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| 1 | |
Which of the following is the best example of classical conditioning? |
| | A) | Harold gets hungry each morning about one half hour before lunchtime. |
| | B) | Susan likes to chew gum during class because it helps her to relax. |
| | C) | Isaac cries when he arrives at the doctor's office because he usually gets shots near the end of each visit. |
| | D) | Andrea takes the long way home after school because she likes to avoid a busy intersection. |
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| 2 | |
Ms. Alvarez has been teaching for 20 years. She has learned that it is best to structure her class so that students complete the projects and activities that they really do not like first; only after completing these "disliked" activities can they engage in the projects and activities that they do like. This is an example of: |
| | A) | Negative reinforcement |
| | B) | Time-out |
| | C) | Premack principle |
| | D) | Punishment |
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| 3 | |
Mr. Roberts, having to step out of the class for a moment, tells Melody to watch the class. Melody begins to get teased by her classmates for being a goody-goody and the teacher's pet. When Mr. Roberts returns, Melody tells him that she does not ever want to be left in charge of the class again. In this situation, Melody was__________. |
| | A) | positively reinforced by her classmates |
| | B) | negatively reinforced by her classmates |
| | C) | punished by her classmates |
| | D) | punished by the teacher |
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| 4 | |
Mr. Bristol hands his eighth graders an agenda that tells them the due dates for all of their assignments are exactly one month apart. What type of reinforcement schedule did Mr. Bristol put his eighth graders on? |
| | A) | Fixed ratio |
| | B) | Fixed interval |
| | C) | Variable ratio |
| | D) | Variable interval |
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| 5 | |
Every half-hour or so, a teacher compliments a certain student for staying in his seat and working quietly, unless the student fails to do so. This teacher is using which of the following schedules of reinforcement? |
| | A) | Fixed-interval |
| | B) | Fixed-ratio |
| | C) | Variable-interval |
| | D) | Variable-ratio |
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| 6 | |
Which of the following best represents the social cognitive perspective? |
| | A) | The environment causes behaviors. |
| | B) | The environment and behaviors have a reciprocal relationship. |
| | C) | Behavior is the result of cognitive factors, behavioral factors, and environmental factors. |
| | D) | There is no relationship between the environment, behavior, and personal consequences. |
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| 7 | |
Kyle's third grade class is watching a presentation by local college students on how to improve reading and writing skills. Kyle is excited about learning how to improve his reading and writing skills. However, even though he paid close attention to the presentation, and he remembers all the tips that were shown and demonstrated, Kyle does not think that he has the skill that the presenters have. In fact, he thinks that these tips are not ones that he would be able to apply. According to observational learning theory, which of the following processes is Kyle having difficulty with? |
| | A) | Attention |
| | B) | Retention |
| | C) | Production |
| | D) | Motivation |
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| 8 | |
Marchand is a first grader in Mr. Tobia's class whose homework would sometimes end up in the wrong bin. Mr. Tobia has decided to always ensure that he reinforces Marchand for putting his homework in the bin labeled "Today's homework" and not in the other bins that Mr. Tobias has in the classroom. Marchand has been placing his homework in the right bin every day. In this scenario, what is Mr. Tobia's intention? |
| | A) | To use generalization on Marchand |
| | B) | To use discrimination on Marchand |
| | C) | To use extinction on Marchand |
| | D) | To use punishment on Marchand |
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| 9 | |
Mrs. Renir tells her second graders that once they complete their reading assignment, they may go and play on the computers. In this scenario, Mrs. Renir is using _______. |
| | A) | extinction |
| | B) | generalization |
| | C) | Premack principle |
| | D) | a schedule of reinforcement |
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| 10 | |
Mr. Mijuet had been consistently praising Talan for contributing comments in the class discussions. However, Mr. Mijuet has noticed that Talan has become disruptive and that his comments are frequently not pertinent to the discussion that the class is having. Mr. Mijuet decides to ignore Talan's inappropriate comments and behavior during class discussions and give him attention and praise only when his comments are relevant. Talan's contributions to the class discussion are no longer inappropriate. In this scenario, Mr. Mijuet is using ________. |
| | A) | shaping |
| | B) | prompts |
| | C) | Premack principle |
| | D) | extinction |
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| 11 | |
According to Bandura, what is the concept of self-efficacy? |
| | A) | The belief that one can master a situation and produce positive outcomes. |
| | B) | The belief that one can change the outcome of a situation by providing external consequences. |
| | C) | The belief that one can regulate learning by becoming more aware of how it is that we acquire knowledge. |
| | D) | Occurs when a person observes and imitates someone else's behavior. |
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| 12 | |
Winston is very anxious when it comes to taking tests. He usually performs poorly on tests because of his anxiety and not his lack of knowledge. Winston's teacher has decided to have Winston associate relaxation with taking tests. She has Winston imagine a relaxing situation and think of it a few days before the test, the morning of the test, right before taking the test, and finally while he is taking his test. In this example, Winston's teacher is using which of the following: |
| | A) | Generalization |
| | B) | Systematic desensitization |
| | C) | Discrimination |
| | D) | Negative reinforcement |
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| 13 | |
Mr. Sanchez invites professionals from the local engineering company to serve as after school mentors. These mentors not only provide academic help but also serve as positive role models. This is an example of __________. |
| | A) | positive reinforcement. |
| | B) | observational learning. |
| | C) | self-regulatory learning. |
| | D) | classic conditioning. |
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| 14 | |
Tanya is working on a book report that is due the next day in school. She is talking to herself saying, "This is a little confusing, but I think I can do it. If I keep working, I know I'll get it done." This is an example of __________. |
| | A) | observational learning |
| | B) | social cognitive approaches to learning |
| | C) | the Premack Principle |
| | D) | a self-instructional method |
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| 15 | |
All of the following questions reflect a cognitive information processing approach except which one? |
| | A) | How do children get information into memory, store it, and retrieve it? |
| | B) | How can teachers help children improve their memory and study strategies? |
| | C) | How do environmental factors influence the age at which a child learns to crawl? |
| | D) | What are the best strategies for helping children become better problem solvers? |
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| 16 | |
Which of the following scenarios presents the best example of encoding? |
| | A) | Tamara is writing a letter. |
| | B) | Brian is practicing how to count. |
| | C) | Joan remembers her first day of school. |
| | D) | Julie is listening to music. |
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| 17 | |
Which of the following statements best describes the nature of memory of declarative knowledge? |
| | A) | Karen applies knowledge to perform a certain task. |
| | B) | Scott recognizes a famous person. |
| | C) | Natasha is able to provide specific factual information about an event. |
| | D) | Ivan recalls a specific event from his or her past. |
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| 18 | |
Mr. Abraham is having a guest speaker come into his first grade class to give his students a lesson on space travel. The guest speaker is very humorous and brought with her attention-grabbing devices and pictures. Immediately upon the speaker's leaving, Mr. Abraham discusses the presentation with his class. He is puzzled to discover that although the students enjoyed the presentation, they did not seem to know the subject matter of the presentation. Most students could not recall what the guest speaker had actually said. They did, however, remember all of the unusual items that the guest speaker brought with her. In this scenario, why did Mr. Abraham's class have trouble recalling the subject matter of the presentation? |
| | A) | Because the students lacked short-term memory. |
| | B) | Because the students' attention was drawn away from the lesson by the interesting objects the speaker brought in to the class. |
| | C) | Because the students do not have memory traces. |
| | D) | Because the students experienced the decay theory. |
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| 19 | |
Mrs. Isadora asks to see Toby during recess to discuss his last test performance. "Toby, I want to know why you did not tell me that you were having difficulties," Mrs. Isadora asks. "I thought I knew that stuff. I always think that but then when I take the test I don't do so well," Toby replies. What is likely to be the cause of Toby's problems? |
| | A) | Toby lacks metacognition. |
| | B) | Toby is exceeding the capacity of the sensory register. |
| | C) | Toby is lacking working memory. |
| | D) | Toby is employing organization. |
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| 20 | |
Quinn tells his teacher that someone in the class took his pencil while he was working with his reading group. He says that several children have explanations for what happened to his pencil, and he would like her to hear them all. Although several of the children claim they saw what happened, they all have different versions of the event. Nathan says that Ron took the pencil just like he took Nathan's eraser yesterday. Keri tells the teacher that it was Ron who took the pencil because he was sitting next to Quinn's desk at the time. Finally, Cecilia says that it was Teresa who took the pencil and then gave it to Ron in exchange for his multicolored pen. The students' various stories of what happened to Ron's pencil are best accounted for by __________. |
| | A) | schema theories |
| | B) | network theories |
| | C) | encoding specificity principle |
| | D) | expertise |
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| 21 | |
All of the following are steps used in the rule-sample strategy, except which one? |
| | A) | Define the concept. |
| | B) | Clarify terms in the definition. |
| | C) | Give examples to illustrate the key features or characteristics. |
| | D) | Do not provide additional examples, as it confuses the students. |
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| 22 | |
Three of the following teachers are using scaffolding to help their students learn. Which one is NOT a good example of scaffolding? |
| | A) | Ms. Lilly gives her class some hints about how to solve an especially difficult algebra problem. |
| | B) | Mrs. Branson teaches a golf swing by gently guiding each student through the correct movement a few times. |
| | C) | Ms. Niles gives John a structure to follow when he writes his first poem. |
| | D) | Mr. Johnson takes his students to the computer lab. |
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| 23 | |
Before Mr. Nielson begins his lecture, he reviews the previous day's lesson, discusses its relevance to the day's topic, and provides clear instructions for students' work. Which behavior is Mr. Nielson engaging in? |
| | A) | Orienting |
| | B) | Lecturing |
| | C) | Explaining |
| | D) | Reciting |
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| 24 | |
Which statement best describes an effective teaching strategy for delivering lectures? |
| | A) | Simplify the lecture focus and present a single point of view. |
| | B) | Make the lecture interesting and motivate students' interest in a topic. |
| | C) | Ask students to save their questions until after the conclusion of the lecture. |
| | D) | Avoid using visual aids as they distract students from the lecture focus. |
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| 25 | |
__________ are used at the beginning of a lesson to orient students and help them see "the big picture" of what is to come and how information is connected to what they already know. |
| | A) | Visual aids |
| | B) | Early assessment |
| | C) | Advance organizers |
| | D) | Essential questions |
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| 26 | |
At the conclusion of a lecture, teachers should __________. |
| | A) | tell students which parts of the lecture will be on the test |
| | B) | select inattentive students to repeat key lecture points |
| | C) | save students' questions until the next day |
| | D) | summarize the main ideas and make connections to future lectures or activities |
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| 27 | |
A health teacher is going to present information about the importance of exercise and its benefits to the body. After introducing the objectives for the lesson, the teacher asks students to list the types of physical exercise they did the day before. The purpose of this activity at the beginning of the lesson is to __________ . |
| | A) | improve students' short-term memory |
| | B) | eliminate students' preconceptions |
| | C) | plan for use of time and space |
| | D) | activate students' prior knowledge |
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| 28 | |
Mrs. Grant is preparing materials for a presentation about the water cycle. She has a poster, photographs of different types of clouds, and a short movie. Which of the following is the best explanation for why Mrs. Grant supplements her presentation with concrete, visual examples? |
| | A) | Mrs. Grant is utilizing the "rule-example-rule" technique. |
| | B) | Mrs. Grant is meeting the diverse needs of her students by adapting her presentation in a variety of ways. |
| | C) | Although such materials have been found to decrease student learning, Mrs. Grant finds it easier to conduct presentations when using visual cues. |
| | D) | Mrs. Grant is using the concrete materials for administering formal assessment. |
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| 29 | |
Teachers can enhance their presentations through the use of computers and interactive multimedia. Student use of technology to develop presentations has also been found to enhance classroom learning. Which of the following describes a benefit of student-created multimedia presentations? |
| | A) | Increased student motivation and content learning |
| | B) | Improved self-direction of learners |
| | C) | Increased knowledge of technology widely used in the adult world |
| | D) | All of the above. |
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| 30 | |
A critical component of effective presentations is monitoring and checking for understanding. Which of the following activities is NOT considered good practice when checking for understanding? |
| | A) | Ask students if they have any questions. |
| | B) | Use a signal system for students to report confusion, understanding, or uncertainty. |
| | C) | Use homework, tests, and other formal devices. |
| | D) | Have students use choral responses (answer in unison). |
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| 31 | |
Mr. Glass is skillful at monitoring student understanding. He not only asks questions but also monitors nonverbal cues such as __________. |
| | A) | disruptions and misbehavior |
| | B) | students asking questions unrelated to the topic |
| | C) | puzzled looks, silence, and positive head nodding |
| | D) | active participation in class discourse |
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