1) Maureen vehemently denies that trees are plants. Her understanding of what a plant
is reflects which of the following errors?
a.overgeneralization
b.undergeneralization
c.confirmation bias
d.the misinformation effect
2) When Mr. Thompson yells at his students, they all pay attention to him. Mr.
Thompson is receiving ________ for his yelling behavior.
a.Punishment I
b.Punishment II
c.Positive reinforcement
d.Negative reinforcement
3) If we look at cognitive development from Piagets perspective, we would expect a
child in the concrete operations stage to have the greatest difficulty with which one of
the following questions?
a.How are an apple and a blueberry alike?
b.If you have 8 Macintosh apples and 2 Golden Delicious apples, then do you have
more Macintoshes or more apples?
c.An apple pie is cut into 4 pieces. A blueberry pie of the same size is cut into 12 pieces.
How many pieces of blueberry pie do you need to have the same amount as 3 pieces of
the apple pie?
d.If we have one row of blueberries spread like so: o o o o o o
and another row of blueberries spread like so: o o o o o o
then does one row have more blueberries than the other?
4) After repeatedly being beaten by his father, Edward begins to show signs of fearing
other men as well as his father. Edwards fear of other men can be explained by:
a.sensory preconditioning
b.generalization
c.higher-order conditioning
d.stimulus discrimination
5) Ms. Iwata has a long-term goal for her science studentsto 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.
6) Three of the following are typical components of positive behavior support in
classroom settings. Which one is not typical?
a.Providing opportunities for a student to make choices
b.Using in-school suspension to punish dangerous behaviors
c.Teaching appropriate behaviors that can substitute for inappropriate ones
d.Changing the classroom environment to make inappropriate behaviors less likely
7) Which one of the following statements best describes research findings regarding the
effectiveness of verbally reprimanding (e.g., scolding) children?
a.Reprimands rarely reduce inappropriate behavior.
b.Reprimands are more effective when theyre brief and unemotional.
c.Reprimands are effective only when they embarrass children to some extent.
d.Severe reprimands are more effective than mild ones.
8) Which one of the following statements is consistent with Hulls notion of how both
habit and drive affect performance?
a.Sometimes I get so nervous that Im all butterfingers.
b.Ive walked that route so often that I could probably do it in my sleep.
c.I wont do itI dont want to, and I dont know how.
d.You can do anything if you try hard enough.
9) Which one of the following individuals definitely has a mastery goal rather than a
performance goal?
a.Andrea is in the pool each day at 6:00 a.m.; she has set her sights on an Olympic goal
medal in swimming.
b.Brandon wants to please his parents by doing well in school.
c.Claude studies science so he can understand what makes things tick.
d.Darlene never asks questions in class; shes afraid they might make her look stupid.
10) Johns teacher gives him constructive criticism about how to improve the poem he
has just written. According to the textbooks discussion of social cognitive theory, what
effect is such criticism likely to have on Johns self-efficacy for writing poetry, and
why?
a.It will probably decrease his self-efficacy, because it communicates the message that
he has done a poor job.
b.It will probably decrease his self-efficacy, because it suggests to him that the teachers
standards are substantially higher than his own.
c.It will probably enhance his self-efficacy, because it communicates the message that
his teacher cares about him as a human being.
d.It will probably enhance his self-efficacy, because it communicates the message that
he has the ability to write a good poem.
11) In programmed instruction, a branching program is different from a linear program
in that a branching program:
a.Allows students to make choices about the topics they study
b.Takes smaller steps in teaching new material
c.Provides remedial work for students who need it
d.Is more likely to address important instructional objectives
12) If students associate failure with punishment, and then associate playing sports with
failure, they may begin to fear playing sports through a process of:
a.generalization
b.spontaneous recovery
c.higher-order conditioning
d.sensory preconditioning
13) A classroom of talkative students immediately quiets down and pays attention when
the teacher yells, Listen to me! quite loudly. The students sudden attentiveness to the
teacher demonstrates the effect of _______ on attention.
a.stimulus intensity
b.personal relevance
c.proximity
d.working memory
14) You are watching a movie on television. Which one of the following statements best
describes how your eyes are helping you perceive the movie?
a.They provide four or five visual snapshots of the movie each second.
b.They receive all the information that the television presents except for the times when
you blink or look away.
c.They detect approximately 60% of what is actually presented to them; the retinas fill
in what the eyes dont actually detect.
d.They detect information for about two seconds, then relax for two seconds, then
detect an additional two seconds worth of information, and so on.
15) The four statements below describe effects that motivation may have on cognition
and/or behavior. Three of the statements are accurate. Which one is not necessarily
accurate?
a.Motivation influences how information is mentally processed.
b.Motivation enhances memory for information irrelevant to the task at hand.
c.Motivation increases task persistence.
d.Motivation influences the choices that people make.
16) Mr. and Mrs. Mercado dont allow their daughter Maggie to chew gum at home and
have punished her severely on the few occasions they have found her with gum in her
mouth. Now Maggie rarely chews gum at home but chews it almost constantly at
school, where she is not punished for doing so. Maggies different behaviors at home
and at school illustrate an effect of punishment known as:
a.emotional arousal
b.reversal
c.behavioral contrast
d.restitution
17) Contemporary information processing theories of learning can best be described as
theories that:
a.Focus on how people solve problems
b.Propose that people learn in distinctly computer-like ways
c.Deal primarily with how people develop the ability to think abstractly
d.Explain how people interpret and remember the events they experience
18) Three of the following are potential drawbacks to instructional techniques that
depend heavily on student discussion. Which one is least likely to be a drawback?
a.Outgoing and popular students may dominate discussions, even if their ideas and
suggestions are off-target.
b.Some students have trouble communicating their thoughts clearly enough for others
to understand them.
c.Students who believe that there is a single right perspective on any issue are more
likely to participate than students who realize that several perspectives may all have
legitimacy.
d.Some students may become so focused on making a good impression when its their
turn to speak that they dont listen closely to what their classmates are saying.
19) With research on effective study skills in mind, identify the strategy that you should
recommend to a high school student who really wants to do well in her classes but who
consistently has trouble learning and remembering classroom subject matter.
a.Try to organize information.
b.Focus on details.
c.Underline at least two sentences in every paragraph.
d.Try to learn information word for word.
20) When we increase the wait time after teacher questions from one second to three
seconds, we can expect students answers to those questions to:
a.Be longer and more complex
b.Reflect decreased motivation to answer questions in the future
c.Reflect more automatic processing (instead of controlled processing)
d.Be more dependent on retrieval cues present in the immediate situation