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 12 3

1. A mental structure that categorizes a set of objects, events, or ideas is a: (remember;

knowledge)
A. concept.
B. principle.
C. theory.
D. f act.

2. Another name f or characteristics of a concept is: (understand; comprehension)

A. attributes.
B. prototypes.
C. exemplars.
D. nonexamples.

3. The best case example of a concept is ref erred to as a(n): (remember; knowledge)
A. attribute.
B. prototype.
C. f eature.
D. characteristic.

4. W hen teaching a concept, teachers should present a a

 in order to help students av oid:
(understand; comprehension)
A. irrelev ant attributes.
B. negativ e instances.
C. ov ergeneralization.
D. undergeneralization.

5. Consider the f ollowing concepts:  

(plane figures with f our equal sides and f our equal
angles),  (solutions that taste sour), 

 
 (parts of speech that receiv e the action of
the verb), and
 
 (government by people, usually by elected representativ es, or a state
so gov erned). Based on our understanding of concepts and the way students learn them, which
one would be most difficult for middle school students to learn? (evaluate; evaluation)
A. Square
B. Acid
C. Direct object
D. Democracy

6. Of the f ollowing, which is the best description of a 


? (remember; knowledge)
A. A state that exists when an individual is f aced with an idea that he or she does not
understand
B. A state that exists when an individual has a goal but lacks an obv ious way of achieving the
goal
C. A state that exists when individuals disagree about basic concepts, ideas, or goals
D. A state that exists when an individual¶s understanding of an idea includes the construction
of misconceptions
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7. W hich of the f ollowing is the best example of a well-defined problem? (evaluate; ev aluation)
A. Your eighth graders will not consistently turn in their homework.
B. You hav e a doctor¶s appointment, but you don¶t know how to get to her office.
C. Your colleagues¶ disagreements are hav ing a negative effect on the morale in your
department.
D. You want to make a career switch but do not know what direction to take.

8. W hich of the f ollowing is an obstacle to identifying problems eff ectively? (remember; knowledge)
A. The tendency to get distracted and think too div ergently
B. The tendency to give up prior to identifying a solution
C. The tendency to rush to a solution bef ore the problem is def ined
D. The tendency to lack effective efficacy and to become anxious

9. In a general problem-solving model, the first step is typically to identify the problem. The next
step is to: (remember; knowledge)
A. select a strategy.
B. represent the problem.
C. implement the strategy.
D. ev aluate the results.

10. A rule that prescribes a specific set of steps f or solving a problem is best described as a(n):
(remember; knowledge)
A. strategy.
B. mnemonic.
C. heuristic.
D. algorithm.

11. W hich of the f ollowing is not effective as a heuristic? (analyze; analysis)

A. Conv ergent thinking
B. Means-end analysis
C. W orking backward
D. Drawing analogies

12. W hich of the f ollowing students is being most ³strategic´ in his or her approach to studying?
(ev aluate; evaluation)
A. Enrique caref ully reads the chapter and then goes back and rereads it.
B. Madena reads a paragraph, realizes that she has drif ted off , and then reads the paragraph
again.
C. Antonio looks at the chapter outline and then reads the chapter.
D. Carla reads a section of the chapter and then writes two or three summary sentences
about the section.

13. Of the f ollowing, strategic learning most closely relates to: (understand; comprehension)
A. modeling.
B. rehearsal.
C. perception.
D. metacognition.

14. On which theory of learning is strategic learning most nearly based? (understand;
comprehension)
A. Behaviorism
B. Social cognitive theory
C. The human memory model
D. Constructivism
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15. Techniques students use to increase their understanding of written materials and teachers¶
presentations are described as: (remember; knowledge)
A. critical thinking skills.
B. study strategies.
C. problem-solving abilities.
D. processing strategies.

16. Of the f ollowing, the study strategy that is most likely to be misused, with the result being a lack of
meaningf ul encoding is: analyze; analysis)
A. highlighting.
B. self -questioning.
C. summarizing.
D. representing tasks with hierarchies and outlines.

17. The ability to apply previous learning to new situations best describes: (remember; knowledge)
A. metacognition.
B. study strategies.
C. critical thinking.
D. transf er.

18. According to cognitiv e views of learning, of the f ollowing, the concept that is most important in
f acilitating transf er is: (analyze; analysis)
A. reinf orcement.
B. rehearsal.
C. expectations.
D. meaningf ulness.

19. According to cognitiv e theories of learning, which of the f ollowing does not positively affect
transf er? (analyze; analysis)
A. The number of times an answer is reinf orced.
B. The depth of understanding and practice.
C. The quality of learners¶ experiences.
D. The context into which learners¶ experiences are embedded.

20. Mr. Smith attempts to help his students understand the concept of a

 by relating it to why
people are required to wear seatbelts in their cars. Mrs. Evans has her student s solv e a variety
of word problems that inv olve f ractions, decimals, and percents. Mr. Leander has his student s
practice study skills in English, geography, and science. Each of the teachers was attempting to
capitalize on which of the f ollowing f actors that promote transf er? (apply; application)
A. Similarity between learning situations
B. Learning context
C. Depth of original understanding
D. Emphasis on metacognition