8. B 9. D 10. B 11. D 12. C 13. B 14. A
15. C 16. B 17. A 18. C 19. D 20. C 21. D
22. C 23. B 24. C 25. C
EDUCATIONAL PSYCHOLOGY
EDU 330 - Spring 2003
Test 3
Multiple Choice: Circle the letter corresponding to the single most correct answer (@ 1 point).
[NOTE: Answers to the multiple choice questions can be found at the end of this test.]
1. Compared to the behavioral orientation, which of the following is true of the cognitive approach:
A. learners are viewed as taking an active role
B. reinforcement is considered to be feedback
C. the same event can mean different things to different people
D. all of the above
2. Susie still knows how to ride a bike even though she has not ridden one in a couple years. Which part of the memory system is involved here?
A. episodic C. declarative
B. domain-specific D. procedural
3. Perception may be BEST described as
A. a collection of sensations C. attending to specific stimuli
B. an objective reality D. interpretation of sensory information
4. Knowing when to use the formula for calculating volume and when to use the formula for calculating area is an example of:
A. top-down processing C. script
B. conditional knowledge D. serial-position
5. Bottom-up processing refers to the way people examine a new stimulus for
A. contextual cues C. perceptual closure
B. contrasting details D. recognizable features
6. The articulatory loop is used in:
A. working memory C. metacognition processes
B. episodic memory D. method of loci
7. Propositional networks are defined most accurately as
A. a process by which verbal information reaches short-term memory
B. a technique used to increase the capacity of short-term memory
C. the organization of information according to its meaning
D. the process by means of which information reaches the sensory register
8. A script is viewed by cognitive theorists as useful
A. as a note-taking strategy in lecture classes
B. in directing everyday activities in different situations
C. in formalizing interactions between students
D. in outlining the main ideas of a story
9. Dr. Beach used to be a typical 'absent minded professor.' However, she found that she could remember the things her husband asked her to pick up at the grocery store by imagining the items she needed placed on her desk, bookshelf, and file cabinet. The mnemonic device that she used is
A. an acronym C. the keyword method
B. chunking D. the loci method
10. Noah counted the legs on a bug and came up with eight. He then decided the bug was an arachnid (spider) because an arachnid has eight legs. His decision was based upon what aspect of concept learning?
A. Algorithm C. Heuristic
B. Defining attribute D. Prototype
11. When you mention "dogs," both Bethany and Ashley would picture collies. In relation to the concept "dog," what would the image of a collie be?
A. Algorithm C. Heuristic
B. Attribute D. Prototype
12. Dr. Alvarez presented several cases involving liability to her business law class. She then asked the class to develop a general rule based on the cases. What type of learning was involved?
A. cognitive strategy C. inductive reasoning
B. deductive reasoning D. structured ideas
E. low-road transfer
13. Dick thinks that a tomato is not a fruit because he erroneously believes that all fruits are sweet. This is an example of:
A. overgeneralization C. misconceptions
B. undergeneralization D. CAPS techniques
14. Mr. Stanley began his lesson with "plate tectonics refer to the gradual movement of vast segments of the earth's crust. Picture paper plates floating in a pool of water. Continents float on the earth's mantle in just the same way." This illustrates a(n)
A. advance organizer C. prototype example
B. overgeneralization D. response set
15. Maurice has forgotten his combination and cannot open his lock. Remembering his English teacher telling him that algorithms can be helpful for solving problems, Maurice
A. asks four of his 10 friends to provide a combination and then tries out all four suggestions
B. remembers that this brand of lock tends to use even two-digit numbers (e.g., 24, 30, 36), so he tries those combinations
C. starts at 0-0-0 and systematically tries every combination of 3 numbers
D. tries to "pick" the lock because this is much easier than remembering the combination
16. Analogical thinking, working-backward, and means-end analysis are examples of:
A. algorithms C. response sets
B. heuristics D. A-W-M Plus techniques
17. As she tries to bandage her dog who was grazed by Mr. Simpson's car, Mary Beth reflects on the principles of pressure and clotting that she learned long ago in a Girl Scout first-aid lecture. This attempt to apply previous learning illustrates
A. high-road transfer C. overlearning
B. low-road transfer D. subject structure
18. Bandura's recent work on learning theory has focused on thinking factors and is called
A. enactive learning theory C. social cognitive theory
B. self-perceptions theory D. vicarious learning theory
19. When one student is singled out for punishment to "set an example" for others, school officials are expecting to use what approach to learning?
A. classical conditioning C. operant conditioning
B. enactive learning D. vicarious learning
20. The "ripple effect" involves
A. peer tutoring that helps other students to learn
B. teacher modeling to demonstrate good behavior to students
C. the contiguous spreading of behaviors by imitation
D. the emotional reactions of students to establish attitudes toward new materials
21. Children watch a film showing aggressive adults. Based on Bandura's concept of modeling, they would be expected to
A. appear not to be affected by the film in subsequent play activities
B. demonstrate less desire to see movies when they are in later classes
C. engage in significantly fewer aggressive acts during subsequent play
D. engage in significantly more aggressive acts in subsequent play
22. What is the fundamental difference between information processing and constructivist learning perspectives?
A. constructivists deal with accurate representations of the world; information processing theorists deal with useful associations
B. constructivists assume the world is "knowable" and people can understand it; information processing theorists do not.
C. information processing theorists are concerned with accurate representations of the world; constructivists deal primarily with useful understandings
D. information processing theorists assume the world is "knowable" and people can form an understanding of it; constructivists do the same but to a lesser degree
23. Learning theorists who suggest that all knowledge is constructed individually within social and cultural contexts and all viewpoints are equally valid are called
A. social cognitivists C. reduction cognitivists
B. radical constructivists D. situated constructivists
24. Teaching methods that provide students with realistic problems which do NOT necessarily have "right" answers are characteristics of what type of learning?
A. jigsaw C. problem-based
B. instructional conversation D. cognitive apprenticship
25. A major purpose of the reciprocal teaching approach is to
A. develop students' skills as math tutors and tutees
B. have a methods specialist team up with a content expert in teaching writing
C. increase poor readers' comprehension skills
D. teach children how to use mnemonics for improving rote learning
***KEEP THIS SHEET*** You may record your multiple-choice answers on it to compare with the Answer Key after the test. You will need these questions to prepare for the Final.
Write answers to these questions in your blue-book.
KEY TERMS & NAMES. Select 5. For each term, supply a precise definition including the context and a clear example. For each name, supply the context and 2 other pieces of information. (@ 3 points)
Self-efficacy Negative Transfer
Relearning Metacognition
Gestalt Nondeclarative Memory
IDEAL Serial Position Effect
SHORT ANSWER. Select and answer 2. (@ 6 points)
1. Compare & contrast each pair by identifying one major similarity and one major difference:
A) Luchins Water Jar vs Stroop Color-Naming
B) Semantic vs Episodic
C) Hippocampus vs Amygdala
2. Diagram the memory system. Then use your diagram and 4 technical terms to discuss your performance on the in-class memory test.
3. Devise and answer your own question. Keep in mind that the quality of both the question and the answer will be graded.
ANSWERS TO MULTIPLE CHOICE QUESTIONS:
1. D 2.
D 3. D
4. B 5. D
6. A 7. C
8. B 9.
D 10. B
11. D 12. C
13. B 14. A
15. C 16. B
17. A 18. C
19. D 20. C
21. D
22. C 23. B
24. C 25. C