Behavioural & Cognitive Views
Which of the following is false regarding the cognitive view of learning?
A. Learning is seen as an internal process.
B. How we perceive is influenced by our own memory.
C. People are generally passive learners.
D. Changes in behaviours reflect a change in knowledge.
C. People are generally passive learners.
Metacognition refers to...
A. knowledge about our own thinking processes.
B. deciding how much time to give to a task and which strategies to use to complete it.
C. making judgments about the processes and outcomes of thinking and learning.
D. transforming and using knowledge, skills, and ideas.
A. knowledge about our own thinking processes.
Anthony recently started reading philosophical texts and questions whether there is any truth in the world. This is indicative of the ___________________ perspective.
A. radical constructivism
B. central constructivism
C. individual constructivism
D. social constructivism
A. radical constructivism
Social cognitive theory emphasizes
A. observation, modelling, and vicarious reinforcement.
B. ignoring the consequences of others' behaviour.
C. biological influences but not social influences on behaviour.
D. trial-and-error behaviours and schedules of reinforcement.
A. observation, modelling, and vicarious reinforcement.
Which of the following best exemplifies intrinsic motivation?
A. Studying really hard to earn an A
B. Going to your job to earn a paycheque
C. Gardening because you like digging in the dirt
D. Working on a community project to get your name in the paper
C. Gardening because you like digging in the dirt
What are the three parts of working memory?
A. Central executive, phonological loop, visuospatial sketchpad
B. Central executive, propositional network, episodic loop
C. Schema, phonological loop, visuospatial sketchpad
D. Central executive, propositional network, visuospatial sketchpad
A. Central executive, phonological loop, visuospatial sketchpad
Which of the following statements about learning strategies is false?
A. Learning strategies are a type of procedural knowledge, knowing how to approach learning tasks
B. We use learning strategies when they are appropriate, we value learning, and the effort and efficacy seems reasonable
C. Highlighting and underlining are examples of ineffective learning strategies that are no longer recommended for use in post-secondary schools
D. Learning strategies allow students to focus their attention and invest effort so they can process information deeply and monitor their understanding
C. Highlighting and underlining are examples of ineffective learning strategies that are no longer recommended for use in post-secondary schools
In higher education, the student-teacher experience is a good example of
A. reciprocal teaching.
B. collaboration.
C. cognitive apprenticeship.
D. cooperative learning.
C. cognitive apprenticeship.
What role does triarchic reciprocal causality play in social cognitive theory?
A. It explains principles of reinforcement.
B. It explains why some behaviours are influenced by genes rather than the environment.
C. It explains the mutual effects of the personal, environmental, and behavioural on each other.
D. It differentiates social learning theory from social cognitive theory.
C. It explains the mutual effects of the personal, environmental, and behavioural on each other.
Todd believes that no matter how much effort he puts into his algebra class he will never master word problems. He says to himself, "I just can't do it. Algebra is not one of my strengths." Todd might be classified as
A. failure avoiding.
B. mastery oriented.
C. failure accepting.
D. task-involved.
C. failure accepting.
A student in your math class is frustrated and says, "No credit on these math problems because I made one silly mistake. I hate math!" Which teaching strategy could you use to prevent this problem in the future?
a. Differential reinforcement
b. Positive praise
c. Premack principle
d. Shaping
D. Shaping
According to the reading on Implicit Biases....
A. Implicit biases are unconscious, so there is nothing we can do to change them
B. System 1 involves conscious processing and System 2 involves automatic processing
C. We rely on implicit biases when there are time constraints and when there is ambiguity in the situation
D. We may become anxious when we think we may confirm a negative stereotype about our group
C. We rely on implicit biases when there are time constraints and there is ambiguity in the situation
Mr. Stein asks his students to decide on the pros and cons of building a theme park in Banff National Park. This class unit is based on a __________________ instructional approach.
A. problem-based learning
B. inquired constructivism
C. spiral curriculum
D. situated learning
A. problem-based learning
Which of the following statements about self-regulated learners is false?
A. They are metacognitive, motivated to learn, and strategic
B. They have the skill and will to learn
C. They activate their thoughts, emotions, and behaviours to reach their goals
D. None of the above
D. None of the above
In general, educators and researchers have found that students have an optimal level of arousal. Low levels of arousal are typically best for ______________, whereas high levels of arousal are better for ________________.
A. simple tasks, complex tasks
B. hot cognitive tasks, cold cognitive tasks
C. mastery goals, performance goals
D. complex tasks, simple tasks
D. complex tasks, simple tasks
The main purpose of Functional Behavioural Assessments is:
A. to handle undesirable behaviours and reinforce desirable behaviours
B. to determine the reasons or functions of behaviours
C. to practice correct responses immediately after errors
D. to break down a task hierarchically into skills and subskills
B. to determine the reasons or functions of behaviours
Ms. S is concerned that her students learn strategies but do not apply them when they could or should. This is indicative of
A. undergeneralization.
B. production deficiencies.
C. overgeneralization.
D. utilization errors.
B. production deficiencies.
When done successfully, students report cooperative groups have positive effects on their
A. self-confidence, empathy, and school attendance.
B. desire to adopt performance goals for learning.
C. math and reading abilities and general problem-solving skills.
D. ability to make external locus-of-control decisions.
A. self-confidence, empathy, and school attendance.
The fastest way to increase students' sense of self-efficacy is to
A. give them difficult tasks so they will become resilient in the case of failure.
B. use social persuasion or a pep talk: "You can do it!"
C. first increase their self-esteem, which will lead to increases in self-efficacy.
D. ensure they have mastery experiences or personal experiences of success.
D. ensure they have mastery experiences or personal experiences of success.
A reward ______________, whereas an incentive ______________.
A. decreases behaviour; increases behaviour
B. addresses deficiency needs in Maslow's hierarchy of needs; addresses being needs in Maslow's model
C. is based on behaviourist perspectives; is based on a humanist theoretical interpretation
D. is a consequence of a specific behaviour; encourages or discourages a behaviour.
D. is a consequence of a specific behaviour; encourages or discourages a behaviour.
What is the main idea behind Craik and Lockhart's (1972) levels of processing theory?
A. We are active participants or agents in our own learning process
B. The more deeply a person processes information, the more easily they can recall it from long-term memory.
C. Behaviours reinforced on a regular basis will be repeated.
D. Information is initially stored as procedural knowledge and then over time transforms to declarative knowledge.
B. The more deeply a person processes information, the more easily they can recall it from long-term memory.
According to research on stereotype threat....
A. When group membership is salient, participants in stereotyped groups do worse on the task
B. Only women and people from minority groups are susceptible to stereotype threat
C. There are short-term effects, but no lasting long-term effects of stereotype threat
D. Students who set mastery goals can prevent any negative effects of stereotype threat
A. When group membership is salient, participants in stereotyped groups do worse on the task
As a new teacher you will be involved in a "community of practice," which means that
A. over time you will learn the accepted practices of your school and district.
B. you will be involved in an apprenticeship where you take on more and more responsibility until you are allowed to function independently.
C. you will be involved in learning about constructivist ways of teaching.
D. you will gain confidence and skill as you practice your teaching.
A. over time you will learn the accepted practices of your school and district.
Self-efficacy is...
A. The same as self-concept or self-esteem
B. A context-specific assessment of competence to perform a specific task
C. A global concept that contains many perceptions about the self
D. The capacity to coordinate learning skills, motivation, and emotions to reach learning tasks
B. A context-specific assessment of competence to perform a specific task
The expectancy x value model predicts that motivation will be:
A. high if expectancy is low and value is high.
B. zero only if expectancy is zero and value is zero.
C. high if expectancy is high and value is high.
D. zero if expectancy is high and value is low.
C. high if expectancy is high and value is high.