WGU D664 Learners and Learning Science Objective Assessment EXAM (2025/2026) QUESTIONS AND (elaborated) ANSWERS WITH COMPLETE SOLUTIONS

Students are more motivated to learn when they are interested, have a sense of autonomy, and understand the purpose behind what they are learning.

Motivation & Purpose

Thinking deeply about the to-be-learned material helps students pay attention, build memories, and make meaning out of what they are learning.

Deep Thinking (Encoding)

Learning involves effort, mistakes, reflection, and refinement of strategies.

Learning as a Process

Students' physical health—including nutrition, sleep, and exercise—impacts learning.

Physical Well-being

The entire environment (space, temperature, lighting) can affect learning.

Learning Environment

Collaboration and social interaction can enhance learning by encouraging deeper processing and engaging the 'social brain.'

Social Interaction

Students learn best when they feel safe and connected.

Safety & Connection

Communicating high expectations and supporting learners at the edge of their abilities helps them reach their potential.

High Expectations & Support

Spacing out learning and mixing different content improves retention and understanding.

Spacing & Interleaving

Practicing recalling information strengthens memory and helps students apply what they've learned flexibly.

Retrieval Practice

Age: 0-2; Learning through senses and movement; Object permanence develops.

Sensorimotor

Age: 2-7; Use of symbols (language!); Egocentrism: can't see others' perspectives; Struggles with conservation.

Preoperational

Age: 7-11; Logical thinking about concrete events; Understand conservation; Can classify and organize objects.

Concrete Operational

Age: 12+; Abstract and hypothetical thinking; Can think about morality, algebra, and futures.

Formal Operational

Age: 0-1; Basic Question: 'Can I trust the world?'

Trust vs. Mistrust

Age: 1-3; Basic Question: 'Can I do things by myself?'

Autonomy vs. Shame & Doubt

Age: 3-6; Basic Question: 'Is it okay to try new things?'

Initiative vs. Guilt

Age: 6-12; Basic Question: 'Am I good enough?'

Industry vs. Inferiority

Age: 12-18; Basic Question: 'Who am I?'

Identity vs. Role Confusion

A stage in Erikson's psychosocial development where teenagers search for their identity.

Role Confusion

Brain structure responsible for higher-level thinking and problem solving.

Cerebrum

Brain structure involved in planning, decision-making, and emotional regulation.

Prefrontal Cortex

Brain structure that controls vital functions such as breathing and heartbeat.

Brain Stem

Brain structure responsible for balance and motor skills.

Cerebellum

Brain structure that processes emotions and memory formation.

Limbic System

Piaget's first stage (0-2 years) where infants explore the world via senses and actions.

Sensorimotor Stage

Piaget's second stage (2-7 years) characterized by symbolic thinking and imaginative play.

Preoperational Stage

Piaget's third stage (7-11 years) where logical thinking about concrete events develops.

Concrete Operational Stage

Piaget's fourth stage (12+) involving abstract and logical thinking.

Formal Operational Stage

Erikson's second stage (1-3 years) focused on encouraging independence.

Autonomy vs. Shame and Doubt

Theory emphasizing the role of social interaction and culture in learning.

Vygotsky's Sociocultural Theory

The range of learning achievable with support just beyond current ability.

Zone of Proximal Development

Learning theory focusing on observable behavior shaped by reinforcement and punishment.

Behaviorism

Learning theory that focuses on internal processes such as memory and attention.

Cognitivism

Learning theory emphasizing active engagement, collaboration, and inquiry-based learning.

Constructivism

The process of transforming information into memory.

Encoding

The retention of information over time.

Storage

The process of accessing stored information.

Retrieval

Thinking about one's own thinking.

Metacognition

Cognitive processes including planning, attention, and working memory.

Executive Function

A study strategy involving studying in intervals over time.

Spaced Practice

A study strategy that mixes different problem types during study.

Interleaving

Learning familiar topics in challenging ways to enhance understanding.

Desirable Difficulty

Connecting new information to known ideas to aid memory.

Elaboration

The brain's ability to reorganize and adapt, supporting learning and recovery.

Neuroplasticity

A theory stating that love and belonging are essential before learning can occur.

Maslow's Hierarchy

The concept that includes conditions like ADHD, Autism, and Dyslexia.

Neurodiversity

The process of making memories durable.

Consolidation

The continual pursuit of knowledge and skill development.

Lifelong Learning

An educational approach that revisits key concepts over time at increasing complexity.

Spiraling Curriculum

A teaching method where support is gradually removed as learners gain independence.

Scaffolding

A structured, teacher-led approach to teaching.

Direct Instruction

An educational approach that emphasizes student-led exploration.

Inquiry-Based Learning