn takes the form of implicit rather than explicit knowledge.
C) Infants cannot yet talk about their experiences and so have trouble encoding them in forms that are easily retrieved.
D) Infants' brains are insufficiently mature to think about things in the ways that older children and adults do.

Question 58

Which one of the following statements best illustrates prior knowledge activation in a geometry lesson?

A) "Today we will be studying three different kinds of triangles: acute, right, and obtuse."
B) "Calculating the volume of a sphere is similar to a procedure you learned last month-calculating the area of a circle."
C) "Okay, class, it's time to put your reading assignment away so that we can begin today's geometry lesson."
D) "Do you know how many square feet you have in your bedroom? After learning how to calculate the area of a rectangle today, you will know how to figure out exactly how big your bedroom is."

Question 59

Robert does not recognize the police officer that came to the door last month to tell him that his dog had been killed by a car. Robert's lapse of memory can probably best be explained in terms of:

A) the fan effect
B) interference
C) construction error
D) repression

Question 60

In a science lesson on heat, Ms. Jones explains that heat is the result of molecules moving back and forth very quickly and that gases are heated more quickly than liquids. The following day, she asks her class the following four questions. Which one is a higher-level question?

A) "Who can remember yesterday's discussion about heat?"
B) "What is heat?"
C) "Which one is heated more quickly-a gas or a liquid?"
D) "Why is it cooler near the ocean on a hot summer day?"

Question 61

Explain how the process of construction is often involved in long-term memory storage. Illustrate your explanation with a concrete example.

Question 62

Which one of the following is least likely to be a good predictor of how well a person will remember a piece of information a year or two after learning it?

A) The speed with which the person learned it in the first place
B) The extent to which the person related it to other information in his or her long-term memory
C) The extent to which the person tried to apply the information to new situations
D) The frequency with which the person subsequently reviewed the information

Question 63

Explain the role that construction plays in retrieval. Give a concrete example of how construction can help retrieval. Also, give a concrete example of how it can lead to an inaccurate recollection.

Question 64

Choose a topic with which you are familiar, and imagine that you have to give a half-hour lecture on that topic. Describe your topic, then explain in concrete terms the steps you would take in your lecture to maximize the likelihood that your listeners would engage in:
a. Meaningful learning
b. Organization
c. Elaboration
d. Visual imagery

Question 65

As a teacher, you want your students to use effective information processing strategies as they study classroom subject matter. You consider research about the effects of classroom assessment tasks on learning, and you conclude that you should:

A) Ask many short questions rather than a few lengthy ones.
B) Assess students' rote knowledge of the material first, then ask higher-level questions about the material in a subsequent assessment.
C) Give assessment tasks that require meaningful understanding of the material.
D) Not give paper-pencil tests at all.
Essay Questions

Question 66

A revision of Bloom's taxonomy published in 2001 described in the textbook) can help teachers consider not only the various types of cognitive processes that should be encouraged but also the:

A) Environmental contexts in which each process is most suitable
B) Types of knowledge to which those processes might be applied
C) Specific instructional methods most effective in fostering each process
D) Forms that those processes might take in literacy, mathematics, science, and social studies

Question 67

As a teacher, you want your classroom assessments to help students learn class subject matter more effectively. With the textbook's discussion of classroom assessment practices in mind, describe three strategies you can use to help your assessments become valuable learning tools for your students.

Question 68

Distinguish between controlled processing and automatic processing, and give a concrete example to illustrate each one. Also, describe two advantages of learning something to a level of automaticity.

Question 69

It is ten years from now. A friend says to you, "Hey, you took a course on learning theory. Explain to me what the process of elaboration is." You think about this for a minute and then realize that you cannot remember the information your friend is asking for. Give four possible explanations, each based on a different theory of forgetting, as to why you are unable to remember this concept from your learning theory course.

Question 70

Students' prior knowledge about a topic often influences their ability to learn something new about the topic. Explain how students' prior knowledge is involved in each of the following long-term memory storage processes:
a. Meaningful learning
b. Organization
c. Elaboration
d. Visual imagery