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Practice for PRAXIS
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1
Omar is having difficulty remembering the process of how to assemble and reassemble my toaster. He has written down the steps, but cannot remember the exact order in the process. Which of the following strategies should Omar use?
A)encode in multiple formats
B)use the method of loci
C)use visual imagery
D)increase conceptual knowledge
2
Michelle had trouble learning the formula for calculating the area of a circle, so she is saying it over and over to herself while the teacher passes out the geometry test. Michelle is demonstrating:
A)storage in the sensory register.
B)retrieval from working memory.
C)the use of maintenance rehearsal.
D)the use of chunking.
3
Considering what cognitive psychologists tell us about attention, identify the pair of activities that most people would have trouble doing simultaneously.
A)thinking about what to cook for dinner while combing one's hair
B)watching the evening news on television while studying for an exam
C)carrying on a conversation about the meaning of life while walking down the street
D)mentally planning a weekend camping trip while jogging
4
Mr. Lehman wants his students to understand percentages and the conversion of decimals to percentages. Using the information processing model as a basis, the first thing he needs to do in his lesson is be certain that:
A)students encode the information into long-term memory.
B)he has the students' attention.
C)students develop the information to automaticity.
D)he does not go too fast and overload the students' working memory.





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