A) What instructional techniques are most likely to help them learn classroom material
B) How researchers develop theories from the data they collect
C) How long they are likely to remember the things that they learn in school
D) The nature of knowledge and how it is acquired
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A) It is primarily high-ability students who benefit from study skills training.
B) Effective study skills do not emerge before formal operations, regardless of instruction.
C) Study skills training programs are effective even with students in the elementary grades.
D) Only college students truly benefit from study skills training.
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A) Revising previously inaccurate understandings of scientific phenomena
B) Learning how to spell words that violate common English letter-sound relationships
C) Learning that performance on classroom tests is usually better if one studies a little bit every night rather than cramming at the last minute
D) Learning how to ask grammatically correct questions in the English language
E) g., the term hors d'oeuvre)
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A) He allows himself adequate study time for the exam.
B) He focuses his eyes on the first page of his textbook.
C) He identifies a suitable mnemonic technique that will help him remember a difficult piece of information.
D) He periodically tests himself to see if he is sufficiently prepared for the exam.
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A) Students believe they won't learn no matter what they do.
B) Students think strategies involve too much time and trouble.
C) Students have insufficient knowledge about a topic to use such strategies effectively.
D) For some students, things learned at a rote level stay with them longer than things learned meaningfully.
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A) Learners of all ages generally know the things they know and the things they don't.
B) Elementary students have a better sense of what they do and don't know than high school students do.
C) Students tend to know a great many things that they don't realize they know.
D) Students across the K-12 grade span often think they know things that they really don't know.
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A) Annette looks at all the headings and subheadings in a chapter before she begins to read the chapter itself.
B) Bruce asks himself questions about the material he is reading and tries to answer them.
C) Cara stops at the end of each section to see if she can summarize what she's just read.
D) After reading a chapter in a textbook, Dwayne makes sure he has accomplished the objectives presented on the chapter's first page.
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A) Use of mnemonics
B) Rote learning
C) Organization
D) Self-regulated learning
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A) Students may have insufficient prior knowledge with which to make educated decisions about what is important.
B) The very nature of the reading process is such that students inevitably give equal attention to every piece of information that is on the page.
C) A textbook may give few if any signals about what things are most important to learn and remember.
D) Students often use relatively superficial characteristics of the material
E) g., words in boldface print) as an indicator of what's important.
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A) Students' criteria for determining the truth or validity of an idea influence the extent to which they engage in critical thinking.
B) Students are more likely to develop sophisticated epistemic beliefs when they have an opportunity to study a particular subject matter at an advanced level.
C) Students who believe that knowledge is fixed and simple tend to achieve at higher levels in the classroom.
D) Teachers who believe that learning involves primarily memorization and rehearsal are more likely to focus on lower-level skills in their assignments and assessment practices.
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A) Irene thinks that doing well in high school is important for getting into a good college, but Isabelle thinks that she can get into college with mediocre grades as long as she has high SAT scores.
B) Julie likes going to school because that's where she sees her friends every day, but Janette likes going to school because of all the new things she learns there.
C) Keith thinks that learning chemistry is a process of memorizing symbols and formulas, but Kareem thinks that chemistry involves trying to understand the nature of elements and compounds.
D) Loren is well aware of the criteria his teacher is using to evaluate his classroom performance, but Luke is clueless about why he's doing poorly in the same teacher's class.
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A) Have students identify the most important ideas and then find information that supports each idea.
B) Have students look for and delete ideas that seem relatively trivial.
C) Begin by having students read exceptionally difficult texts, so that they acquire an appreciation for the value of summarizing.
D) Have students compare their summaries with one another and discuss their reasons for choosing some ideas as being more important than others.
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A) To learn the letters identifying the spaces on the treble clef F A C E) , Annabelle simply remembers the word face.
B) To learn how to drive a car with a standard transmission, Bart practices the various parts of the task
C) To learn that the Spanish word pájaro means "bird," Corey pictures a bird wearing pajamas.
D) To learn that the Spanish word navidad means "Christmas," Dorene thinks of the word nativity.
E) g., steering, shifting, and braking) separately.
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A) Trying to focus one's attention on the task at hand
B) Figuring out how best to use the time one has to accomplish a particular learning task
C) Wanting to learn something even though there is no external reward for learning it
D) Working hard to achieve the instructional objectives the teacher has described
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A) Perform better on a continuous reinforcement schedule than on an intermittent reinforcement schedule
B) Require more of a teacher's time and attention than do other students, but this time and attention is a good investment over the long run
C) Be less interested in extracurricular activities than their classmates
D) Achieve at higher levels in the classroom
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a
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