Deck 9: Long-Term Memory I: Storage and Encoding

Question 1

Nicole learns the formula "E = mc2" by repeating it to herself over and over again. Which one of the following processes is Nicole most clearly demonstrating?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Answer 1

C

Question 2

Of the following four teachers, which one is probably presenting an ambiguous stimulus to students?

A) Ms. Aurora asks students to raise their hand if they can find England on a globe.
B) Mr. Benedict stares at a student without smiling.
C) Ms. Cornwall says, "Please take out a pencil."
D) Mr. Dalton wears a new sweater.

Answer 2

B

Question 3

Travis realizes that the year World War II ended-1945-is the same year that his grandfather was born. Which one of the following processes is Travis most clearly demonstrating?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Answer 3

B

Question 4

In an early investigation of memory, Frederic Bartlett asked students to read a story called The War of the Ghosts and then on later occasions asked them to recall the story. Bartlett made a number of observations about how students' recollections of the story were different from the story itself. Which of the following was not one of his observations?

A) Students retold the story in a way that made little sense.
B) Students remembered the main idea of the story.
C) Students retold the story in different words.
D) Students forgot many of the story's details.

Question 5

To help herself learn the early explorers of the New World, Jessica makes a chart that lists the Spanish explorers together, the Portuguese explorers together, the French explorers together, and so on. Which one of the following processes is Jessica most clearly demonstrating?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Question 6

To learn how to spell rhinoceros, Paula repeats the letters of the word over and over again without really thinking about what she is saying. Considering research findings about the effectiveness of rehearsal, we can predict that Paula's strategy will be:

A) Highly effective
B) Effective only if she says the letters in a very loud voice
C) Effective only if she says the letters slowly (e.g., at a rate of one letter per second)
D) Relatively ineffective

Question 7

Which one of the following is the best example of sensation (as opposed to perception)?

A) You see a bright red car driving quickly down the street.
B) You hear your friend say, "Here comes a bright red car driving quickly down the street."
C) You see the bright red car flash its left turn signal, and you predict that the car will make a left turn.
D) Sound waves coming from the car's horn reach your right ear before they reach your left ear.

Question 8

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 don't 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.

Question 9

Which one of the following is the most accurate statement about how people perceive the world around them?

A) Visual perception is heavily dependent on sensation, whereas auditory perception is not.
B) Auditory perception is heavily dependent on sensation, whereas visual perception is not.
C) People often fill in information that they do not actually sense.
D) Perception is almost totally a function of what is sensed.

Question 10

In which of these situations is information most likely to be stored effectively in long-term memory?

A) Abby looks up the correct spelling of independence and immediately writes it down.
B) Bob repeats "Comment allez vous?" after his teacher five times in a row.
C) Corinne realizes that receive follows the "I before E except after C" rule.
D) David stares at a page in his textbook in an effort to form a photographic image of the page in his mind.

Question 11

Many cognitive psychologists believe that learning and understanding are often constructive in nature. Three of the following scenarios illustrate such construction. Which scenario does not necessarily involve construction in learning?

A) Although no one has ever told her so, Peggy thinks that the night sky is a large black blanket covering the earth and that the blanket has tiny holes through which the stars shine.
B) Mr. McFarland asks his third graders to practice their multiplication tables every day. After a month of such practice, Misty can retrieve all the basic multiplication facts quickly and easily.
C) When George reads about the Vietnam War in his history book, he comes to the conclusion that the United States should never have gotten involved in Southeast Asia.
D) Because the word photosynthesis begins with photo, Jeremy erroneously guesses that it must have something to do with creating photographs.

Question 12

Which one of the following alternatives best characterizes the process of elaborating new information?

A) Remembering the order in which several pieces of new information are received.
B) Failing to notice some significant elements of the new information.
C) Paying careful attention to new information that is believed to be important.
D) Embellishing on new information by using something already known.

Question 13

Maria moved to this country several months ago. She has been studying English as a second language but still has much to learn about the language of her new homeland. One day her teacher tells the class, "Bring an empty coffee can to school tomorrow for a project we're going to do." Maria hears only two familiar words-"coffee" and "school"-and guesses that her teacher is saying that students should not drink coffee at school. Maria's misinterpretation illustrates which one of the following?

A) Conceptual change
B) Auditory imagery
C) Construction in retrieval
D) Construction in storage

Question 14

A teacher tells his class, "For tomorrow's class, read pages 23 to 49 in your geography book." Three of the following students are demonstrating the process of construction in their perceptions of what their teacher has said. Which student is not?

A) Anthony doesn't hear what the teacher says because his mind is on something else.
B) Bonita thinks the teacher is saying "history book."
C) Christopher "hears" the teacher say "pages 33 to 39" because the student next to him is coughing loudly.
D) Dena understands the teacher even though the teacher speaks with a slight accent and mispronounces the word geography.

Question 15

Cordell is trying to remember the various rocks he has been studying in his earth science class (granite, sandstone, limestone, obsidian, marble, etc.). He finally decides it would be easiest if he studied them as three groups: sedimentary, igneous, and metamorphic. Considering research regarding this strategy, Cordell should:

A) Have an easier time remembering them because he's organizing them
B) Have a more difficult time remembering them because he must remember the three groupings as well as the rocks themselves
C) Have an easier time remembering them only if he also looks at pictures of each kind of rock
D) Have a more difficult time remembering them because he's using only rehearsal to learn them

Question 16

Jeff wants to remember the twelve signs of the zodiac: Aries (ram), Taurus (bull), Gemini (twins), Cancer (crab), Leo (lion), Virgo (virgin), Libra (balance), Scorpio (scorpion), Sagittarius (archer), Capricorn (goat), Aquarius (water carrier), and Pisces (fish). He does not necessarily want to remember them in any particular order. Considering research results described in the textbook, which one of the following techniques will maximize Jeff's chances of remembering all twelve?

A) Study the signs exactly as they are listed above.
B) Put the signs in alphabetical order (Aquarius, Aries, Cancer, etc.)
C) Put the signs in alphabetical order in terms of their English meanings (archer, balance, bull, etc.).
D) Organize the signs into three groups: people, animals, and things.

Question 17

Considering research described in the textbook regarding meaningful learning, which one of the following students is most likely to remember what the word effervescent means?

A) Alice thinks, "The word has four Es."
B) Betty thinks, "The word describes me...I have a bubbly personality."
C) Carolyn thinks, "The ending is the same as the ending of adolescent."
D) Donna thinks, "I'll bet it comes from the Latin word fervere, meaning 'boil.'"

Question 18

The author of the textbook suggests that teachers should repeat important points several times in their classroom lectures. The rationale behind this suggestion is that:

A) Students have less need to elaborate information that they hear several times.
B) Repetition helps students expand their working memory capacity.
C) Students can only process a fraction of they hear and therefore may miss information that is presented only once.
D) Repetition has been demonstrated to be the most effective way to get information into students' long-term memories.

Question 19

Tyler learns that Christopher Columbus's first voyage across the Atlantic was financed by Queen Isabella of Spain. He thinks to himself, "She probably thought she would make a profit on her investment." When he stops to consider the queen's motives, Tyler is demonstrating which one of the following processes?

A) elaboration
B) meaningful learning
C) rehearsal
D) internal organization

Question 20

Three of the following are accurate statements about elaboration. Which one is false?

A) It typically involves the use of prior knowledge.
B) It invariably increases the accuracy of what is remembered.
C) It is usually a more effective means of long-term memory storage than rehearsal.
D) Different people are apt to elaborate differently on the same piece of information.

Question 21

Ms. Trinh is about to start a unit on sharks. Some of her students have a strong interest in sharks and know a lot about them. Others know very little about sharks. When Ms. Trinh gives a reading assignment about sharks, she should expect that:

A) Students with more background knowledge will understand the reading material more readily than their classmates.
B) Students' reading comprehension will depend almost entirely on their word decoding skills; their prior knowledge won't make much of a difference.
C) Students with more background knowledge are less likely to double-check their understanding and so will make more comprehension errors.
D) Students with less background knowledge may be reluctant to read about an unfamiliar topic; thus, motivating them to learn during the unit will be a challenge.

Question 22

Generally speaking, elaboration helps students learn new information. An exception to this rule is when students elaborate on this information:

A) After having already organized it in a hierarchical fashion
B) Using previously stored erroneous information
C) Using information they stored many years earlier
D) Very quickly

Question 23

Which one of the following teachers provides the best example of the halo effect?

A) Mr. Abrams likes Frank better than Mark because Frank is the more polite of the two students.
B) Ms. Bernadette always gives students the benefit of the doubt when they exhibit "borderline" test performance.
C) Mr. Cordell overrates Cathy's gymnastic skills because she is head cheerleader.
D) Ms. DiStefano believes that all students can learn calculus if they study hard enough.

Question 24

The four students described below are using visual imagery to try to remember information. Considering what theorists and researchers say about the strengths and weaknesses of visual imagery, only one student is likely to remember this information accurately. Which one?

A) Anna sees a pentagon and erroneously calls it a hexagon. The following day she is asked to draw the figure she saw.
B) Bob studies a map of the Soviet Union. The following day he is asked to draw a map of the Soviet Union, including the locations of mountains, rivers, and major cities.
C) Cora studies 30 pictures at an art museum. The following day she is asked to identify them from among 60 pictures.
D) Dave tries to form a visual image of the word accommodation. The following day he is asked to spell it.

Question 25

Which one of the following is the best example of enactment as a facilitator of long-term memory storage?

A) Aidan enunciates his French vocabulary words slowly and carefully.
B) Bill pronounces his French vocabulary words is an exaggerated fashion, to the point that he even pronounces letters that are usually silent.
C) As he hears someone describe how to bake a soufflé, Craig closes his eyes and tries to visualize each step in his mind.
D) Donald traces the letters of the alphabet to help him remember what each one looks like.

Question 26

A student reads the statement, "To be or not to be, that is the quastion," and fails to notice the typographical error in the word question. This proofreading error can best be explained by considering the role of _________ in long-term memory storage.

A) closure
B) similarity
C) expectations
D) rehearsal

Question 27

A biology teacher wants students to remember the various components of a cell (nucleus, cytoplasm, cell membrane). Considering what research tells us about long-term memory storage, the teacher would be well advised to help students encode information about the cell:

A) Primarily in a visual form, because visual images usually remain vivid in memory for a long period of time
B) Primarily in a verbal form, because language underlies much of human learning
C) In both visual and verbal forms, because multiple forms of encoding increase the likelihood of retrieval
D) In a relatively unencoded form for a few days, to allow for greater flexibility in encoding later on

Question 28

Generally speaking, adults learn and remember more easily than children do. The reverse is true, however, when the children:

A) Initially know more about the topic being studied than the adults do
B) Are given certain memory-enhancing fruits and vegetables (e.g., broccoli)
C) Engage in daily exercises designed to expand working memory capacity
D) Are instructed to close their eyes and listen very closely

Question 29

Michael is in a serious motorcycle accident and loses consciousness for several hours. When he wakes up in the hospital emergency room, he doesn't remember being in the accident. In fact, he doesn't even remember the events that led up to the accident. Which one of the following alternatives is the most likely explanation for Michael's memory loss?

A) Visual encoding is typically a slow, effortful process.
B) Procedural knowledge is acquired more slowly than declarative knowledge.
C) Loud noises (e.g., screeching brakes) can essentially "erase" new information.
D) New information often needs time to consolidate in memory.

Question 30

The anthropologist Colin Turnbull described an incident in which a pygmy man raised in the thick African jungle was taken to an open plain. As the two men approached a herd of buffalo by car, the pygmy became fearful of the "growing" animals. The pygmy's misperception illustrates the importance of _________ in perception and long-term memory storage.

A) figure-ground
B) prior knowledge
C) proximity
D) stimulus intensity

Question 31

To pass the time one day, Keisha multiplies 2 by 2 by 2 by 2 ... and so on, on her calculator. She observes that the products increase in size more dramatically with each calculation. A few weeks later, when her math teacher explains what it means for something to increase exponentially, Keisha realizes that she has already discovered this idea on her own, and she remembers it better as a result. Which one of the following concepts best characterizes Keisha's enhanced understanding of an exponential increase?

A) The generation effect
B) Internal organization
C) A meaningful learning set
D) Implicit knowledge

Question 32

According to the textbook, we will form a connection between a new piece of information and something we already know only if:

A) The connection between them is readily apparent.
B) Both things are in working memory at the same time.
C) The two things are encoded in the same way (i.e., as eidetic images, productions, or propositions).
D) The two things were learned in the same environmental context.

Question 33

Which one of the following most accurately describes the difference between skilled readers and beginning readers in terms of their attention to what they read?

A) Skilled readers probably attend to all of the words in a sentence, whereas beginning readers overlook many of the words.
B) Skilled readers probably attend equally to all letters in a word, whereas beginning readers often overlook the first letters of a word.
C) Skilled readers probably attend equally to all letters in a word, whereas beginning readers often overlook the last letters of a word.
D) Skilled readers probably attend to fewer letters and words than beginning readers.

Question 34

After his class returns from a field trip to the local historical museum, Mr. Cordova asks his students to write an essay describing the things they learned at the museum. Considering factors that influence memory storage, which one of the following effects should writing the essay have on what the students will later remember about the field trip?

A) They will remember the trip better than if they had not written about it.
B) They will tend to confuse aspects of the trip with previous field trips that they've written about in other essays.
C) Although they won't necessarily remember any more about the trip, what they do remember will tend to be remembered more as visual images than it might have been otherwise.
D) Writing about the trip will enhance students' short-term memory of the trip, but it will not necessarily enhance their long-term memory of it.

Question 35

What important role can declarative knowledge play in assisting people as they make use of their procedural knowledge?

A) Declarative knowledge enables people to execute a behavior more quickly than they would otherwise.
B) Even the most basic kinds of procedural knowledge are useless unless they're accompanied by a significant amount of declarative knowledge.
C) Declarative knowledge is essential if people are to acquire procedural knowledge to a level of automaticity.
D) Declarative knowledge can help people remember the specific steps they need to take as they execute a complex behavior.

Question 36

As Jane reads about General Custer's last stand, she pictures him as he must have looked, with long blonde hair and a full mustache, riding tall and proud on the open plain just before he was attacked. Considering research findings regarding the effectiveness of visual imagery, we can predict that Jane will:

A) Get confused by the vividness of her visual image
B) Remember the information better than she might otherwise
C) Store the information in working memory rather than in long-term memory
D) Remember her image perfectly for at least a year

Question 37

Which one of the following statements best describes how learners are apt to acquire procedural knowledge?

A) In some cases, learners first learn it as declarative knowledge; with time and practice, it gradually becomes procedural knowledge.
B) Learners initially learn it as one or more auditory images; eventually, they recode it into visual images.
C) Learners typically acquire it in a rapid, all-or-none fashion; one minute they don't have it, the next minute they do.
D) In acquiring procedural knowledge, learners bypass working memory; the knowledge goes immediately from the sensory register into long-term memory.

Question 38

Teachers' expectations for student performance sometimes affect the grades they give. Considering the textbook's discussion of when expectations are likely to have their greatest effects, choose the situation in which teacher expectations are most likely to influence grades.

A) A second-grade teacher grades a 20-word spelling test.
B) A fourth-grade teacher grades a homework assignment of 30 long division problems.
C) A high school social studies teacher grades a 40-item multiple-choice test.
D) A high school creative writing teacher grades students' short stories.

Question 39

Four people read the same textbook about physiological psychology. Other things being equal, which one will probably learn the information in the book most meaningfully?

A) Art is taking his first college course after working twenty years as an insurance agent.
B) Bert has a double major in astronomy and earth science, so has quite a bit of knowledge about both subjects; however, he has never studied physiology or psychology before.
C) Curt took two physiology and three psychology courses last year and still remembers a great deal about both topics.
D) Durwood took a physiological psychology course last semester; he spent more time playing on the football team than studying his textbooks and so didn't learn very much.

Question 40

A physics teacher asks her students to draw a picture to illustrate the forces at work when someone throws a ball into the air. This strategy should do two things to help students remember the forces involved. In particular, it should encourage students to engage in both:

A) implicit and explicit understanding
B) rote learning and automaticity
C) enactment and visual imagery
D) verbalization and facilitative expectations

Question 41

Mr. Martinez wants his first grade students to be able to identify 200 reading words at the level of automaticity. Which one of the following techniques will best help his students achieve that goal?

A) Tell them how important it is for them to know the words.
B) Explain how the letters of the words indicate their sounds.
C) Explain how some of the letters in the words are "silent letters."
D) Give them lots of practice reading the words.

Question 42

Morris is taking an introductory Russian course. In the early weeks of the course, he studies new Russian vocabulary words 10 times each, all in the same evening. Later on, he discovers that he can remember Russian words better over the long run if he studies them twice in an evening for five evenings in a row. Morris has discovered:

A) the spacing effect
B) the generation effect
C) the importance of consolidation
D) the advantages of implicit learning

Question 43

Which one of the following is an accurate statement concerning how analogies affect learning?

A) Students may occasionally draw inaccurate parallels between the new idea and the analogy.
B) Analogies are effective only when they are somewhat abstract.
C) Analogies presented in graphic rather than verbal form tend to be counterproductive.
D) Analogies must remain within the same discipline; for example, a physics analogy should be used when teaching physics.

Question 44

Three of these teachers will probably promote meaningful learning in their students. Which one is unlikely to do so?

A) Mr. Pulos shows how the area of a triangle (area = ¹/₂base x height) is half of something they already know-the area of a rectangle.
B) Ms. Rubenstein asks her students to define peninsula in their own words.
C) Mr. Warner encourages his third graders to practice their cursive letters at least once every day.
D) Ms. Elms points out that the German word krank (meaning "sick") might be related to the English word cranky.

Question 45

Which one of the following teaching practices is most likely to encourage students to elaborate as they study new material?

A) Help them locate Berlin on a map of Europe.
B) Ask them how they might apply the principle that gas expands when heated.
C) Ask them, "Who remembers what the chief exports of Japan are?"
D) Say, "Yesterday we learned the safe way to hand a pair of sharp scissors to someone else. Who can show us how we should do that?"

Question 46

Which one of the following statements best illustrates prior knowledge activation in a geometry lesson?

A) "Today we will be studying three different kinds of triangles: acute, right, and obtuse."
B) "Calculating the volume of a sphere is similar to a procedure you learned last month-calculating the area of a circle."
C) "Okay, class, it's time to put your reading assignment away so that we can begin today's geometry lesson."
D) "Do you know how many square feet you have in your bedroom? After learning how to calculate the area of a rectangle today, you will know how to figure out exactly how big your bedroom is."

Question 47

Which one of the following students is definitely demonstrating automaticity in word recognition?

A) When Samantha reads aloud, her voice lacks expression.
B) When Roland reads, he has to sound out most of the words.
C) When Kristen reads, she recognizes words by sight and recalls their meanings instantaneously.
D) When Werner listens to someone say a new word, he closes his eyes and tries to imagine how it might be spelled.

Question 48

Occasional review of previously learned material helps our memory for that material by:

A) Promoting controlled processing
B) Limiting the spread of activation
C) Increasing associations with other things we know
D) Increasing the precision of our visual images

Question 49

One of the history teachers below is violating a principle recommended for promoting long-term memory storage during instruction. Which teacher is doing so?

A) Mr. Annenberg explains to his students how the American Revolution was an almost inevitable outcome of certain English policies at the time.
B) Ms. Bartholomew begins her discussion of the American Civil War by drawing some parallels between it and something the class has already studied-the American Revolution.
C) At the beginning of a unit on World War I, Mr. Cortez gives his students several questions they should be able to answer at the end of the unit.
D) Ms. DeLuca talks in a relaxed conversational style, describing different battles of World War II as they come to mind.

Question 50

Which one of the following is the best example of controlled processing?

A) An infant going to sleep
B) A toddler learning how to walk
C) A child walking down the street
D) An adult running down the street

Question 51

Three of the following statements are examples of possible advance organizers for a geometry lesson. Which statement is not an advance organizer as the term is typically defined?

A) "Today we will be studying three different kinds of triangles: acute, right, and obtuse."
B) "Okay, class, it's time to put your reading assignment away so that we can begin today's geometry lesson."
C) "Calculating the volume of a sphere is similar to a procedure you learned last month-calculating the area of a circle."
D) "Do you know how many square feet you have in your bedroom? After learning how to calculate the area of a rectangle today, you will know how to figure out exactly how big your bedroom is."

Question 52

Which one of the following best illustrates expository instruction?

A) Students in Mr. Phillips' English class discuss underlying themes in Shakespeare's Hamlet.
B) Students in Mr. Richards' science class look at handouts and PowerPoint slides that depict the life cycle of the butterfly.
C) Students in Ms. Thaller's geometry class work at their desks trying to prove the side-angle-side theorem for triangles.
D) Students in Ms. Verden's history class write the answers to a series of short questions in a workbook and then turn the page to get feedback regarding the correct answers.

Question 53

An advantage of knowing some skills to a level of automaticity is that automaticity:

A) Lessens the working memory load for a task involving those skills
B) Facilitates the development of schemas and scripts for those skills
C) Facilitates the meaningful learning of those skills
D) Facilitates the internal organization of those skills

Question 54

Visual aids are most likely to be effective when they:

A) Are presented at the end of a lecture rather than at the beginning
B) Are used with elementary rather than secondary students
C) Do not duplicate material that has already been presented verbally
D) Focus on major ideas rather than details

Question 55

Which one of the following best illustrates the use of a concept map?

A) Mr. Alexander puts the words force, gravity, velocity, acceleration, and time on the chalkboard; she then draws lines between pairs of related words and describes the relationships.
B) Ms. Blanchard draws a chart listing the sequence of events leading up to World War II in chronological order.
C) Mr. Calvin draws a chart showing the hierarchy that biologists use to classify animals; his chart includes vertebrates, invertebrates, mammals, fish, birds, mollusks, crustaceans, and so on.
D) Ms. Dubroski lists the characteristics of the canine family in biology.

Question 56

Which one of the following is the best example of an advance organizer?

A) Ms. Hillman tells her students, "As we look at causes of the American Revolution, we'll find that most fall into three general categories: philosophical differences, British taxation policies, and several decrees known as the 'Intolerable Acts.' "
B) After describing the characteristics of each of the planets in the solar system, Mr. Geremia gives his students a handout that shows the orbits of the planets, their distances from the sun, and their relative sizes.
C) Ms. Lawford tells her students, "On Monday we will begin a unit on how clouds are formed. Please read the next chapter in your book before then."
D) Ms. Nicholas writes on the board, "Tell your parents to begin thinking about a costume that they can help you make to wear for our Thanksgiving pageant in three weeks."

Question 57

The textbook distinguishes between teacher-directed and learner-directed forms of instruction. Which one of the following best describes how teachers should view these two approaches?

A) Generally speaking, teacher-directed instruction is more effective than student-directed instruction.
B) Generally speaking, student-directed instruction is more effective than teacher-directed instruction.
C) Teacher-directed instruction is recommended for the elementary and middle school grades; student-directed instruction is recommended for the high school grades.
D) Either approach can be effective only to the extent that it promotes effective storage processes.

Question 58

Which one of the following students definitely has a meaningful learning set?

A) Annie practices calculating the area of a triangle by completing her 20 homework problems.
B) Benny memorizes the fact that 0.5 is equivalent to ¹/₂.
C) Connie knows that she will eventually learn the multiplication tables if she practices them enough times.
D) Danny tries to figure out the logic underlying the process of long division.

Question 59

Which one of the following is the best example of a signal in teacher-directed instruction?

A) Ms. Allen encourages her students to relate the new material to things they already know.
B) Mr. Bloskas's enthusiasm about science is evident in every lecture he presents.
C) Mr. Christiansen gives students a list of the important concepts he will describe in class that day.
D) Ms. Driver looks sternly at two whispering students who are obviously not paying attention to the video she is showing.

Question 60

Which one of the following best illustrates automaticity?

A) Knowing more about dinosaurs than most people your age
B) Playing a musical piece on the piano easily and effortlessly
C) Helping two friends resolve their differences and make amends
D) Sculpting a lifelike model of the human hand

Question 61

Three of the following math teachers are using techniques that should help their students remember information. Which one is using a relatively ineffective technique?

A) Mr. Allen uses wooden blocks to help students understand how the volume of a cube is calculated.
B) Ms. Batchelder asks students to think of real-life problems requiring the use of multiplication.
C) At the end of a lesson on different kinds of polygons, Mr. Constanza summarizes the key ideas he has presented.
D) Ms. Davenport asks her students to memorize definitions of eight geometric figures.

Question 62

Which one of the following is least likely to be a good predictor of how well a person will remember a piece of information a year or two after learning it?

A) The speed with which the person learned it in the first place
B) The extent to which the person related it to other information in his or her long-term memory
C) The extent to which the person tried to apply the information to new situations
D) The frequency with which the person subsequently reviewed the information

Question 63

Choose a topic with which you are familiar, and imagine that you have to give a half-hour lecture on that topic. Describe your topic, then explain in concrete terms the steps you would take in your lecture to maximize the likelihood that your listeners would engage in:
a. meaningful learning
b. internal organization
c. elaboration
d. visual imagery

Question 64

Three of the following teachers are using strategies that should help students effectively learn and remember information. Which one is not necessarily promoting effective cognitive processing?

A) Mr. Ayotte helps students identify important ideas in their textbooks.
B) Ms. Bertinelli has students repeat definitions of new vocabulary words out loud.
C) Mr. Canton explains the rationale underlying a complex problem-solving procedure.
D) Ms. Darwin talks about how famous battles in history are in some ways similar to the fights students sometimes have on the playground.

Question 65

Mr. Gaydos wants to teach a group of people how to perform the Heimlich maneuver. Three of the following strategies should help his students learn the maneuver more effectively. Given what we know about teaching procedural knowledge, which strategy is least likely to be effective in helping students learn the procedure correctly?

A) Mr. Gaydos gives his students an opportunity to practice the maneuver on a realistic human dummy.
B) Mr. Gaydos shows his students pictures of the various steps involved in the maneuver.
C) Mr. Gaydos describes Dr. Heimlich's medical background and his motivation for developing the procedure.
D) Mr. Gaydos encourages his students to talk themselves through the procedure as they perform it.

Question 66

Only one of the following is a true statement about long-term memory storage. Which one?

A) New information has little or no effect on previously stored information.
B) All people tend to store a given piece of information in essentially the same way.
C) How effectively information is stored influences how easily it can be retrieved later on.
D) Long-term memory has a limited capacity; thus, when new information is stored there, some old information may be lost as a result

Question 67

Explain how the process of construction is often involved in long-term memory storage. Illustrate your explanation with a concrete example.

Question 68

The textbook describes perception as being both less and more than sensation. Give a concrete example of a way in which perception is less than sensation. Also, give a concrete example of a way in which perception is more than sensation.

Question 69

Students' prior knowledge about a topic often influences their ability to learn something new about the topic. Explain how students' prior knowledge is involved in each of the following long-term memory storage processes:
a. Meaningful learning
b. Organization
c. Elaboration
d. Visual imagery

Question 70

Explain what is meant by the term ambiguous stimulus, and give a concrete example of how one's expectations can influence the interpretation of such a stimulus.

Question 71

Distinguish between controlled processing and automatic processing, and give a concrete example to illustrate each one. Also, describe two advantages of learning something to a level of automaticity.