 |
| 1 | |
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. |
|
|
|
| 2 | |
Which of the following is a defining feature of the concept "pen"?
|
| | A) | That it is long |
| | B) | That it is small in size |
| | C) | That it is a writing utensil |
| | D) | That it is purple in color |
|
|
|
| 3 | |
Theo is creating a __________, which is a visual representation of a concept that is filled with connections and hierarchical organizations pertinent to each concept. Theo is including examples and non-examples of the concept in order to gain a more sound understanding of the concept.
|
| | A) | Hypothesis testing |
| | B) | Concept map |
| | C) | Fixation |
| | D) | Prototype matching |
|
|
|
| 4 | |
Which of the following scenarios presents the best example of prototype matching?
|
| | A) | Tyler is deciding whether an item is a member of a category by comparing it with the most typical item(s) of the category. |
| | B) | Brianna is naming all of the non-examples of a concept. |
| | C) | Joseph is writing all of the examples of a concept on the board. |
| | D) | Jana is listening to the teacher list all of the defining features of a concept. |
|
|
|
| 5 | |
Which of the following scenarios best depicts a student or students thinking critically?
|
| | A) | Abdul memorized a list of spelling words for a spelling bee. |
| | B) | Felix and Sue are thinking reflectively and productively, as well as evaluating the evidence. |
| | C) | Gabriel and Todd are brainstorming ideas for the class play. |
| | D) | Martin is trying to think of all of the examples of the concept "vegetable." |
|
|
|
| 6 | |
Which of the following examples best illustrates problem solving?
|
| | A) | Athena thinks of personal examples when learning about new concepts in geometry. |
| | B) | Isabella classifies animals based on common features. |
| | C) | Cheryl uses made-up symbols to represent words that she is memorizing. |
| | D) | Mona and Asha work together to find an appropriate way to attain a goal. |
|
|
|
| 7 | |
A type of formal reasoning that involves four parts, with the relation of the last two parts being the same as the relation of the first two parts, is called:
|
| | A) | An analogy |
| | B) | Deductive reasoning |
| | C) | Inductive reasoning |
| | D) | Critical thinking |
|
|
|
| 8 | |
If a student has belief perseverance, which of the following would he or she most likely display?
|
| | A) | A tendency to search for and use information that supports rather than refutes his or her ideas |
| | B) | A tendency to falsely report, after the fact, that he or she accurately predicted an event |
| | C) | A tendency to have more confidence in judgment and decisions than he or she should based on probability or past occurrence |
| | D) | A tendency to hold onto a belief even in the face of contradictory evidence |
|
|
|
| 9 | |
If a student displays hindsight bias, which of the following would he or she most likely exhibit?
|
| | A) | A tendency to search for and use information that supports rather than refutes his or her ideas |
| | B) | A tendency to falsely report, after the fact, that he or she accurately predicted an event |
| | C) | A tendency to have more confidence in judgment and decisions than he or she should based on probability or past occurrence |
| | D) | A tendency to hold onto a belief even in the face of contradictory evidence |
|
|
|
| 10 | |
Several cognitive changes occur during adolescence that allow improved critical thinking, including:
|
| | A) | Increased speed, automaticity, and capacity of information processing |
| | B) | More knowledge in a variety of domains |
| | C) | An increased ability to construct new combinations of knowledge |
| | D) | All of the above are correct. |
|
|
|
| 11 | |
Which of the following is an example of a "thinking-based" question?
|
| | A) | When did the Civil War end? |
| | B) | What role does economics play in social discrimination? |
| | C) | What is the symbol for hydrochloric acid? |
| | D) | Who is the antagonist in the story? |
|
|
|
| 12 | |
Mr. Santofl has noticed that one of his students, Kino, displays a tendency to search for and use only information that will supports his ideas. Mr. Santofl's student, Kino, is demonstrating
|
| | A) | A hindsight bias |
| | B) | A confirmation bias |
| | C) | An overconfidence bias |
| | D) | A decision-making bias |
|
|
|
| 13 | |
Mr. Allport has shown his first-grade class four different shapes drawn on a large piece of poster board. He has secretly selected one of these shapes and he will now ask his students to develop educated guesses about what concept he has selected. Students begin asking questions related to the different shapes and by eliminating non-examples, they will be able to identify what concept Mr. Allport has chosen. In this scenario, what is Mr. Allport's class taking part in?
|
| | A) | Concept mapping |
| | B) | Analogies |
| | C) | Subgoaling |
| | D) | Hypothesis testing |
|
|
|
| 14 | |
Swen is not excited about having to read another Shakespearean play. He has already read two of Shakespeare's plays and he concluded from reading those two plays that he dislikes the general nature of Shakespeare's plays. Swen is engaging in:
|
| | A) | Inductive reasoning |
| | B) | Deductive reasoning |
| | C) | Critical thinking |
| | D) | Decision making |
|
|
|
| 15 | |
15. Alex and Brian are engaging in a detective game in which they must gather and sort through all of the clues in order to determine who has committed a crime. Alex and Brian are engaging in ___________when playing this detective game.
|
| | A) | inductive reasoning |
| | B) | deductive reasoning |
| | C) | critical thinking |
| | D) | decision making |
|
|
|
| 16 | |
Uma is trying to decide whether next year she should take calculus, which is considered an advanced mathematics class for her grade level, or algebra II, which is the regular mathematics for her grade level. In making this decision, Uma is weighing the costs and the benefits of this decision by creating a plus and minuses list. Uma is using:
|
| | A) | Subgoaling |
| | B) | Hypothesis testing |
| | C) | Decision making |
| | D) | Belief perseverance |
|
|
|
| 17 | |
Mrs. Kombly encourages her students to brainstorm, to be internally motivated, to be flexible and playful in their thinking. She is also careful that she does not become overcontrolling of her students. Mrs. Kombly is fostering ____________ in her classroom.
|
| | A) | intelligence |
| | B) | decision making |
| | C) | creativity |
| | D) | problem solving |
|
|
|
| 18 | |
Ronald is very good at being able to think about something in novel and unusual ways and come up with unique solutions to the problem. This means that Ronald is very:
|
| | A) | Good at problem solving |
| | B) | Good at analogies |
| | C) | Good at thinking critically |
| | D) | Creative |
|
|
|
| 19 | |
Mr. Trell wants all of his students to learn how to diagram sentences. He teaches them a specific formula for diagramming a sentence and then he tests their knowledge by having them diagram a sentence on the board. In this scenario, what is Mr. Trell using to teach his students how to diagram sentences?
|
| | A) | An algorithm |
| | B) | Subgoaling |
| | C) | Means-end analysis |
| | D) | A mental set |
|
|
|
| 20 | |
Ronnie’s history teacher has just given an extra credit assignment consisting of a research project. Ronnie decides to assess her current situation, which is that she has some possible ideas for this project. She then sketches out a plan to reduce the difference between her current state and the goal of doing the project. She knows that she must now reduce the number of topic ideas down to one, research that idea by going to the library, and asking her uncle, who is a historian, if he has any books on the topic. What is Ronnie using to solve her problem?
|
| | A) | An algorithm |
| | B) | Subgoaling |
| | C) | Means-end analysis |
| | D) | Fixation |
|
|
|
| 21 | |
Mrs. Moran's geometry class is learning how to prove theorems. Mrs. Moran instructs them on this concept and then will test her students in the same setting in which the concept was learned. In Mrs. Moran's class, what type of transfer are her students involved in?
|
| | A) | Near |
| | B) | Far |
| | C) | Low-road |
| | D) | High-road |
|
|
|
| 22 | |
Mr. Vista always encourages his students to think about how they can apply information that they have already learned to a new context. What type of transfer is Mr. Vista encouraging his students to do?
|
| | A) | Forward-reaching transfer |
| | B) | Backward-reaching transfer |
| | C) | Near transfer |
| | D) | Far transfer |
|
|
|
| 23 | |
Which of the following statements about creativity is true?
|
| | A) | Creative students are able to generate a single, best way to solve a problem. |
| | B) | Students who are creative in math are also creative in other disciplines such as language arts, science, and the visual arts. |
| | C) | Creative students think about things in novel and unusual ways. |
| | D) | Most highly intelligent students are very creative. |
|
|
|
| 24 | |
Mrs. Daniels' students are building a model of the rainforest in the classroom. They are making trees using twisted, brown paper as well as a variety of tropical flowers and birds. What is Mrs. Daniels fostering in her students?
|
| | A) | Concept mapping |
| | B) | Problem-based learning |
| | C) | Convergent thinking |
| | D) | Creativity |
|
|
|
| 25 | |
Mr. Berman is moderating a classroom debate about year-round schooling. Students in Group 1 are in favor of year-round schools and Group 2 is opposed to year-round schools. Group 2 is sharing research that refutes the position of Group 1. A Group 2 student is passionately speaking against a point that was made by a Group 1 student. Which statement best describes what is happening in Mr. Berman's classroom?
|
| | A) | The students are engaging in a critical thinking activity. |
| | B) | Mr. Berman is in danger of losing control of his classroom. |
| | C) | Students are being encouraged to give a single, correct answer about year-round schooling. |
| | D) | Mr. Berman is pitting students against each other and will ultimately undermine friendships. |
|
|
|
| 26 | |
All of the following statements about brainstorming are true EXCEPT:
|
| | A) | Generating as many new ideas as possible is a good creativity strategy. |
| | B) | During a brainstorming session, participants are encouraged to criticize and evaluate other ideas. |
| | C) | Brainstorming can foster team-building skills in the classroom. |
| | D) | For many individuals, working alone can generate more and better ideas than working in groups. |
|
|
|
| 27 | |
When students are having fun in the classroom: _________.
|
| | A) | They are less likely to absorb and retain information. |
| | B) | They are less attentive and less motivated to learn. |
| | C) | They are more likely to engage in disruptive and dangerous behavior. |
| | D) | They are more likely to consider creative solutions to problems. |
|
|
|
| 28 | |
Which of the following statements about decision making is NOT true?
|
| | A) | Decision making involves thinking in which individuals evaluate alternatives and make choices among them. |
| | B) | An adolescent who makes a wise decision when calm will also make a wise decision when emotionally aroused. |
| | C) | Young adolescents are more likely to generate options and anticipate the consequences of decisions than children. |
| | D) | Many adolescents use self-serving biases in their reasoning and decision making. |
|
|
.