Which One Of The Following Best Reflects The Use Of Sensory Register Component Of Memory

Based on studies of adults, people with amnesia, and neurological research on retentivity, researchers take proposed several "types" of memory (see Effigy iv.14). Sensory retentiveness (also called the sensory register) is the beginning phase of the retention system, and information technology stores sensory input in its raw course for a very brief duration; substantially long enough for the brain to register and starting time processing the information. Studies of auditory sensory memory accept institute that the sensory memory trace for the characteristics of a tone final about one second in 2 year-olds, two seconds in 3-year-olds, more than two seconds in iv-year-olds and 3 to five seconds in 6-year-olds (Glass, Sachse, & vob Suchodoletz, 2008). Other researchers have found that young children hold sounds for a shorter elapsing than do older children and adults, and that this arrears is not due to attentional differences between these historic period groups, but reflect differences in the performance of the sensory retention arrangement (Gomes et al., 1999).

The 2nd stage of the memory organisation is called curt-term or working memory. Working retentiveness is the component of memory in which current conscious mental activeness occurs.

Working memory often requires conscious effort and adequate use of attention to function effectively. Equally you read earlier, children in this historic period group struggle with many aspects of attention and this profoundly diminishes their ability to consciously juggle several pieces of data in memory. The capacity of working retentiveness, that is the corporeality of data someone can hold in consciousness, is smaller in immature children than in older children and adults. The typical adult and teenager can hold a 7 digit number active in their short-term retentivity. The typical 5 year-old tin can concord only a 4 digit number active. This ways that the more complex a mental task is, the less efficient a younger child will be in paying attending to, and actively processing, information in order to consummate the task.

Changes in attention and the working memory system likewise involve changes in executive role. Executive function (EF) refers to self-regulatory processes, such as the ability to inhibit a beliefs or cognitive flexibility, that enable adaptive responses to new situations or to reach a specific goal. Executive function skills gradually emerge during early babyhood and proceed to develop throughout babyhood and boyhood. Like many cognitive changes, brain maturation, peculiarly the prefrontal cortex, along with experience influence the development of executive office skills. A child, whose parents are more warm and responsive, utilise scaffolding when the child is trying to solve a problem, and who provide cognitively stimulating environments for the child show higher executive function skills (Fay-Stammbach, Hawes & Meredith, 2014). For instance, scaffolding was positively correlated with greater cerebral flexibility at age two and inhibitory control at age four (Bibok, Carpendale & Müller, 2009).

Figure 4.fourteen

Older children and adults use mental strategies to aid their retentiveness performance. For instance, simple rote rehearsal may be used to commit information to memory. Young children ofttimes practice non rehearse unless reminded to do so, and when they practise rehearse, they often fail to use clustering rehearsal. In clustering rehearsal, the person rehearses previous material while adding in additional data. If a listing of words is read out loud to y'all, you are likely to rehearse each discussion as you hear it forth with any previous words you were given. Immature children will echo each word they hear, merely often fail to repeat the prior words in the list. In Schneider, Kron-Sperl and Hunnerkopf'due south (2009) longitudinal study of 102 kindergarten children, the majority of children used no strategy to remember data, a finding that was consistent with previous research. Equally a effect, their memory functioning was poor when compared to their abilities as they aged and started to apply more effective retentivity strategies.

The third component in memory is long-term memory, which is besides known every bit permanent retention. A basic sectionalisation of long-term retention is between declarative and non-declarative memory. Declarative memories, sometimes referred to as explicit memories, are memories for facts or events that we can consciously recollect. Not- declarative memories, sometimes referred to equally implicit memories, are typically automated skills that practice not require witting recollection. Remembering that you have an exam next week would be an case of a declarative retention. In dissimilarity, knowing how to walk so you can go to the classroom or how to concur a pencil to write would be examples of non-declarative memories.

Declarative retention is farther divided into semantic and episodic retention. Semantic memories are memories for facts and knowledge that are not tied to a timeline, while episodic memories are tied to specific events in time.

A component of episodic memory is autobiographical memory, or our personal narrative. As you lot may remember in Affiliate iii the concept of infantile amnesia was introduced. Adults rarely call back events from the beginning few years of life. In other words, we lack autobiographical memories from our experiences as an infant, toddler and very immature preschooler. Several factors contribute to the emergence of autobiographical retentivity including brain maturation, improvements in language, opportunities to talk nigh experiences with parents and others, the evolution of theory of listen, and a representation of "self" (Nelson & Fivush, 2004). Two-year-olds practice remember fragments of personal experiences, merely these are rarely coherent accounts of past events (Nelson & Ross, 1980). Betwixt 2 and two ½ years of age children tin can provide more than data about by experiences. However, these recollections require considerable prodding by adults (Nelson & Fivush, 2004). Over the adjacent few years children will form more detailed autobiographical memories and appoint in more than reflection of the past.

11.Which one of the following best reflects the use of the sensory register component of memory?

a.Y'all can remember a melody for several hours, even though you practice non remember the words.

b.You can recall something you heard for a second or two even though yous were non paying attention.

c.You can remember the name of a person but long enough to introduce her to someone else.

d.You can remember the concept of reinforcement because you are able to relate it to your own experiences.

12.Which one of the following statements best characterizes the duration of the sensory register?

a.Information tin can last indefinitely in the sensory annals if the visual or auditory prototype is retrieved occasionally.

b.Meaningless information fades quickly, but meaningful information may remain for hours.

c.Visual data lasts less than a 2d, with auditory information lasting a bit longer.

d.Information remains for about ten seconds regardless of its nature.

13.Mr. Wagner stands in front end of the class explaining the process of evolution. Jessie is sitting in the front row, but her mind is on the fight she had with her best friend just before class. Based on this information, how far in Jessie's retention system did Mr. Wagner'south lecture go?

a.Information technology reached the sensory register.

b.It reached working retentiveness.

c.It reached long-term memory.

d.It never got into the memory organization at all.

14.Learning theorists often emphasize the importance of attention in the learning procedure. From the perspective of the 3-component model of memory, why is attention so of import?

a.It gets information into the sensory register.

b.It moves data from working retentiveness into long-term retention.

c.It moves information from the sensory register into long-term memory.

d.Information technology moves information from the sensory register into working memory.

15.Which one of the following examples best reflects the cocktail political party phenomenon ?

a.Students become overwhelmed when also much is going on in the classroom at once.

b.Students working in a small group can hear what one pupil is saying even though students in other groups are also talking.

c.When a canis familiaris walks into the classroom, the students' attention is temporarily distracted from their independent seatwork consignment.

d.Students pay more attention when they are enjoying themselves.

sixteen.Co-ordinate to cognitive psychologists, the pair of activities that most people would have trouble doing simultaneously is:

a.thinking nigh what to cook for dinner while combing one's hair.

b.watching the evening news on television while studying for an exam.

c.conveying on a conversation about the pregnant of life while walking downwards the street.

d.mentally planning a weekend camping ground trip while jogging.

17.Iii of the post-obit students' behaviours indicate that they are paying attention. Which 1 does not necessarily bear witness that students are paying attention?

a.Students correctly answer questions about the material just presented.

b.Students are taking proficient notes on the material being presented.

c.Students are solving issues using the textile just presented.

d.Students' eyes are clearly directed at their teacher.

eighteen.According to constructivists, why is information technology of import for teachers to closely monitor students' understanding?

a.Students don't learn information exactly as you lot present information technology.

b.So they tin establish appropriate reinforcers.

c.Some students are not motivated to acquire

d.To found appropriate scaffolding.

19.Which one of the following statements best characterizes working retentivity (sometimes known as brusque-term memory)?

a.It holds data for several hours and includes only things that we know we will need later on.

b.It holds information for but a 2d or two unless we appoint in maintenance rehearsal.

c.It actively processes a small amount of information, typically holding it for less than a minute.

d.Information technology holds candy information for several days or weeks, only probably not forever.

20.Sadie hears her teacher say, "7 times nine is sixty-three," and immediately repeats this math fact to herself three times. V minutes later, Sadie cannot answer correctly when her teacher asks, "What is seven times 9?" Based on this information, how far in Sadie'southward memory organisation did the math fact probably get?

a.Information technology reached the sensory register.

b.It reached working retentivity.

c.It reached long-term retention.

d.Information technology never got into the retentiveness organisation at all.

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21.Which i of the following situations reflects the typical duration of working memory?

a.Arnie remembers his locker combination throughout the entire school year. After summer holiday, withal, he has forgotten it.

b.Blake looks up the correct spelling of the word "fossil," repeats the letters once, and closes the lexicon. By the time he finds a slice of newspaper on which to write the word, he has forgotten how to spell it.

c.Cassie remembers nearly of the information that she has been learning about World War II in course this calendar week, simply she remembers very little of what she learned about Earth War I ii weeks ago.

d.At apex, Darrell makes a mental list of the five homework assignments he needs to complete that dark. At 3:00 he checks himself and realizes that he still remembers all five. All the same, by vii:00 p.one thousand. he cannot remember two of the 5 assignments.

22.Eunice had trouble learning the formula for calculating the area of a circle, so she is saying information technology to herself over and over once again while the instructor passes out the geometry test. Eunice is demonstrating:

a.storage in the sensory register.

b.retrieval from working retentivity.

c.the utilize of maintenance rehearsal.

d.the use of exact mediation.

23.According to cognitivists, what is the likeliest reason that students in the aforementioned classroom learn dissimilar things?

a.different cognitive abilities.

b. different personal histories and experiences.

c.different academic goals.

d.different retention capacities.

24.Merely i of the following teaching practices is consequent with what we know about working memory. Which one?

a.Mr. Adams tells his students that, with practice, they will be able to practise complicated long division problems in their heads.

b.Ms. Borelli tells her students that they should attempt to focus on main ideas rather than try to think every detail.

c.Ms. Fisher suggests that students in her Russian class listen to Russian tapes while they sleep.

d.Mr. Vandenberk urges his students to put information for tomorrow's test in their "short-term memories."

25.Which component of the memory arrangement does the most work?

a.sensory register.

b. long-term memory.

c.short-term retentiveness.

d.encoding mechanism.

26.Which of the following is false regarding working memory?

a.it moves in one direction toward long-term retention.

b.it has a limited capacity.

c.it is also known as curt-term memory.

d.it is the processing heart for new data.

27.Gretchen thinks about Christopher Columbus, which reminds her of Spain, which in turn reminds her that she needs to do her homework for her Spanish form. Gretchen's train of idea best illustrates:

a.the interconnectedness of long-term memory.

b.elaboration in working memory.

c.reconstruction fault in retrieval.

d.encoding during long-term memory storage.

28.Which one of the following statements best describes an activation model of memory?

a.Information is more effectively encoded when it is acted out (for example, through role playing) at the fourth dimension of storage.

b.What you are thinking most is activated; other things stored in your memory are in an inactive state.

c.You must repeat information several times if information technology is to exist stored effectively.

d.Dissimilar pieces of information in retention interact with one another, so that you ofttimes remember something differently than the way in which y'all stored information technology.

29.In teaching "MacBeth" Mr. Pierce has students human activity out the scenes as well equally write the dialogue in manifestly language. The students are likely to remember the information because:

a.the information is being repeated.

b.students are using procedural noesis.

c.students are encoding in a variety of means.

d.students are beingness agile.

30.What is the main departure between declarative and procedural cognition?

a.intensity.

b.flexibility.

c.reversibility.

d.frequency.

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31.A biology instructor wants students to call back the diverse components of a jail cell . Considering what research tells u.s.a. well-nigh encoding and retrieval, the instructor would exist well advised to help students encode information about the cell:

a.primarily in a visual form, because visual images commonly remain vivid in memory for a long period of fourth dimension.

b.primarily in a verbal form, considering linguistic communication underlies much of human learning.

c.in both visual and verbal forms, because multiple forms of encoding increase the likelihood of retrieval.

d.in a relatively non-coded form for a few days, to allow for greater flexibility in encoding later on.

32.Nicole learns the formula "Eastward = mc 2 " by repeating information technology to herself over and over again. Which one of the following processes is Nicole almost conspicuously demonstrating?

a.elaboration

b.meaningful learning

c.rehearsal

d.internal arrangement

33.Three of the following statements accurately characterize rote learning . Which statement is not true of rote learning?

a.Few if any connections are fabricated to existing noesis.

b.Data is learned in a relatively meaningless way.

c.Repetition is the main strategy used during storage.

d.Information is stored every bit one or more visual images.

34.To larn how to spell "rhinoceros," Paula repeats the letters of the word over and over again without actually thinking about what she is proverb. Considering enquiry findings about the effectiveness of rehearsal, we can predict that Paula's strategy will be:

a.highly effective.

b.effective only if she says the letters in a very loud vocalisation.

c.constructive but if she says the letters slowly (e.g., at a rate of ane alphabetic character per second).

d.relatively ineffective.

35.Four students are storing this fact: "Mount Royal in Montreal was named by Jacques Cartier in 1535." Based on the following information, which educatee is probably going to have the nearly difficult time retrieving the information from long-term memory a few days later?

a.Alexander repeats the fact to himself ten times in a row.

b.Marlene once visited Montreal and recalls that information technology is several hundred years old.

c.Cathy realizes that 1535 was more than than four hundred years ago.

d.Drew is amazed to learn that the Europeans settled in Montreal earlier the Seven Years' War.

36.In which of these situations is information nigh likely to exist stored effectively in long-term retention?

a.Abby looks upwards the correct spelling of "independence" and immediately writes it downwardly.

b.Corinne repeats "Comment allez vous?" after his teacher v times in a row.

c.Maurice realizes that receive follows the "I before E except after C" dominion.

d.David stares at a page in his textbook trying to course a photographic image of the page in his mind.

37.Travis realizes that the year World War II ended—1945—is the same year that his male parent was built-in. Which ane of the following processes is Travis most clearly demonstrating?

a.a mnemonic

b.rehearsal

c.meaningful learning

d.imagery

38.Iii of the following are ways that prior noesis contributes to learning. Which ane is non ?

a.it determines what is of import to larn.

b.it provides an organizational framework.

c.information technology provides a mechanism for procedural noesis.

d.it promotes meaningful learning.

39.Three of the following weather condition are necessary for meaningful learning to occur. Which 1 of the following is non an essential status for meaningful learning?

a.being emotionally involved with the information being studied

b.intending to learn information in a meaningful manner

c.knowing something most the topic already

d.existence aware that prior knowledge is related to the topic being studied

40.Which ane of the post-obit students definitely has a meaningful learning set ?

a.Annie practices computing the area of a triangle by completing her 20 homework problems.

b.Ben memorizes the fact that 0.v is equivalent to 1/2.

c.Myra knows that she will eventually learn the multiplication tables if she practices them enough times.

d.Dirk is trying to figure out the logic behind the process of long partition.

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41.Students in a fifth grade classroom are studying dinosaurs. With the 3 weather condition for meaningful learning in mind, choose the pupil who is most probable to engage in meaningful learning.

a.When the teacher introduces the topic, Arthur vaguely remembers reading a book about dinosaurs several years ago, although he cannot seem to recollect much virtually it.

b.When the instructor describes the tremendous size of some of the dinosaurs, Becky remembers a huge brontosaurus skeleton she saw at a museum.

c.When the instructor writes the word "protoceratops" on the board, Connor writes information technology down, being sure to copy the word accurately.

d.When the teacher introduces the terms "meat-eaters" and "found-eaters," Dale repeats both terms to herself several times.

42.Three of these teachers will probably promote meaningful learning in their students. Which i is unlikely to do and so?

a.Mr. Kovacs shows how the area of a triangle (area = one /2 base of operations x height) is half of something they already know—the area of a rectangle.

b.Ms. Gupta asks her students to define peninsula in their ain words.

c.Mr. Harris encourages his third graders to practice their cursive letters at least once every day.

d.Ms. Malik points out that the German word krank (meaning "sick") might be related to the English word cranky .

43.When you lot are studying for a test, y'all may often try to find interrelationships among the new pieces of information yous are learning. Cognitive psychologists telephone call this process:

a.facilitative interference.

b.arrangement.

c.reconstruction in retrieval.

d.automaticity.

44.To assistance herself larn the early on explorers of the New World, Jessica makes a chart that lists the Spanish explorers together, the Portuguese explorers together, the French explorers together, and then on. Which 1 of the post-obit processes is Jessica nigh clearly demonstrating?

a.elaboration

b.meaningful learning

c.rehearsal

d.organization

45.Cordell is trying to remember the various rocks he has been studying in his earth science class (granite, sandstone, limestone, obsidian, marble, etc.). He finally decides it would be easiest if he studied them as three groups: sedimentary, igneous, and metamorphic. Considering research regarding this strategy, Cordell should:

a.have an easier time remembering them because he is organizing them.

b.accept a more hard fourth dimension remembering them because he must remember the three groupings as well as the rocks themselves.

c.have an easier time remembering them only if he besides looks at pictures of each kind of rock.

d.have a more than hard time remembering them because he is just using rehearsal to larn them.

46.Lucas is struggling to remember the Capital of Alberta on his geography test. 3 of the following are factors that are probable to affect retrieval. Which one is non ?

a.using knowledge often

b.using multiple mnemonics

c.employing a retrieval cue

d.making multiple connections

47.Tyler learns that Christopher Columbus'due south first voyage across the Atlantic was financed past Queen Isabella of Spain. He thinks to himself, "She probably idea she would make a turn a profit on her investment." When he stops to consider the queen's motives, Tyler is demonstrating which 1 of the post-obit processes?

a.elaboration

b.meaningful learning

c.rehearsal

d.organization

48.Which i of the post-obit teaching practices is about probable to encourage students to elaborate as they written report new material?

a.Help them to locate Berlin on a map of Europe.

b.Inquire them how they might use the principle that gas expands when heated.

c.Ask them, "Who remembers what the main exports of Japan are?"

d.Say, "Yesterday we learned the safe way to hand a pair of precipitous scissors to someone else. Who tin can prove us how we learned to do that?"

49.As Jane reads about Louis Riel's resistance against the regime, she pictures him as he must accept looked, with dark hair and a full mustache, standing alpine and proud as he defended himself at his trial. Considering enquiry findings regarding the effectiveness of visual imagery, we can predict that Jane volition:

a.become confused by the vividness of her visual epitome.

b.remember the data amend than she might otherwise.

c.store the information in her working retentiveness rather than her long-term memory.

d.remember her image perfectly for a year or longer.

l.These iv teachers claim to exist practicing principles from cognitive psychology. Based on the following information, which one is not really doing so?

a.Ms. Arnott, a high school biology teacher, draws a bureaucracy on the board showing how mammals, fish, birds, reptiles, and amphibians are all vertebrates, and how vertebrates and invertebrates are both animals.

b.Mr. Campbell, a fourth class teacher, suggests that his students try to learn their spelling words by thinking well-nigh similarly spelled words that they already know.

c.Ms. MacPherson, a third course teacher, introduces her class to the topic of multiplication past showing them how it relates to addition.

d.Mr. Sullivan, a junior high school soccer omnibus, asks his players to exercise passing the ball to ane another as they run downward the field and then openly praises those players who are passing skillfully.

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51.Three of the following teachers are using strategies that should help students learn information finer. Which 1 is not necessarily promoting effective cerebral processing?

a.Mr. Powell helps students identify important ideas in their textbooks.

b.Ms. Bertinelli has students repeat definitions of new vocabulary words out loud.

c.Mr. King makes sure that students are paying attending before he begins course.

d.Ms. Cao talks about how famous battles in history are in some means similar to the fights students sometimes have on the playground.

52.Three of the following mathematics teachers are using techniques that should help their students think data. Which one is using a relatively in constructive technique?

a.Mr. Allen uses wooden blocks to help students understand how the volume of a cube is calculated.

b.Ms. Onslow asks students to retrieve of existent-life problems requiring the use of multiplication.

c.Mr. Butt shows his students how division is simply the reverse of multiplication.

d.Ms. Davenport asks her students to memorize definitions of eight geometric figures.

53.Which one of the following statements all-time describes how learners often larn procedural knowledge ?

a.Learners first learn it as declarative knowledge; with time and practise, information technology gradually becomes procedural knowledge.

b.Learners beginning acquire it initially every bit one or more auditory images; eventually, they recode information technology into visual images.

c.Learners initially learn information technology in an automatic "unthinking" form; eventually, it evolves into knowledge that they can talk about and describe.

d.Learners are able to bypass working retention; the knowledge goes immediately from the sensory annals into long-term retention.

54.Mr. Gaydos wants to teach his students how to perform the Heimlich maneuver. Three of the post-obit strategies should help his students learn the maneuver more effectively. Given what we know most teaching procedural knowledge, which strategy is least likely to exist effective in helping students learn the process correctly?

a.Mr. Gaydos tin can requite his students an opportunity to practice the maneuver on a realistic human dummy.

b.Mr. Gaydos can show his students pictures of the various steps involved in the maneuver.

c.Mr. Gaydos tin describe Dr. Heimlich'south medical groundwork and his motivation for developing the process.

d.Mr. Gaydos tin encourage his students to talk themselves through the process every bit they perform it.

55.Which of the post-obit allows students to recollect information most effortlessly?

a.creative variability.

b.verbal mediator.

c.elaboration.

d.automaticity.

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

a.To acquire how to drive a car with a standard manual, Bart practices the diverse parts of the task (eastward.g., steering, shifting, and braking) separately.

b.To learn the messages identifying the spaces on the treble clef (F A C E), Annabelle but remembers the word "face."

c.To learn that the Spanish word pájaro means "bird," Corey pictures a bird wearing pajamas.

d.To learn that the Spanish word navidad ways "Christmas," Doreen thinks of the discussion "birth."

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

a.reconstructive retrieval.

b.the keyword method.

c.a superimposed meaningful construction.

d.verbal mediation.

58.To think the three American states that come together at a unmarried indicate (Colorado, Arizona, New Mexico, and Utah), Marcia remembers "CANU" (pronounced like "canoe"). Marcia's technique illustrates the employ of:

a.the keyword method.

b.a superimposed meaningful structure.

c.visual imagery.

d.verbal mediation.

59.Ms. Hubert entered her fourth grade class in the partitioning math competition where students are expected to solve complex math bug on the spot. Which of the following strategies should Ms. Hubert avoid?

a.providing retrieval cues for number facts.

b.drill and practice exercises.

c.review number facts oftentimes.

d.have students construct their own retrieval cues.

60.If you wanted to help your students learn something past using a mnemonic device, which one of the following sentences would yous use?

a."Area equals length times width" is the formula for computing the surface area of a rectangle.

b."Practise unto others every bit you would have them do unto you" is the Golden Rule.

c."My very earthy mother merely sat upon new petunias" tells us the ix planets in the solar arrangement.

d."Macdonald, Mackenzie, Abbott, Thompson, and Bowell" are the offset v prime ministers of Canada.

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

a.It relates new data to what a person already knows.

b.Information technology expands the capacity of working retention.

c.Information technology helps organize data.

d.It provides retrieval cues to assistance recall.

62.Successful retrieval of information from long-term memory depends on three of the post-obit factors. Retrieval does not depend on:

a.the part of long-term memory being searched.

b.how the data was stored in the commencement place.

c.the duration of working memory.

d.the presence of relevant retrieval cues.

63.Three of the post-obit strategies should help students think academic material over the long run. Because guidelines presented in the textbook, which 1 will non help them?

a.Students should review the material periodically over the class of several days or weeks.

b.Students should engage in meaningful learning by relating the material to a situation in which they are probable to use it.

c.Students should preclude interference past learning each piece of information at a dissimilar time.

d.Students should elaborate by drawing inferences from the things they study.

64.Ms. Iwata has a long-term goal for her science students—to consider what they have learned about scientific discipline equally they bargain with issues and problems in their daily lives. What instruction strategy will all-time help her students recall relevant scientific principles when they need them the almost?

a.Make sure that students study those principles in a no-anxiety situation.

b.Associate those principles with every bit many real-life situations as possible.

c.Maximize the utilize of concrete materials, and minimize the employ of abstract ideas.

d.Maximize the use of abstract ideas, and minimize the use of physical materials.

65.Sheema needs to know her partitioning facts for a quiz tomorrow. She wants to practice equally well as she possibly tin can on the quiz. Based on findings regarding automaticity , which one of the following would be the best advice to give Sheema?

a."Repeat each fact at least 5 times silently."

b."Repeat each fact at to the lowest degree five times out loud."

c."Written report the facts until yous know each one and so do something entirely different until morning."

d."Study the facts until you know them all perfectly, and then continue to practice them fifty-fifty after that."

66.Mr. Martinez wants his offset grade students to be able to identify 200 reading words at the level of automaticity. Which 1 of the post-obit techniques will all-time help his students reach that goal?

a.Tell them how important information technology is for them to know the words.

b.Explain how the letters of the words are related to their pronunciation.

c.Explain how some of the letters in the words are "silent letters."

d.Requite them lots of practice reading the words.

67.An advantage of knowing some skills to a level of automaticity is that skills learned to automaticity:

a.require less working memory chapters.

b.promote the development of retrieval cues.

c.brand meaningful learning of those skills unnecessary.

d.raise the reconstructive nature of retrieval.

68.A linguistic communication arts instructor teaches her students the parts of speech—substantive, verb, adjective, so on—and wants her students to continue to call up them as they study English and foreign languages in the years to come. Considering the factors affecting retrieval of information from long-term retentivity, which one of the post-obit strategies should maximize the likelihood that students will call back the different parts of oral communication over the long run?

a.Have students report them early in the fall and periodically review them in various contexts throughout the school year.

b.Have students study them intensely for a calendar month, then stay abroad from any discussion of them for the rest of the school year.

c.Have students study each lexical category separately, perhaps a different one each calendar month.

d.Have students memorize definitions of each lexical category until they can recite the definitions discussion for word.

69.Lucy sees a boy who looks very familiar to her, but she cannot call up who he is. Then the boy says something with a thick French accent, and Lucy all of a sudden realizes that he is the foreign exchange educatee from France. In this situation, the boy's French accent helps Lucy remember by:

a.inhibiting interference.

b.helping her elaborate on stored information.

c.facilitating a reorganization of her long-term retentiveness.

d.providing a retrieval cue.

70.To remind her first-grade son Kevin to bring domicile his umbrella from school, his mother pins a piece of paper with a movie of an umbrella to Kevin'south jacket collar. Kevin's mother is helping him remember the umbrella through the employ of:

a.a superimposed meaningful structure.

b.a retrieval cue.

c.the keyword method.

d.verbal arbitration.

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71.From the perspective of cognitive psychology, recognition memory tasks are easier than recall tasks because recognition tasks:

a.tin can exist answered by using less working retentivity capacity.

b.practice non need to exist learned in a meaningful fashion.

c.provide more than retrieval cues.

d.can usually be answered by using skills that have been learned to automaticity.

72.Given what we know about the effects of retrieval cues on retrieval, in which one of the following situations are students most likely to remember how the word people is spelled?

a.Take students use the discussion people in a meaningful sentence.

b.Requite students iv choices to option from: peepal , peapul , pepull , and people .

c.Take students close their eyes and try to recall what the give-and-take people looks like when they read.

d.Have students concentrate very difficult on how the give-and-take sounds as it is pronounced.

73.Which one of the following statements is consistent with the recommendations in the textbook for promoting retrieval ?

a.Teach students how to create and employ their own retrieval cues.

b.Evidence students how to use the keyword method to aid them retrieve lists of ten items or more.

c.Spend approximately 2-thirds of each class twenty-four hours reviewing things that students already know.

d.At the secondary school level, ever use essay tests rather than multiple pick tests.

74.Three of the following are commonly accepted explanations of forgetting. Which ane is not ?

a.Information slowly fades away over time if information technology is non used.

b.Information is still in memory but cannot exist found when it is needed.

c.Gaps in recalled information are filled in incorrectly.

d.Strong memories overpower unrelated, but weaker, ones.

75.Nora was thinking about something else the twenty-four hours her instructor explained the difference betwixt the words betwixt and among , so she has problem using these two prepositions correctly. Nora'due south difficulty "remembering" the difference between the 2 words tin probably best be explained equally:

a.failure to shop in long-term retentiveness.

b.failure to retrieve from long-term memory.

c.decay in long-term memory over fourth dimension.

d.reconstruction error during retrieval.

76.Jenny is taking a quiz that asks for the chemic symbols of 20 elements. She remembers xix of them but cannot remember the symbol for mercury. As she walks home from school, she suddenly remembers that the symbol for mercury is Hg . Jenny'southward retentiveness trouble during the quiz can best exist explained in terms of:

a.interference.

b.reconstruction error.

c.decay.

d.failure to remember.

77.Richard is studying both French and Castilian. In the same week, he learns that the French word for "mother" is mère and that the Spanish word for "mother" is madre . Ane day his French teacher asks Richard, "Who is married to your father?" and Richard erroneously answers, "Madre." Richard's retentivity mistake can best be explained in terms of:

a.decay.

b.interference.

c.reconstruction error.

d.failure to shop

78.According to research into classroom practice, how long do teachers typically expect for a student response?

a.i second.

b.equally long equally it takes.

c.i infinitesimal.

d.x seconds.

79.When we increase the wait time later on teacher questions from ane 2d to three seconds, we tin expect students' answers to those questions to:

a.be more dependent on retrieval cues present in the immediate situation.

b.exist longer and more complex.

c.reflect more automaticity in responding.

d.reverberate a decline in interest for the subject matter.

80.What are the two reported benefits to students learning in relation to teacher wait time?

a.less feet and more engagement.

b.less wasted fourth dimension and less homework

c.more time to process and improve teacher-student discussions.

d.better classroom behaviours and less frustration.

81.Which of the post-obit all-time describes the role of attending and data processing techniques in inclusive settings?

a.they are useful for students who accept attending problems.

b.they benefit all students except those with cognitive delays.

c.they serve no reported do good.

d.they benefit all students.

82.Which of the post-obit is not a recommendation for teachers when working with students who show gifts/talents?

a.include more than in-depth activities.

b.permit more processing time.

c.create inter-disciplinary lessons.

d.allow student choice.

83.In relation to our current knowledge about the neuropsychology of learning, teachers should:

a.plow to psychology rather than biology.

b.teach to cerebral level.

c.learn how to increase synapses.

d.plow to biology rather than psychology.

84.According to the neuropsychology inquiry, most mental action during learning and memory tasks takes identify in:

a.the synapses.

b.the forebrain.

c.the cortex.

d.the limbic organization.

85.According to cognitive psychologists, which of the following is most authentic regarding the roles of teachers and students in learning?

a.students e'er construct their own knowledge.

b.teachers can organize information so that it is learned.

c.teachers should train students in visual imagery.

d.students and teachers play an interactive role in learning.