Complex Cognitive Processes Ch.9 Test Bank Docx Woolfolk

Woolfolk et al., Educational Psychology, 7^th Canadian edition

Chapter 9: Complex Cognitive Processes

Multiple Choice Questions

1. Which of the following is NOT a type of knowledge involved in metacognition?

A) declarative knowledge

B) evaluative knowledge

C) procedural knowledge

D) self-regulatory knowledge

Page Ref: 304

Skill: Knowledge

1. Metacognition is best defined as

A) knowledge about our own thinking processes.

B) the mechanism that primarily guides all problem-solving.

C) “self-talk” that guides thinking.

D) a heuristic used to promote retention in long term memory.

Page Ref: 304

Skill: Knowledge

1. Morris is studying for a vocabulary test. He knows that he needs to stay focused rather than multitasking. He knows he will take longer and spend more time revisiting the words if he texts friends and checks email. What kind of metacognitive knowledge does Morris demonstrate about himself as a learner?

A) Self-regulatory knowledge

B) Declarative knowledge

C) Self-evaluating knowledge

D) Motivational knowledge

Page Ref: 304

Skill: Understanding

1. What does the term “cognitively engage” mean?

A) Focus attention on relevant aspects of the material to be learned.

B) Invest effort in learning the material at hand.

C) Organize and reorganize the material to be learned.

D) Regulate and monitor understanding of the material to be learned.

Page Ref: 307

Skill: Knowledge

1. What is a common problem with students using underlining or highlighting that teachers should be aware of?

A) Students are over-selective and do not highlight or underline enough.

B) Underlining and highlighting are used more than other strategies.

C) Students are under-selective and highlight or underline too much.

D) Underlining and highlighting are only used when studying from textbooks.

Page Ref: 309

Skill: Knowledge

1. Ken is reading his notes from science class. He wants to organize information the teacher presented about erosion—the causes, the effects, and relationships between weather conditions and erosion. He needs an effective learning strategy. Which of the following tools seems most likely to help Ken meet his goal?

A) Venn diagram

B) Concept map

C) Flash cards

D) Cornell notes

Page Ref: 310-311

Skill: Understanding

1. What is the “CAPS” strategy best used for?

A) It is a strategy to support inquiry.

B) It is a strategy to support direct teaching.

C) It is a strategy used to support brainstorming.

D) It is a strategy that can be used in reading literature.

Page Ref: 312

Skill: Knowledge

1. Use of the READS method would probably have questionable benefits for

A) children in early elementary school.

B) encouraging a distributed practice schedule.

C) high school students.

D) improving recall of information from the text.

Page Ref: 312

Skill: Knowledge

1. One of the conditions for using good learning strategies is that students must

A) be able to work independently

B) understand that ability is more important than effort

C) value and care about learning

D) have speed of learning

Page Ref: 313

Skill: Knowledge

1. Production deficiencies are best described by

A) how students learn strategies but do not apply them when they could or should.

B) how students can complete work but cannot express themselves verbally.

C) how students have incomplete learning of problem-solving strategies.

D) how students cannot construct effective concept maps even with the use of tools.

Page Ref: 313

Skill: Knowledge

1. Current beliefs about problem-solving techniques suggest that domain-specific strategies are

A) more useful than general problem-solving strategies.

B) likely to be used increasingly as experience with a particular subject increases.

C) highly transferable to other domains.

D) unlikely to be used in well-defined subject areas such as mathematics.

Page Ref: 316

Skill: Knowledge

1. Which statement concerning the superior capabilities of experts is FALSE?

A) Experts deal with problems at a deeper level.

B) Experts perceive large, meaningful patterns in given information.

C) Experts spend a small amount of time to analyze a given problem.

D) Experts perform tasks quickly and with few errors.

Page Ref: 317

Skill: Knowledge

1. A new student just arrived at Jackson Elementary. The principal led the student to Mrs. Kimble’s class and motioned for the student to take a seat. When Mrs. Kimble spoke to the student, he didn’t answer. He was wearing sneakers, and he carried a backpack. He had dark hair and wore glasses. If Mrs. Kimble is a problem solver, what information about this student will receive her attention

A) The student’s backpack

B) The student’s eyeglasses

C) The student didn’t answer her

D) The principal led the student

Page Ref: 317-319

Skill: Understanding

1. The main difficulty that occurs when students are too quick to decide what a problem asks is that they may

A) activate an inappropriate schema.

B) become too reflective.

C) experience overgeneralization.

D) rely on heuristics instead of algorithms to solve it.

Page Ref: 318-319

Skill: Knowledge

1. You remember that, when you lost your wallet last semester, campus security found it for you. You lost your cellphone this morning and decided to call campus security. The method used to solve this problem is called a(n)

A) heuristic search.

B) means-ends analysis.

C) pattern matching.

D) schema-driven problem-solving process.

Page Ref: 321

Skill: Understanding

1. Carrie is preparing her school lunch and sees leftovers in the refrigerator. She doesn’t remember when her mom cooked the meal, so it may not have been very recently. She’s running late and needs to make a quick decision. She says to herself, “When in doubt, throw it out” and chooses something else. What problem-solving method is she using?

A) Functional fixedness

B) Algorithm

C) Heuristic

D) Means-end analysis

Page Ref: 322

Skill: Understanding

1. One reason why strategies such as READS are effective is because they require students to study in sections instead of learning all the information at once. This would be most similar to which heuristic?

A) means-end analysis

B) working-backward strategy

C) analogical thinking

D) forward search

Page Ref: 322

Skill: Understanding

1. A procedure that is guaranteed to accomplish a particular goal when correctly implemented is called a(n)

A) algorithm.

B) heuristic.

C) theorem.

D) working-backward strategy.

Page Ref: 322

Skill: Knowledge

1. Which one of the following concepts is consistent with the notion of a heuristic?

A) Analogical thinking

B) Domain specific

C) Exhaustive

D) Guaranteed solution

Page Ref: 322

Skill: Knowledge

1. Means-ends analysis in problem solving involves

A) beginning at the goal and moving backwards to the unsolved initial problem.

B) dividing a problem into subgoals and solving these.

C) limiting the search for solutions having something in common with the problem.

D) using analogical reasoning and heuristics.

Page Ref: 322

Skill: Knowledge

1. Hernando looked at the problem and exclaimed: "Aha! This is just like when Ahab was obsessed with the great white whale, Moby Dick!" This comment is the result of

A) analogical thinking.

B) deductive logic.

C) overlearning.

D) the generate-test method.

Page Ref: 322

Skill: Understanding

1. Which one of the following students BEST illustrates the state of functional fixedness?

A) Nathaniel, a student who is using a ruler for drawing lines, fails to realize that he can use its metal edge as a scraper to remove paint from his desk.

B) Kathy, a student who is trying to solve a math problem, explores many different strategies until she finds a reasonable answer.

C) Rebecca, a third-grade teacher, sees the second-grade achievement scores for her new class and begins to form expectancies about individuals' abilities.

D) Wendell, who is used to making "d" look like "b," continues to make the same error.

Page Ref: 323

Skill: Understanding

1. Which strategy is NOT useful when one is trying to solve a problem?

A) analogical thinking

B) functional fixedness

C) verbalizing

D) working-backward

Page Ref: 323

Skill: Knowledge

1. Which type of problem fixation does Keri manifest when she refuses to take a different route home from work, even though it will add 25 minutes to her daily commute from work?

A) functional fixedness

B) response set

C) ill-defined problem

D) obsessive problem solving

Page Ref: 323

Skill: Understanding

1. The students in Mr. Walker’s class are engaged in a creative activity designed to help them become effective problem solvers. Mr. Walker held up a large rubber band and told students to list as many ways to use the rubber band as possible. He is giving them 90 seconds to create their lists. How is this activity most likely intended to increase students’ problem-solving effectiveness?

A) Help students learn to apply response set in problem solving

B) Help students learn to practice functional fixedness in problem solving

C) Help students learn to develop problem solving algorithms

D) Help students avoid approaches that hinder problem solving

Page Ref: 323-324

Skill: Understanding

1. What heuristic is Felita most likely applying when she assumes her husband will be late to pick her up since he has been late the last three evenings?

A) Belief perseverance

B) Confirmation bias

C) Availability heuristic

D) Representation heuristic

Page Ref: 324

Skill: Understanding

1. Expert teachers don't have to think as hard as beginning teachers due to an ability to

A) access short-term memory.

B) memorize many details.

C) recognize patterns in problems.

D) use logical reasoning.

Page Ref: 324-325

Skill: Understanding

1. Studies of expertise have discovered that chess masters are superior to nonexpert players in

A) conscious analytical thought.

B) general knowledge.

C) random chess pattern recognition.

D) recognition of meaningful chess patterns.

Page Ref: 324-325

Skill: Knowledge

1. Creativity is thought to be associated directly with what type of thinking?

A) Convergent thinking

B) Deductive reasoning

C) Divergent thinking

D) Intuitive thinking

Page Ref: 327

Skill: Knowledge

1. Michael was asked to devise as many uses for a brick as he could. After taking the assignment home to work on further, he came up with over 30 ideas, many of which were not proposed by any other student. All of Michael's ideas dealt with using a brick to break things. In what aspect of creativity proposed by Torrence is Michael lacking?

A) Flexibility

B) Fluency

C) Incubation

D) Originality

Page Ref: 327

Skill: Understanding

1. Greg ponders over a math problem. He looks, frowns, and several minutes pass as he continues to study and shuffle his papers. All at once, he smiles, returns to the original question and writes down the correct answer. The suddenness of Greg's solution best exemplifies

A) functional fixedness.

B) insight.

C) problem representation.

D) transfer.

Page Ref: 328

Skill: Understanding

1. Which one of the following people illustrates the best example of creative behaviour?

A) Billy uses an established method to solve an algebraic equation on a test.

B) Shamini uses an encyclopedia to find the significance of the date July 4, 1776.

C) Jack pours a solution of acid into a breaker of water in the chemistry lab.

D) Sheryl generates a list of solutions for the recycling problem.

Page Ref: 327-328

Skill: Understanding

1. In order to encourage student creativity, teachers are advised to

A) enhance each student's reliance on authorities for response accuracy.

B) promote convergent thinking and problem-solving skills.

C) reinforce unusual solutions, even if the product is not perfect.

D) work on increasing the speed with which students can identify solutions to problems.

Page Ref: 330

Skill: Knowledge

1. Which of the following geography questions asks students to think critically?

A) Based on your knowledge of the geography and culture of Greenland, explain why you would or would not place it in the North American continent?

B) What are the names and locations of the continents?

C) Based on information from your text, what events took place that likely brought about the formation of the continents we have today?

D) Compare the continents. Which one has the most countries, and which one has the largest land mass?

Page Ref: 332

Skill: Understanding

1. Sohail gets good grades in his language class but uses incorrect grammar and punctuation in his written work in other classes. This situation suggests a problem with

A) assimilation.

B) encoding.

C) integration.

D) transfer

Page Ref: 335

Skill: Understanding

1. Ray learned about divergent rays in physics class when he was studying the effects of lenses. Later, in his psychology class, he immediately understood the concept of "divergent thinking." What learning experience did Ray have?

A) A response set

B) Functional fixedness

C) General transfer

D) Negative transfer

Page Ref: 335

Skill: Understanding

1. Learning Latin to improve basic intelligence would possibly be inefficient due to

A) general rather than specific transfer taking place.

B) specific rather than general transfer taking place.

C) the impracticality of disciplining mental processes.

D) the irrelevance of the subject.

Page Ref: 336

Skill: Understanding

1. Overlearning is the process of practicing a skill

A) for too long, such that retroactive inhibition develops.

B) for too long, such that proactive inhibition develops.

C) past the point of mastery.

D) similar to one previously learned, so that positive transfer is realized.

Page Ref: 337

Skill: Knowledge

1. Before pulling off the bank job, Bugsy had his gang recite the steps of the operation. "Do we hafta, Bugsy?" complained Willy. "We must have been over them steps fifty times already." Bugsy is aware of the benefits of

A) general transfer.

B) making learning meaningful.

C) modelling.

D) overlearning.

Page Ref: 337

Skill: Understanding

1. Which one of the following transfer stages is NOT one of Gary Phye's stages in developing strategic transfer of learning?

A) Acquisition phase

B) Overlearning phase

C) Retention phase

D) Transfer phase

Page Ref: 338

Skill: Knowledge

1. The stage of transfer for strategies in which the teacher should provide new problems that can be solved with the same strategy is the stage of

A) acquisition.

B) overlearning.

C) retention.

D) transfer.

Page Ref: 338

Skill: Knowledge

True/False Questions

1. Metacognition involves only two kinds of knowledge: declarative knowledge, and procedural knowledge.

Page Ref: 304

1. Researchers have found that for fourth and fifth graders, general problem-solving strategies are better than specific strategies.

Page Ref: 316

1. As domain-specific knowledge increases, general problem-solving strategies are used more frequently.

Page Ref: 316

1. When students do not have existing schemas that suggest an immediate solution to the problem, they must take a schema-driven route to solve the problem.

Page Ref: 321

1. Recognizing a problem as a “disguised” version of an old problem for which one has a solution already is called schema-driven problem solving.

Page Ref: 321

1. An algorithm is a general strategy that might lead to the right answer to a problem.

Page Ref: 322

1. A heuristic is a step-by-step prescription for achieving a goal that usually is domain-specific.

Page Ref: 322

1. Means-ends analysis, analogical thinking, functional fixedness, and verbalization are all examples of heuristics.

Page Ref: 322

1. Analogical thinking is a type of heuristic that limits one's search for solutions to problems that have something in common.

Page Ref: 322

1. The working backward strategy is sometimes an effective heuristic for solving certain mathematical problems.

Page Ref: 322

1. Functional fixedness is a strategy for using an object in an unconventional way.

Page Ref: 323

1. The tendency to respond in the most familiar or rigid way is a response set.

Page Ref: 323

1. Experts excel relative to novices in applying domain-specific knowledge.

Page Ref: 324-325

1. Researchers have found that exposing individuals to other cultures may increase their creativity.

Page Ref: 328

1. Having a rich store of knowledge about a topic is necessary, but not sufficient, for creativity.

Page Ref: 328

1. Practicing a skill beyond the point of mastery ensures the enhancement of general transfer of problem-solving skills.

Page Ref: 337

1. In the retention phase of transfer, teachers should provide plenty of practice with feedback in order for students to hone their strategy use.

Page Ref: 338

Completion Questions

1. Knowledge about out own thinking processes is _________.

Page Ref: 304

1. The strategy to guide reading and inquiry that asks “What do I already know? What do I want to know? What have I learned?” is known by what acronym? _________.

Page Ref: 306

1. Making certain that you have the necessary declarative knowledge to understand new information will help to make you a(n) ________ student.

Page Ref: 314

1. Formulating new answers by going beyond the simple application of previously learned rules to reach a goal is ________.

Page Ref: 316

1. An exhaustive, step-by-step approach for solving a problem, in which a solution is virtually guaranteed is a(n) ________.

Page Ref: 322

1. Dividing a problem into a number of intermediate goals and then identifying a means of solving each subgoal is called ________.

Page Ref: 322

1. A student who breaks down a task into several intermediate goals is using a ___________ approach to solving a problem.

Page Ref: 322

1. A heuristic in which solutions are limited to those that have something in common with the problem one is currently working on is ________ thinking.

Page Ref: 322

1. A pre-school teacher challenges her students to think about the many potential uses of a coffee pot beyond the typical use of serving coffee. One student could not move beyond her _____________________ and identify additional uses of the coffee pot beyond serving coffee.

Page Ref: 323

1. The inability to recognize unconventional uses of familiar objects represents a barrier to problem solving that is referred to as ________.

Page Ref: 323

1. An important part of becoming an expert in a field is ________ knowledge.

Page Ref: 324

1. The sudden re-conceptualization or reorganization of a problem that clarifies it and suggests a possible solution is ________.

Page Ref: 328

1. Many conceptions of creativity include the idea of ________ thinking or the ability to generate many different ideas.

Page Ref: 327

1. Functional fixedness and response set are inappropriate strategies in dealing with new problems and are examples of negative _________.

Page Ref: 336

1. Practicing basic skills such as multiplication tables until they begin to become automated is described as _________.

Page Ref: 337

Short Answer Questions

1. Ms. Garza wants her students to use metacognitive skills to guide their reading and inquiry. She is beginning a unit in social studies about the industrial revolution and plans to introduce the lesson with a KWL chart. Describe how she might effectively use a KWL system to encourage students to use metacognitive skills

Page Ref: 306

1. Describe a problem that a student may encounter (either in or out of school) and show how one could solve that particular problem using each of the two general kinds of procedures outlined in the text. For each procedure, outline one advantage and one disadvantage.

Page Ref: 322

1. Mr. Tolbert comes to you because he is concerned about his son Jack. He describes Jack as being a risk-taker, easily bored, susceptible to day dreaming, intensely curious, and at times silly. He is concerned Jack may have some learning difficulties. What else might be going on with Jack?

Page Ref: 327

1. What can teachers do to support and encourage creativity in the classroom?

Page Ref: 329-330

1. Define the different types of transfer and create new examples of each.

Page Ref: 335-337

Case Studies

The eighth-grade class is preparing for its annual "School Scam Skit" in which it parodies amusing school events during the year. Alonzo discovers that, by mistake, the class has sold 500 tickets for an auditorium that has a seating capacity of 200. The auditorium is not available any other night, and the class doesn't have funds available to rent a suitable room elsewhere. Numerous possible solutions may exist, but the class is feeling panicked. Describe how a class committee might attempt to approach the problem using each of the following strategies. [Note: Some strategies might not be effective. Also, you do not need to derive a solution, given that you do not have all the information needed. The main interest is the procedures that you use.]

1. Response set:

Page Ref: 323

1. Means-ends analysis:

Page Ref: 322

1. Working backwards:

Page Ref: 322

1. Analogical thinking:

Page Ref: 322

1. Overlearning:

Page Ref: 337

1. Negative transfer:

Page Ref: 336