Question 1

When students summarize material they are studying, they learn it more thoroughly. Which one of these students is most effectively summarizing?
A) Jerry writes down the important ideas and identifies relationships among them.
B) Laura writes down everything she can remember from the lesson.
C) Nora writes each main point on a separate index card and then jots down all the details she can remember about each one.
D) Phyllis lists the general themes of a lesson in five or six words.

Accepted Answer

Jerry is not only identifying the important ideas but also identifying relationships among them, which shows a deeper understanding of the material being studied. Laura is not focusing on important ideas or relationships, but rather just writing down everything she remembers. Nora's method of organizing the main points on index cards is a good strategy, but focusing on every detail may be overwhelming and less effective. Phyllis's method of listing general themes in just a few words may not capture enough detail and nuance from the material being studied.

Question 2

One valuable study skill is the ability to distinguish between important and unimportant information in the material being studied. Three of the following statements are reasons that students at all levels often have trouble identifying important information. Which one is not a valid explanation of why students have such trouble?
A) Students may have insufficient prior knowledge with which to make educated decisions about what is important.
B) The very nature of the reading process is such that students inevitably give equal attention to every piece of information that is on the page.
C) A textbook may give few if any signals about what things are most important to learn and remember.
D) Students often use relatively superficial characteristics of the material e.g., words in boldface print) as an indicator of what's important.

Accepted Answer

While students can struggle with insufficient prior knowledge, a lack of signals in the reading material, and relying on superficial characteristics, the statement that students inevitably give equal attention to every piece of information on the page is not accurate. Effective reading and study skills involve the ability to identify and focus on important information, rather than reading everything with equal attention.

Question 3

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.

Accepted Answer

C

Question 4

Note taking has a number of beneficial effects on learning and retention of information. Which one of the following is not an effect of note taking?
A) It promotes verbal encoding of the material being heard or read.
B) It promotes visual encoding of the material being heard or read.
C) It provides retrieval cues for later recall of information.
D) It decreases the degree to which elaboration is necessary.

Accepted Answer

Note taking actually increases the degree to which elaboration is necessary, as it requires the note taker to actively process and synthesize the incoming information.

Question 5

Maps, matrixes, and historical time lines all help students learn by facilitating:
A) Use of mnemonics
B) Rote learning
C) Organization
D) Self-regulated learning

Accepted Answer

Maps, matrixes, and historical time lines are all organizational tools that help students better understand and categorize information, leading to improved learning and retention.

Question 6

Which one of the following students is not using a study strategy that will promote long-term storage processes?
A) While his math teacher demonstrates a mathematical procedure on the chalkboard, Ed writes "Meet Pat after school" in the margin of his notebook.
B) Jason creates an outline of all of the concepts he will need to know for his upcoming science exam.
C) Hugh creates a flow chart to help him study for his math exam.
D) Frank elaborates on what he learned in culinary class by going home and experimenting with new recipes.

Accepted Answer

Ed's note is not related to the material being taught and is likely to be forgotten since it is not related to the topic being learned. The other students are using strategies that involve organizing and elaborating on the material being learned, which promotes long-term storage.

Question 7

Three of the following are characteristics of self-regulated learning. Which one is not necessarily a characteristic associated with self-regulated learning?
A) Trying to focus one's attention on the task at hand
B) Figuring out how best to use the time one has to accomplish a particular learning task
C) Wanting to learn something even though there is no external reward for learning it
D) Working hard to achieve the instructional objectives the teacher has described

Accepted Answer

Working hard to achieve the instructional objectives the teacher has described is not necessarily a characteristic associated with self-regulated learning. While it may be a goal of self-regulated learning, it is not a defining characteristic. The other options all involve aspects of self-regulation, such as attentional focus, time management, and intrinsic motivation.

Question 8

In which one of the following examples is metacognition most clearly illustrated?
A) Mary knows all the letters of the alphabet before she begins kindergarten.
B) Fran knows how much of a book she is likely to remember a month later.
C) Billy can read fourth-grade-level books when he's only 6 years old.
D) Ewan has a photographic memory that enables him to remember everything he sees.

Accepted Answer

Metacognition refers to the ability to think about one's own thought processes and learning strategies. In this case, Fran's ability to predict how much of a book she will remember a month later suggests that she is aware of her own memory strengths and limitations and can adjust her learning strategies accordingly. The other options do not involve metacognition - Mary simply knows a fact, Billy has a skill that surpasses his age, and Ewan has a memory ability but there is no indication of metacognition.

Question 9

The textbook describes many differences between good readers and poor readers-that is, between people who do and do not learn effectively from the things they read. Which one of the following is not an accurate statement about their differences?
A) Good readers read more quickly than poor readers; for example, many good readers are skilled speed readers.
B) Good readers are more likely to formulate questions that they then try to answer as they read.
C) Good readers focus their attention on what is most important to learn; poor readers are less discriminating.
D) As they read, good readers are more likely to embellish on what they read through inference-drawing and other forms of elaboration.

Accepted Answer

The statement that good readers read more quickly than poor readers is not entirely accurate. Some good readers may read quickly, but the speed of reading alone does not determine reading proficiency. Good readers may also read slowly and carefully in order to fully comprehend the material.

Question 10

Concept maps, whether constructed by students or teachers, have several advantages. Which one of the following is not necessarily an advantage of concept maps?
A) They help students learn classroom material more meaningfully.
B) They help teachers identify misconceptions that students may have about the material.
C) They provide a means through which students can visually as well as verbally encode relationships among ideas.
D) They encourage cooperative learning because they can be constructed only when two or more students work together.

Accepted Answer

While concept maps can be used as a tool for cooperative learning, they do not necessarily require it. Students can construct concept maps individually, and the benefits of using concept maps are not limited to collaborative activities.

Question 11

Three of the following students are using metacognitive strategies while reading. Which one is not necessarily using a metacognitive strategy?
A) Darnell always thinks about what he wants to learn from a textbook before he begins to read it.
B) Josie likes to guess what an author will say before she starts reading; she continues to revise her guesses as she goes along.
C) Pablo prefers to read out loud so he can hear what the words sound like.
D) Keiko ignores parts of the text that don't relate to her purpose for reading.

Accepted Answer

While reading out loud can aid in comprehension, it is not necessarily a metacognitive strategy as it does not involve planning, monitoring, or evaluating one's own thinking. The other three choices all involve metacognitive strategies such as setting a purpose for reading, making predictions, and selectively focusing on relevant information.

Question 12

Three of the following students are showing signs of self-regulated learning. Which student does not show any evidence of self-regulated learning?
A) Adam beams with pleasure when his teacher praises his English essay, because her opinion of his work is very important to him.
B) Blake knows that, for purposes of college admission, his performance in math class is more important than his performance in his drama class, so he works harder in the first class than in the second.
C) As Craig studies his German vocabulary words, he occasionally stops to check himself to see which words he needs to study further.
D) Drew thinks to himself, "Tonight I'll skim the reading assignment in history just to get a general idea of what the chapter's all about. Tomorrow I'll read it again in more depth."

Accepted Answer

Student A does not show evidence of self-regulated learning because their motivation for learning is external (praise from the teacher) rather than internal. Self-regulated learners are motivated by their own intrinsic interest in the subject matter.

Question 13

Given research on effective study skills, which one of the following techniques should you not recommend to a struggling student?
A) Take notes on a lecture only after it's over.
B) Draw inferences from the information presented.
C) Look for main ideas in a lecture.
D) Summarize the information presented in a textbook chapter.

Accepted Answer

Taking notes after a lecture is not an effective study skill as it does not allow the student to actively engage with the material during the lecture, and may result in missed or misunderstood information. The other options, such as drawing inferences, identifying main ideas, and summarizing information, are all recommended techniques for effective studying.

Question 14

Three of the following students are using metacognitive strategies while using the Internet. Which one is not necessarily using a metacognitive strategy?
A) Aiden chooses appropriate key words to search for new concepts.
B) Billy actively evaluates the misinformation he is receiving from certain websites.
C) Carole often changes her search criteria as she learns new information.
D) Doug has multiple websites active at one time.

Accepted Answer

Having multiple websites open at once is not necessarily a metacognitive strategy. While it may be helpful in some cases, it does not demonstrate a deliberate use of self-awareness and self-regulation in the learning process, which are key components of metacognition. A, B, and C all involve intentional decision-making and reflection, which are characteristic of metacognition.

Question 15

Many children lack metacognitive knowledge. This is most directly reflected in the fact that they:
A) Tend to be easily distracted from schoolwork
B) Have difficulty with such mathematical concepts as proportions and negative numbers
C) Don't know very much about how they can best learn something
D) Don't do very well on intelligence test items requiring abstract thought

Accepted Answer

Metacognitive knowledge refers to knowledge about one's own thinking and learning processes. Children who lack metacognitive knowledge often have difficulty regulating their own learning and may not know how to approach a task in the most effective way. Therefore, they may not know very much about how they can best learn something. Option A is incorrect because being easily distracted is a separate issue that may indicate difficulty with attentional control. Option B and D are incorrect because they refer to specific areas of academic knowledge or intelligence, which are not necessarily related to metacognitive knowledge.

Question 16

Three of the following teachers should enhance the quality of notes that students take. Which teacher is unlikely to do so?
A) Ms. Aguilar encourages students to reorganize and elaborate on their notes when they get home from school.
B) Mr. Bakewell asks students to hold their questions until the end of class.
C) Mr. Carlson writes important points on the chalkboard.
D) At the beginning of class, Ms. Drew gives students an outline of the topics for the day.

Accepted Answer

Mr. Bakewell's instruction to hold questions until the end of class does not directly relate to enhancing the quality of notes. The other three options all provide methods for improving note-taking skills.

Question 17

Theorists have offered a number of suggestions regarding how teachers might help students develop better summaries of classroom subject matter. Which one of the strategies below do they not recommend?
A) Have students identify the most important ideas and then find information that supports each idea.
B) Have students look for and delete ideas that seem relatively trivial.
C) Begin by having students read exceptionally difficult texts, so that they acquire an appreciation for the value of summarizing.
D) Have students compare their summaries with one another and discuss their reasons for choosing some ideas as being more important than others.

Accepted Answer

The strategy of beginning with exceptionally difficult texts may discourage students and lead to frustration rather than improving their summarizing skills. It is important to start with texts that are appropriately challenging but not overwhelming for the students. All the other strategies listed are recommended by theorists to help students develop better summaries.

Question 18

On the average, self-regulated learners tend to:
A) Perform better on a continuous reinforcement schedule than on an intermittent reinforcement schedule
B) Require more of a teacher's time and attention than do other students, but this time and attention is a good investment over the long run
C) Be less interested in extracurricular activities than their classmates
D) Achieve at higher levels in the classroom

Accepted Answer

Self-regulated learners tend to achieve at higher levels in the classroom because they take responsibility for their own learning, set goals, monitor their progress, and adjust their strategies as needed. They also have more control over their learning process and actively seek out resources and opportunities to improve their skills and knowledge.

Question 19

Donald is studying for an upcoming exam. He does a number of things to prepare for the exam, four of which are listed below. Three of these illustrate metacognition. Which one reflects very little metacognitive activity?
A) He allows himself adequate study time for the exam.
B) He focuses his eyes on the first page of his textbook.
C) He identifies a suitable mnemonic technique that will help him remember a difficult piece of information.
D) He periodically tests himself to see if he is sufficiently prepared for the exam.

Accepted Answer

Choice B reflects very little metacognitive activity because it simply involves a basic physical action (focusing their eyes) and does not involve any self-reflection or active planning for effective learning. Choices A, C, and D all involve active metacognitive strategies such as planning study time, using mnemonic techniques, and self-assessment of learning progress.

Question 20

Which one of the following is the closest approximation to co-regulated learning?
A) Kieran takes detailed notes during a lecture in his class.
B) When studying for a quiz, Malika tries to answer the questions on the study guide her teacher has provided.
C) Suki is studying for a history test. She knows she has trouble with dates, so she checks herself by giving herself a short quiz after each chapter.
D) Norm is preparing to take the SAT test important for admission to many colleges, so he gets an SAT preparation book from the local library and reads it from cover to cover.

Accepted Answer

Co-regulated learning involves actively seeking out and utilizing external resources, such as a teacher or study guide, to guide and support learning. Malika's use of the study guide provided by her teacher aligns with this definition. Choices A, C, and D all involve individual study habits and strategies, but do not involve seeking external resources for support.

Quiz 13: Transfer, Problem Solving, and Critical Thinking

When students summarize material they are studying, they learn it more thoroughly. Which one of these students is most effectively summarizing?

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.

Note taking has a number of beneficial effects on learning and retention of information. Which one of the following is not an effect of note taking?

Maps, matrixes, and historical time lines all help students learn by facilitating:

Which one of the following students is not using a study strategy that will promote long-term storage processes?

Three of the following are characteristics of self-regulated learning. Which one is not necessarily a characteristic associated with self-regulated learning?

In which one of the following examples is metacognition most clearly illustrated?

The textbook describes many differences between good readers and poor readers-that is, between people who do and do not learn effectively from the things they read. Which one of the following is not an accurate statement about their differences?

Concept maps, whether constructed by students or teachers, have several advantages. Which one of the following is not necessarily an advantage of concept maps?

Three of the following students are using metacognitive strategies while reading. Which one is not necessarily using a metacognitive strategy?

Three of the following students are showing signs of self-regulated learning. Which student does not show any evidence of self-regulated learning?

Given research on effective study skills, which one of the following techniques should you not recommend to a struggling student?

Three of the following students are using metacognitive strategies while using the Internet. Which one is not necessarily using a metacognitive strategy?

Many children lack metacognitive knowledge. This is most directly reflected in the fact that they:

Three of the following teachers should enhance the quality of notes that students take. Which teacher is unlikely to do so?

Theorists have offered a number of suggestions regarding how teachers might help students develop better summaries of classroom subject matter. Which one of the strategies below do they not recommend?

On the average, self-regulated learners tend to:

Donald is studying for an upcoming exam. He does a number of things to prepare for the exam, four of which are listed below. Three of these illustrate metacognition. Which one reflects very little metacognitive activity?

Which one of the following is the closest approximation to co-regulated learning?