Question 1

When teachers increase their wait time from one second to three seconds, other things are likely to change as well. Which one of the following is not a typical outcome of increasing wait time?
A) Teachers' expectations for student performance increase.
B) Teachers ask students more challenging questions.
C) Teachers pursue some topics in greater depth.
D) Teachers give more complex answers to their own questions.

Accepted Answer

Increasing wait time is likely to lead to more complex and thoughtful student responses, which may require teachers to give more complex answers to their own questions in order to further the discussion. Therefore, it is unlikely that increasing wait time would result in teachers giving less complex answers.

Question 2

Explain the role that construction plays in retrieval. Give a concrete example of how construction can help retrieval. Also, give a concrete example of how it can lead to an inaccurate recollection.

Accepted Answer

The answer of Explain the role that construction plays in...

Question 3

Ms. Iwata has a long-term goal for her science students-to consider what they have learned about science as they deal with issues and problems in their daily lives. Which one of the following teaching strategies will best help her students retrieve relevant scientific principles in situations where the principles might be applied?
A) Teach students how to take good notes about classroom subject matter.
B) Associate those principles with as many real-life situations as possible.
C) Maximize the use of concrete materials, and minimize the use of abstract ideas.
D) Maximize the use of abstract ideas, and minimize the use of concrete materials.

Accepted Answer

Associating scientific principles with real-life situations can help students see the relevance and application of these principles in their daily lives, making it easier for them to retrieve and apply the principles when dealing with issues and problems. This strategy also helps to create a lasting understanding of the principles rather than just rote memorization.

Question 4

Robert does not recognize the police officer who came to the door last month to tell him that his dog had been killed by a car. Robert's lapse of memory can probably best be explained in terms of:
A) the fan effect
B) interference
C) construction error
D) repression

Accepted Answer

Repression is a defense mechanism where distressing memories are unconsciously blocked from conscious awareness, which could explain Robert's inability to recognize the officer associated with the traumatic event.

Question 5

Psychologists have offered three of the following as possible explanations for the phenomenon of infantile amnesia. Which one have they not suggested?
A) Infants have virtually no working memory capacity.
B) Most of what infants learn takes the form of implicit rather than explicit knowledge.
C) Infants cannot yet talk about their experiences and so have trouble encoding them in forms that are easily retrieved.
D) Infants' brains are insufficiently mature to think about things in the ways that older children and adults do.

Accepted Answer

Infantile amnesia refers to the inability of adults to recall personal memories from the first few years of life. Psychologists have not suggested that infants have virtually no working memory capacity as an explanation for infantile amnesia. Instead, explanations focus on the nature of memory formation and retrieval, such as the development of language and cognitive abilities, and the distinction between implicit and explicit memory.

Question 6

In a science lesson on heat, Ms. Jones explains that heat is the result of molecules moving back and forth very quickly and that gases are heated more quickly than liquids. The following day, she asks her class the following four questions. Which one is a higher-level question?
A) "Who can remember yesterday's discussion about heat?"
B) "What is heat?"
C) "Which one is heated more quickly-a gas or a liquid?"
D) "Why is it cooler near the ocean on a hot summer day?"

Accepted Answer

This question requires the students to apply their understanding of heat and molecular movement to a specific real-world scenario, making it a higher-level question that requires critical thinking. The other questions (A, B, and C) are more fact-based and don't require as much analysis or application of knowledge.

Question 7

Which one of the following examples best illustrates a problem with prospective memory?
A) Meredith can't remember anything that happened in the few minutes before she was in an automobile accident.
B) Marcus forgets to keep the appointment he made with his teacher after school.
C) Juan can't recall something his teacher told him because he was thinking about something else while she was talking to him.
D) Chloe sees a person she knows she has met before, but she can't remember the person's name.

Accepted Answer

Prospective memory refers to remembering to do something in the future, such as keeping an appointment. Marcus forgetting to keep his appointment is an example of a problem with prospective memory. Choices A, C, and D all involve problems with different types of memory (immediate, working, and episodic memory, respectively).

Question 8

To remind her 6-year-old son Steven to bring his umbrella home from school, a mother pins a piece of paper with a picture of an umbrella to Steven's jacket collar. Steven's mother is helping him remember the umbrella through the use of:
A) a script
B) the fan effect
C) an external retrieval cue
D) implicit knowledge

Accepted Answer

The mother is using an external retrieval cue (a picture of an umbrella) to help Steven remember to bring his umbrella home from school.

Question 9

Nora was thinking about something else the day her teacher explained the difference between the words between and among, so she has trouble using these two prepositions correctly. Nora's problem "remembering" the difference between the words can probably best be explained as:
A) failure to retrieve
B) construction error
C) failure to store
D) repression

Accepted Answer

Nora's difficulty stems from not properly learning or storing the information when it was taught because she was distracted, leading to a failure to store the difference between "between" and "among" in her memory.

Question 10

Jenny is taking a quiz which asks for the chemical symbols of 20 elements. She remembers 19 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's memory problem during the quiz can best be explained in terms of:
A) decay
B) repression
C) construction error
D) failure to retrieve

Accepted Answer

Jenny's inability to remember the symbol for mercury during the quiz, despite knowing the symbols for 19 other elements, suggests that the information was stored in her long-term memory but was not easily retrievable. When she remembered the symbol later on, it indicates that the memory was not lost or forgotten but temporarily inaccessible, possibly due to interference or lack of cues during the quiz. This is consistent with the idea of failure to retrieve.

Question 11

When we increase the wait time after teacher questions from one second to three seconds, we can expect students' answers to those questions to:
A) Be longer and more complex
B) Reflect decreased motivation to answer questions in the future
C) Reflect more automatic processing (instead of controlled processing)
D) Be more dependent on retrieval cues present in the immediate situation

Accepted Answer

By increasing the wait time from one to three seconds, students have more time to process and reflect on their answer, leading to longer and more complex responses. This is because the additional time allows for more elaborate retrieval of information and strategic planning for the delivery of the response.

Question 12

Which one of the following statements describes wait time and its effect on learning?
A) When teachers give students about five minutes of "thinking time" at the beginning of class, students are more likely to learn class material meaningfully.
B) When teachers allow students more time to learn something, students learn it more thoroughly.
C) When teachers wait until students are ready to pay attention, students are more likely to learn effectively.
D) When teachers allow students more time to respond to a question, students are more likely to answer the question, and often with a more complex response.

Accepted Answer

Wait time, specifically in the context of allowing students more time to respond to questions, has been shown to increase the likelihood of student responses and the complexity of those responses. This practice encourages deeper thinking and engagement with the material.

Question 13

Which one of the following is a higher-level question?
A) "Can you remember the three categories of rocks that we studied yesterday?"
B) "Now that I have done one multiplication problem on the board, can you do the next two multiplication problems on your own?"
C) "Can you use what we learned about snakes and what we know about climate in North America to guess where this snake might live?"
D) "Here are the same rocks that we studied yesterday. Can you sort them into three piles-sedimentary, igneous, and metamorphic-the way we did yesterday?"

Accepted Answer

This question requires the students to apply the knowledge they have learned to a new situation, which is a higher-level thinking skill compared to simply recalling information from memory (A and D) or following a set of instructions (B).

Question 14

Which one of the following statements is consistent with the textbook's recommendations for promoting retrieval?
A) Teach students how to create and use their own retrieval cues.
B) Prevent interference by presenting closely related pieces of information at different times.
C) Spend approximately two-thirds of each class day reviewing things that students already know.
D) At the secondary school level, always use essay tests rather than multiple-choice tests.

Accepted Answer

The textbook recommends teaching students how to create and use their own retrieval cues as a way to promote retrieval. This helps students develop effective strategies for accessing and recalling information from memory. Preventing interference, spending a majority of class time reviewing known information, and using essay tests instead of multiple-choice tests are not specifically mentioned as strategies for promoting retrieval in the textbook.

Question 15

A revision of Bloom's taxonomy published in 2001 (described in the textbook) can help teachers consider not only the various types of cognitive processes that should be encouraged but also the:
A) Environmental contexts in which each process is most suitable
B) Types of knowledge to which those processes might be applied
C) Specific instructional methods most effective in fostering each process
D) Forms that those processes might take in literacy, mathematics, science, and social studies

Accepted Answer

The revised Bloom's taxonomy not only includes the various types of cognitive processes but also emphasizes the types of knowledge to which those processes might be applied. The taxonomy has six categories of knowledge, namely Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.

Question 16

Kevin and Ron are taking the same physics course but with different teachers. Kevin's teacher gives a short quiz over class material every Friday. Ron's teacher gives a lengthy test the first Monday of every month. Which boy is likely to learn physics more effectively, and why?
A) Kevin, because frequent testing fosters more visual imagery
B) Kevin, because he must review what he has learned more often
C) Ron, because students do better on tests given at the beginning of the week than at the end of the week
D) Ron, because it's virtually impossible to ask higher-level questions on a weekly basis

Accepted Answer

Kevin is more likely to learn physics more effectively because he is being tested every Friday, which means he has to review what he has learned more often. This helps with solidifying the information in his memory and retaining the information for a longer period of time.

Question 17

After meeting a new neighbor, Shandra mistakenly calls him "David" on several occasions. Eventually the neighbor kindly corrects her, saying, "My name is actually Darren." After that, Shandra correctly calls the man "Darren," but initially she has to work hard not to call him "David" instead. Which one of the following concepts best characterizes the change in Shandra's memory?
A) retrieval-induced forgetting
B) encoding specificity
C) the misinformation effect
D) an identity cue

Accepted Answer

Retrieval-induced forgetting occurs when retrieval of certain information makes it more difficult to access related, but unwanted, information. In this case, Shandra had encoded the incorrect name "David" initially and had to actively suppress it in order to correctly retrieve the new name "Darren."

Question 18

A teacher who wants students to elaborate on the material they are studying would be well advised to:
A) Ask higher-level questions.
B) Give signals about what is important to learn.
C) Summarize the main ideas presented each day.
D) Provide an advance organizer before every lesson.

Accepted Answer

Asking higher-level questions prompts students to think critically and more deeply about the material they are learning, which can lead to elaboration and application of the information.

Question 19

It is ten years from now. A friend says to you, "Hey, you took a course on learning theory. Explain to me what the process of elaboration is." You think about this for a minute and then realize that you cannot remember the information your friend is asking for. Give four possible explanations, each based on a different theory of forgetting, as to why you are unable to remember this concept from your learning theory course.

Accepted Answer

The answer of It is ten years from now. A...

Question 20

As a teacher, you want your students to use effective information processing strategies as they study classroom subject matter. You consider research about the effects of classroom assessment tasks on learning, and you conclude that you should:
A) Ask many short questions rather than a few lengthy ones.
B) Assess students' rote knowledge of the material first, then ask higher-level questions about the material in a subsequent assessment.
C) Give assessment tasks that require meaningful understanding of the material.
D) Not give paper-pencil tests at all.

Accepted Answer

Giving assessment tasks that require meaningful understanding of the material is the best choice because it encourages students to process information more deeply and promotes long-term retention of the material. Asking many short questions may not allow for a thorough exploration of the material, and assessing rote knowledge first may not demonstrate students' full understanding of the material. Avoiding paper-pencil tests altogether may also not be practical or feasible.

Quiz 11: Long-Term Memory Iii: Retrieval and Forgetting

When teachers increase their wait time from one second to three seconds, other things are likely to change as well. Which one of the following is not a typical outcome of increasing wait time?

Explain the role that construction plays in retrieval. Give a concrete example of how construction can help retrieval. Also, give a concrete example of how it can lead to an inaccurate recollection.

Robert does not recognize the police officer who came to the door last month to tell him that his dog had been killed by a car. Robert's lapse of memory can probably best be explained in terms of:

Psychologists have offered three of the following as possible explanations for the phenomenon of infantile amnesia. Which one have they not suggested?

In a science lesson on heat, Ms. Jones explains that heat is the result of molecules moving back and forth very quickly and that gases are heated more quickly than liquids. The following day, she asks her class the following four questions. Which one is a higher-level question?

Which one of the following examples best illustrates a problem with prospective memory?

To remind her 6-year-old son Steven to bring his umbrella home from school, a mother pins a piece of paper with a picture of an umbrella to Steven's jacket collar. Steven's mother is helping him remember the umbrella through the use of:

Nora was thinking about something else the day her teacher explained the difference between the words between and among, so she has trouble using these two prepositions correctly. Nora's problem "remembering" the difference between the words can probably best be explained as:

When we increase the wait time after teacher questions from one second to three seconds, we can expect students' answers to those questions to:

Which one of the following statements describes wait time and its effect on learning?

Which one of the following is a higher-level question?

Which one of the following statements is consistent with the textbook's recommendations for promoting retrieval?

A revision of Bloom's taxonomy published in 2001 (described in the textbook) can help teachers consider not only the various types of cognitive processes that should be encouraged but also the:

Kevin and Ron are taking the same physics course but with different teachers. Kevin's teacher gives a short quiz over class material every Friday. Ron's teacher gives a lengthy test the first Monday of every month. Which boy is likely to learn physics more effectively, and why?

A teacher who wants students to elaborate on the material they are studying would be well advised to:

As a teacher, you want your students to use effective information processing strategies as they study classroom subject matter. You consider research about the effects of classroom assessment tasks on learning, and you conclude that you should: