Question 1

Three of the following examples are consistent with how epistemic beliefs typically change as learners grow older. Which one is not consistent with typical developmental trends in epistemic beliefs?

Accepted Answer

This statement is not consistent with typical developmental trends in epistemic beliefs. As learners grow older, they tend to adopt more complex beliefs about the nature of knowledge, which includes an understanding that scientists may have different perspectives that are influenced by their individual experiences and biases. They also tend to adopt more relativistic views of knowledge, meaning that they recognize the role of cultural and social factors in shaping what is considered true or false. Beatrice's belief that there is only one correct explanation and that scientists will eventually determine it reflects a more objectivist and absolutist view of knowledge that is not in line with typical epistemic development.

Question 2

Three of the following are examples of comprehension monitoring. Which one is not?

Accepted Answer

Previewing the structure of a text by looking at headings and subheadings, as Annette does, is a strategy for setting a purpose for reading or organizing information before reading, rather than monitoring comprehension during or after the reading process.

Question 3

Which one of the following definitely illustrates theory of mind in a preschooler?

Accepted Answer

Option A demonstrates theory of mind as it involves Casey understanding that his friend Julia has her own thoughts and may have forgotten something he told her previously. This shows awareness of another person's mental state. Options B, C, and D do not involve theory of mind specifically.

Question 4

Learners' epistemic beliefs can best be described as learners' views about:

Accepted Answer

Learners' epistemic beliefs are their views about the nature of knowledge and how it is acquired. This includes beliefs about the sources of knowledge, the certainty of knowledge, and the role of learning in knowledge acquisition. It does not directly relate to instructional techniques, theory development, or memory retention.

Question 5

As a teacher, you are concerned that many of your students are learning less than they think they're learning as they read their textbooks. Your best strategy would be to:

Accepted Answer

Suggesting questions that students can ask themselves as they read can help them stay focused and actively engage with the material. This can lead to better comprehension and retention of the information. Underlining or highlighting too much can be counterproductive, as it can lead to students simply marking up the text without truly understanding it. Reading the book multiple times may also not be practical or effective for all students. Copying difficult-to-understand sentences can be useful in some cases, but it doesn't necessarily address the root cause of the students' struggles with the material.

Question 6

When students are reading a textbook, their comprehension monitoring is most effective if it occurs:

Accepted Answer

Comprehension monitoring is most effective if it occurs both immediately after reading a passage and also at some later time. This allows students to check their understanding in the moment and then revisit it later to reinforce their learning and identify any gaps in their comprehension.

Question 7

Melissa has an ingenious method for remembering the member countries of the NATO alliance. Using words that rhyme with the numbers 1, 2, 3, and so on, she forms a visual image of each country interacting with a word that rhymes with a number. For example, she pictures a huge bun which rhymes with "1") sitting on top of Big Ben Great Britain), a shoe a rhyme for "2") with a tiny Canadian Mountie Canada) perched on its toe, a tree a rhyme for "3") with numerous Statues of Liberty United States) growing from its branches, and so on. Melissa's technique illustrates the use of:

Accepted Answer

Melissa's method is a variation of the pegword method, which involves associating items to be remembered with a set of pre-existing words or rhymes. In this case, the words that rhyme with numbers serve as pegs for the member countries of NATO. Verbal mediation involves connecting new information to existing knowledge, which is not explicitly demonstrated in Melissa's technique. An external retrieval cue could involve a visual, auditory, or other sensory cue that helps to retrieve information, but Melissa's technique relies on internal visual imagery. The method of loci involves mentally placing items to be remembered in specific locations in a familiar place or pathway, which is not the same as the pegword method.

Question 8

Three of the following are examples of mnemonics. Which one is not a mnemonic?

Accepted Answer

Option B is not a mnemonic as it does not involve any memory aids or tricks. It is just a method of practicing various parts of a task separately. Options A, C, and D all involve memory aids or tricks to aid in the memorization of information.

Question 9

Three of the following statements accurately describe environmental influences on the development of epistemic beliefs. Which statement is not accurate?

Accepted Answer

The statement that classroom demands for word-for-word memorization increase as students move through the secondary grades and post-secondary education is not accurate. Research actually suggests that this type of pedagogy decreases as students progress through school and that greater emphasis is placed on conceptual understanding and higher-level thinking skills in higher grade levels.

Question 10

Which one of the following pairs of students best illustrates a difference with respect to students' epistemic beliefs?

Accepted Answer

Irene and Isabelle's beliefs are related to the importance of high school grades in getting into college, but do not necessarily reflect differences in epistemic beliefs. Julie and Janette's beliefs are related to motivation to attend school, but do not necessarily reflect differences in epistemic beliefs. Loren and Luke's beliefs are related to awareness of evaluation criteria, but do not necessarily reflect differences in epistemic beliefs. Keith and Kareem, on the other hand, have differing beliefs about what learning chemistry entails, indicating a difference in their epistemic beliefs. Keith's belief is more focused on memorizing symbols and formulas, while Kareem's belief involves trying to understand the nature of elements and compounds, reflecting a deeper level of understanding and inquiry.

Question 11

A student who has an illusion of knowing is likely to:

Accepted Answer

An illusion of knowing refers to a situation where an individual overestimates their understanding or knowledge of a subject. Therefore, when faced with a low exam score, such a student would express surprise because they believed they understood the material better than they actually did.

Question 12

Considering trends in metacognitive development, only one of the following statements is accurate. Which one?

Accepted Answer

Research has shown that students across the K-12 grade span often overestimate their knowledge and believe that they know things that they actually don't know. This phenomenon is known as the "illusion of knowing." Therefore, option D is the only accurate statement as it aligns with current trends in metacognitive development research.

Question 13

Three of the following are beliefs of epistemology. Which of the following is not a relevant belief to the study of epistemology?

Accepted Answer

The answer of Three of the following are beliefs of...

Question 14

Norman is studying Chinese and needs to remember that the word for "exit" is chu, so he remembers the sentence The choo-choo train is exiting from the station. Norman's technique illustrates the use of:

Accepted Answer

The answer of Norman is studying Chinese and needs to...

Question 15

Mnemonics probably facilitate memory in a number of ways. Which one of the following is not a potential advantage of mnemonics?

Accepted Answer

Mnemonics do not necessarily expand the capacity of working memory. Instead, they help with the encoding and retrieval of information by organizing it and providing cues for recall.

Question 16

Of the many learning and study strategies students might use, covert strategies are ultimately more beneficial than overt strategies. Which one of the following is a covert strategy?

Accepted Answer

Covert strategies are mental processes that happen internally, while overt strategies involve external actions. Elaboration involves mentally connecting new information to prior knowledge, making it a covert strategy. Note taking, outlining, and writing a summary all involve external actions, making them overt strategies.

Question 17

To remember that the capital of Maine is Augusta, Bart pictures a lion with a gust of wind blowing through its mane. Bart's technique illustrates:

Accepted Answer

Bart's technique of creating a visual image of a lion with a gust of wind blowing through its mane is an example of the keyword method. This method involves associating a new piece of information with an already familiar word or image to aid in memory recall.

Question 18

As children develop, their metacognitive knowledge changes in a number of ways. Which one of the following is a false statement about how metacognition changes with development?

Accepted Answer

This statement is false. Younger children are typically less aware of their own thought processes than older children, as metacognitive knowledge tends to develop with age and experience.

Question 19

Jenny is three years old. Which of the following beliefs about epistemology is she most likely to hold?

Accepted Answer

At three years old, children are typically in the realist stage of epistemological development, where they believe that information from others is true.

Question 20

To remember the four states that come together at a single point Colorado, Arizona, New Mexico, and Utah), Marcia remembers "CANU" pronounced like "canoe"). Marcia's technique illustrates the use of:

Accepted Answer

Marcia used a superimposed meaningful structure by creating the word "CANU" pronounced as "canoe" to remember the four states that come together at a single point. The keyword method involves creating a visual image of a word that sounds like the to-be-remembered word, the method of loci involves associating items with a sequence of familiar physical locations, and the pegword method involves creating associations between to-be-remembered items and a list of pre-established words.

Quiz 13: Transfer, Problem Solving, and Critical Thinking