Psych Cognitive Learning

What is the first part of the cognitive process of learning?

Sensory memory

What is the process between sensory motor and short term memory?

Attention

What is the process we go through to get from short term memory in to long term memory

In depth processing

Sally is taking notes for a class and wants to be able to remember the terms long terms should she write verbatim or gist

Gist

In the following learning situations, which one is described in a way that illustrates a cognitive view of learning?

A) Carla listened to the lesson about fractions and remembered learning similar information about time signature in her piano lesson.

B) Deidra’s teacher complimented the way she created a Venn diagram in her notebook.

C) Ella’s teacher gave her a gold star for getting the correct answers on all of the practice problems in the math assignment.

D) Montie’s coach demonstrated the correct way to hold the bat and stand at the plate. Then Montie moved his hands down on the bat and practiced the correct stance.

A

Mr. Anthony has set up the lab many times for the experiment with acids and bases using litmus paper. In fact, he says he can practically do it with his eyes closed. He follows the same steps in the same order every time. What kind of memory is Mr. Anthony using to set up the lab for this experiment?

A) Script

B) Production

C) Priming

D) Explicit

A

As a ten-year-old girl, Kate likes to catch butterflies and moths. She is fascinated by the colors and patterns on their wings. She has caught many different butterflies and moths and pinned them to her display board. She looks up each one she catches and records specific information about it. She can explain their life cycles and numerous facts about them. What is her knowledge structure for organizing all of this information?

A) visuospatial sketchpad

B) prototype

C) schema

D) story grammar

C

Based on guidelines for gaining and maintaining students’ attention, which of the following teachers is using an effective strategy?

A) “Let’s read our lesson objectives on the board. This lesson is important because it helps us count money.”

B) “This is Monday. Do the same spelling activity we always do on Monday – write each word ten times.”

C) Mr. Ganesh is demonstrating a procedure at the front of the room and pauses to say loudly to a student in the back row, “Put away the iPad.”'

D) Mrs. Thornton moves back and forth as she presents a new concept. She never stands still when she makes a presentation.

A

If Rory wants to use maintenance rehearsal to keep information in working memory, which of the following will she do?

A) “Two plus 6 is 8 and that helps me remember the first part of the number.”

B) “The tracking number is 805589, 805589, 805589, 805589.”

C) “I need to write down the tracking number as soon as I find a pen to copy it from the website.”

D) “The number has part of my phone number plus my favorite number and 89.”

B

Susan hears her teacher say, “Seven times nine is sixty-three,” and immediately repeats this math fact to herself three times.  Five minutes later, Susan cannot respond correctly when her teacher asks, “What is seven times nine?”  Based on this information, how far in Susan’s memory system did the math fact probably get?

A) It reached working memory

B) It reached long-term memory

C) It never got into the memory system at all

D) It reached the sensory register

A

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

A) They help organize information

B) They expand the capacity of working memory so that a person can hold more than 9 pieces of information in their working memory

C) They help someone process information in a meaningful way

D) They relate new information to what someone already knows

B

Erika is doing her homework for her middle school classes. In which assignment is she using procedural knowledge?

A) In my literature assignment, I need to read the next two chapters in the fiction book we’re studying and then answer the questions.

B) For algebra, I have already worked the even-numbered problems that were assigned and attempted the brainteaser for extra credit.

C) For band, if I practice playing the new piece four times, I will not only get credit for practicing, but I’ll also earn a star on the chart for this week.

D) In my summary of the science reading, I’ve written my topic sentence, listed the big ideas, and included the main supporting information for each big idea.

D

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

A) Mr. Canton helps students identify important ideas in their textbooks.

B) Ms. Ayotte has students repeat verbatim definitions of new vocabulary words out loud.

C) Ms. Darwin talks about how famous battles in history are in some ways similar to the fights students sometimes have on the playground.

D) Mr. Bertinelli makes sure that students are paying attention before he begins class.

B

Celeste is trying to learn the series of steps involved in a lengthy procedure she needs to use in chemistry class. She takes the first letter of a keyword in each step and puts the combination of letters together to form a contrived word she can remember. What process is Celeste using to remember the steps?

A) Verbatim learning

B) Memorization

C) Keyword Method

D) Mnemonic technique

D

What higher-order knowledge can make a difference between how well and quickly a student can learn material?

A) Declarative

B) Rote

C) Metacognition

D) Procedural

C

Knowing the importance of metacognition, Joanna Pappas decided she would try to focus her young students’ attention on their own thinking skills. Joanna knew by having her students “think” about their thinking they would eventually increase their metacognitive skills. Which one of the following strategies should Joanna employ?

A) A KWL chart

B) An algorithm

C) Overlearning

D) Insight

A

Teachers often neglect to teach their students about when, where, and why they should use various strategies. A strategy is more apt to be retained and appropriately used when educators directly teach which type of knowledge?

metacognition

Which one of the following parents is most likely to increase their adolescent's sense of self-determination?

Which one of the following parents is most likely to increase their adolescent's sense of self-determination?

 

A) Valerie's dad does not restrict her screen time, as long as she does not watch TikTok videos.

 

B) Dave's dad explains why it's important for a parent to set limits for screen time.

 

C) Pablo's dad tells him that he could have two hours of screen time after his homework is done.

D) Laura's dad asks her to help him determine the rules for screen time.

D

Which three factors are necessary for sustaining motivation in non-mechanical tasks?

 

A) autonomy, mastery, performance goals

 

B) performance goals, self-efficacy, autonomy

 

C) purpose, mastery, self-efficacy

D) self-efficacy, autonomy, purpose

D

The four children below are all learning how to code. Which one of them best illustrates the role of value in motivation?

 

A) Greta thinks that coding is a difficult skill for children to learn.

 

B) Nadia is learning how to code only because her parents insist that she does.

C) Delia thinks she can impress her parents by learning how to code.

D) Tess is afraid of how embarrassed she’ll be if she is the only one in her class who doesn't understand coding.

C

If you are a piano teacher who understands the importance of self-efficacy for motivation, your best strategy for addressing your students' need for high self-efficacy would be to:

A) help them master appropriately challenging music pieces.

B) give them many easy music pieces to build their sense of self-efficacy.

C) remind them of how proud others will be when they can play piano.

D) remind them of how important it is to attend their piano lessons.

A

Which of the following statements about intrinsic and extrinsic motivation is NOT true?

A) Students’ intrinsic motivation to learn school subject matter tends to decrease as they get older while their extrinsic motivation for learning tends to increase as they get older.

B)Telling athletes that winning games is very important reinforces extrinsic motivation while telling athletes that practice will strengthen their skills reinforces intrinsic motivation.

C) People are typically either entirely intrinsically motivated or extrinsically motivated.

D) Students who are extrinsically motivated are more likely to engage in rote learning compared to students who are intrinsically motivated to learn.

C

Which one of the following statements reflects a performance-avoidance goal?

A) “I need to do well in my science classes so I can get into a good engineering school.”

B) “This is my chance to show all my teammates how strong I am.”

C) “I really want to become a better runner so that everyone will notice my skills.”

D)“I really hope I don't get the wrong answer. If I do, I’ll look stupid.”

D

Coach Lopez motivates his baseball players to attend every practice by telling them that they cannot start in a game if they have missed the previous practice. His approach to motivating his athletes reflects which perspective?  

A) Behavioral view

B) Social cognitive view

C) Cognitive view

D) Humanistic view

A

A child who is taking swim lessons succeeded on what was obviously an easy task. If his swim instructor praises him for his success, he is likely to:

A) believe that he will struggle with more challenging swim tasks.

B) develop a mastery orientation.

C) have high self-efficacy for swimming.

D) put forth more effort on the same task next time.

A

Your client with a reading disability hopes to improve her reading skills so she doesn't have to continue receiving supplemental instruction. From the perspective of attribution theory, you should:

A) help her discover that she can improve with effort and practice.

B) reinforce her when she demonstrates proficiency in reading.

C) punish her when she doesn’t read as well as she is capable of reading.

D) remind her how important reading will be for her success in life.

A

In which one of the following situations is a student attributing failure to stable and uncontrollable factors?

A) Marley believes she is having trouble in music because she has been absent the last two weeks.  She knows she’ll have to work extra hard to catch up to her class.

B) Kami tells herself that she is getting low grades in math because, like her mom, she just isn’t any good at math.

C) Jason tells himself that he failed the last history test because the substitute teacher constructed a bad test.  He expects to do better when his regular teacher returns from maternity leave.

D) Lana thinks that she was the last one to be chosen for the baseball team because she hadn’t been practicing enough.  She vows to do better next time.

B

Stacey knows that Keely frequently completes her assignments long after they are due.  She has noticed that their teacher willingly accepts Keely’s late assignments because Keely always has a creative excuse for turning them in late.  Stacey begins to do the same thing—she turns in assignments past the due date and makes up excuses for why she is late.  Stacey’s increase in excuse-making is due to:

A) Shaping and intrinsic reinforcement

B) A decrease in self-regulation

C) Modeling and vicarious reinforcement

D) Increase in self reinforcement

D

Which one of the following examples illustrates vicarious reinforcement?

A)Narin knows that he will get a higher grade if he turns in a research paper that is typed rather than handwritten, but he turns in a handwritten paper anyway.

B)Heidi sees her friend Maria scolded for chewing gum in class.  She takes her own gum out of her mouth.

C) David sees how Justin gets good grades  and praise when he works hard on his mathematics homework, but David doesn’t want to work that hard.

D)Anya notices that her friend Ellen gets extra attention from the teacher when she acts helpless.  Anya begins to act helpless as well.

D

These four teachers claim to be practicing principles from social cognitive theory.  Based on the following information, which one is not?

A)Ms. Bieno has students read biographies of people who have worked unselfishly for others (e.g., Albert Schweitzer, Clara Barton, Mahatma Gandhi).

B)Mr. Cortez tells his class he smokes cigarettes daily, although he wishes he’d never started.

C) Mr. Anderson makes sure students are paying attention when he shows them how to do long division problems.

D) Ms. Donovan shows her new second-grade class how to spell her name by writing it in large letters on the chalkboard.

B

In what way does self-efficacy differ from the term self-concept?

A) Self-efficacy appears only after people begin to regulate their own behavior.

B) Self-efficacy appears only after people begin to regulate their own behavior.

C) Self-efficacy varies depending on the specific task to be performed.

D) Self-efficacy results primarily from vicarious reinforcement and punishment.

C

When George attends the first day of an Advanced Placement class in biology, he thinks to himself, “This is going to be a really hard class. I don’t know if I have what it takes to understand and remember all this stuff.” George’s misgivings can best be described as:

A) difficulty with self-monitoring

B) reflecting his overall sense of self-worth

C) low self-efficacy for learning.

D) inability to engage in self-regulation

C

Three of the following statements are true with regard to students’ self-efficacy.  Which statement is false?

A) Students with high self-efficacy achieve at higher levels than those with low self-efficacy, even when previous achievement has been equivalent.

B) Students tend to choose activities at which they know they can be successful rather than those at which they think they will fail.

C) Students with low self-efficacy usually try harder at a task.

D) Students’ perceptions of their ability to succeed at a task are usually accurate, especially as they get older.

C

The ability of the brain to coordinate attention and memory and control behavioral responses for the purpose of attaining a certain goal is called

A) cognitive flexibility.

B) self-regulation.

C) executive function.

D)  volition

C

Three of the following are aspects of self-regulated behavior as social cognitive theorists define the term. Which one is not necessarily an aspect of self-regulated behavior?

A) Reading an assigned textbook chapter

B) Reinforcing oneself for successful performance

C) Deciding whether one’s own behavior is within an acceptable range

D) Keeping angry feelings in check

A

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

A) Sarina beams with pleasure when her teacher praises her English essay, because her teacher’s opinion of her work is very important to her.

B) Kwan 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.”

C) Blake knows that for purposes of college admission, his performance in math class is more important than his performance in drama class, so he works harder in the first class than in the second.

D) As Adam studies his German vocabulary words, he occasionally stops to check himself to see which words he needs to study further.

A

On average, self-regulated learners tend to:

A) 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.

B) achieve at higher levels in the classroom.

C) be less interested in extracurricular activities than their classmates.

D) perform better on a continuous reinforcement schedule than on an intermittent reinforcement schedule.

B