Chapter: Chapter06: Cognitive Views of Learning Post-lecture Quiz

Multiple Choice

1. Three of the following assumptions are consistent with the cognitive perspective of learning.
Which one is not consistent?
a) Humans learn in ways that are similar to the ways other species learn
b) Individuals may construct differing understandings from the same experiences.
c) Learning occurs as a change in mental structures resulting from interaction with the
environment.
d) Learning takes place in the mind. Behavioral changes may reflect changes in mental
structures.

Ans: a
Page Ref: 196
Type: Factual
Section Ref: What is the Cognitive View of How We Learn?

2. According to the text, the capacity of sensory memory:

a) varies greatly depending on the type of input
b) is very large
c) is extremely small
d) ranges from 7 to 9 "bits" of information that can be held at one time

Ans: b
Page Ref: 198
Type: Factual
Section Ref: The Information-Processing Model

3. The two processes that help move information from sensory memory to working memory are:
a) storage and encoding
b) storage and retrieval
c) attention and retrieval
d) attention and perception

Ans: d
Page Ref: 198-200
Type: Factual
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Section Ref: The Information Processing Model

4. The components of working memory include:

a) the visuospatioal sketchpad and declarative, procedural, and conditional processors
b) semantic, episodic, and phonological loops
c) the visuospatial sketchpad, the central executive, and the phonological loop
d) the central executive, the phonological loop, and elaboration

Ans: c
Page Ref: 201
Type: Factual
Section Ref: The Information Processing Model

5. Effective strategies for encoding information into long-term memory include all of the
following except:
a) organization
b) elaboration
c) rehearsal
d) meaningful learning

Ans: c
Page Ref: 203-204
Type: Factual
Section Ref: The Information Processing Model

6. Information stored in long-term memory can include:

a) procedural knowledge
b) declarative knowledge
c) conditional knowledge
d) all of the above

Ans: d
Page Ref: 10-211
Type: Factual
Section Ref: Long-Term Memory

7. Knowing when and why to apply declarative and procedural knowledge is:
a) a schema
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b) conditional knowledge
c) a proposition
d) a script

Ans: b
Page Ref: 211
Type: Factual
Section Ref: Long-Term Memory

8. According to the text, the "starting point" for learning is:

a) retrieval
b) encoding
c) attention
d) metacognition

Ans: c
Page Ref: 218
Type: Factual
Section Ref: Cognitive Principles for the Classroom

9. All of the following except one are strategies for preventing cognitive overload:
a) dual processing
b) practicing
c) chunking
d) presenting large quantities of information quickly

Ans: d
Page Ref: 221-222
Type: Factual
Section Ref: Cognitive Principles for the Classroom

10. Techniques to assist with meaningful encoding of new information include all of the
following except:
a) memorizing
b) analogies
c) advance organizers
d) graphic organizers

Ans: a
Page Ref: 224-226
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Type: Factual
Section Ref: Cognitive Principles in the Classroom

True or False

11. Teachers should expect that information processing abilities will be very` similar among
students in the same grade.

Ans: False
Page Ref: 216
Type: Factual
Section Ref: Diversity in Information Processing

12. Individual differences in working memory capacities among students should not affect the
instructional method a teacher uses.

Ans: False
Page Ref: 215-216
Type: Factual
Section Ref: Diversity in Information Processing