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PSY 331 FINAL EXAM QUESTIONS WITH VERIFIED ANSWERS A+ GRADED
Typology: Exams
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Question 1 1 / 1 pts The definition of intelligence is unmalleable. domain specific. stagnant. varies. Question 2 1 / 1 pts Gardner’s model of multiple intelligences (MI) suggests that should be considered when assessing how a person learns most effectively. financial status, health, and motivation to perform social class, inherited genes, temperament, and personality attitude, past experiences, and personality stress level, inherited genes, birth trauma, and health Question 3 1 / 1 pts John is very optimistic as he approaches life’s obstacles. This might suggest that John has a very high intelligence quotient (IQ). well-developed emotional intelligence (EI). an average general intelligence factor (g). well- developed naturalistic intelligence.
IncorrectQuestion 4 0 / 1 pts According to the text, mediates learning, not.
thinking; teachers. tenacity; learners. motivation; strategy utilization. the self; the society. The answer can be found in 7.5 Learning and Technology, Theories of Learning: An Exploration. Question 5 1 / 1 pts Jeanene applies imagery techniques to support her efficiency on the final exam. This would be an example of in the of self- regulation. self-control; performance phase self-reaction; self- reflection phase self- motivation; forethought phase self-observation; performance phase Question 6 1 / 1 pts Jana is an avid musician and also enjoys learning languages. This might suggest that she has developed her multiple intelligence in the areas of intelligence. interpersonal and linguistic musical and existential interpersonal and intrapersonal musical and linguistic
Question 7 1 / 1 pts
As Toni improves her learning performance, self-regulation research suggests that her will also increase. level of self-justification positive efficacy and satisfaction societal compliance intelligence quotient (IQ) IncorrectQuestion 8 0 / 1 pts Some suggest that the culturally biased aspects of IQ tests are not adequate in supporting. gifted learner needs. performance indicators. learning disability potential. pedagogical frameworks. The answer can be found in 7.1 Intelligence and Intelligence Quotient (IQ), Theories of Learning: An Exploration. Question 9 1 / 1 pts Sharon has great success at applying her past knowledge to solve problems. This may suggest that her is above average. fluid intelligence, g(F) creativity quotient (CQ) intelligence quotient (IQ) crystallized intelligence, g(C)
Question 10 1 / 1 pts
Based on intelligence assessments, can be damaging to a person’s information processing capabilities. birth weight high levels of estrogen attitude stress hormones IncorrectQuestion 11 0 / 1 pts According to self-regulation, a key difference between the expert and novice is the nature of the learning preferences, emotional intelligence, and motivational strategies practiced. emotional intelligence that has been developed. time spent in a field of study. attributions they assign to performance, as well as increased strategy reflections. The answer can be found in 8.3 Self-Regulated Learning, Theories of Learning: An Exploration. Question 12 1 / 1 pts Charlie receives feedback from one of his fellow managers about his performance. After consideration, he designs a self- improvement plan based on this feedback that supports increased success on the job. This is an example of something that would do. a novice an expert an instructor a
manager
IncorrectQuestion 13 0 / 1 pts It is important to remember that technology should not be used as the , but as a tool to support. textbook; reduced anxiety. teacher; perception development. teacher; effective learning. textbook; perception development. The answer can be found in 7.5 Learning and Technology, Theories of Learning: An Exploration. Question 14 1 / 1 pts The general factor of intelligence (g) differs from the intelligence quotient (IQ) in that it includes bias markers. only the learner’s age and performance scores. limited cultural indicators. broader consideration of variables. IncorrectQuestion 15 0 / 1 pts Emotional Intelligence (EI) includes specific areas of development. These include management of organizational and individualized emotional development. motivation, emotional self-awareness, and empathy development. cultural identification, societal bias development, and emotional
control.
awareness and management of self-emotions and self-awareness and management of others’ emotions. The answer can be found in 7.3 Emotional Intelligence (EI) Theories of Learning: An Exploration. IncorrectQuestion 16 0 / 1 pts Katherine feels quite confident that she mastered the learning task. This would be considered her? feeling of knowing (FOK). perceptual metacognitive efficiency (PME). judgement of learning (JOL). authentic task assessment. The answer can be found in 8.2 Applied Metacognition, Theories of Learning: An Exploration. IncorrectQuestion 17 0 / 1 pts learners are suggested to be emotionally aware, tenacious, and self-directed. Intentional Emotionally astute Motivated Sensory controlled The answer can be found in 8.1 Metacognition, Theories of Learning: An Exploration.
Question 18 1 / 1 pts Which of the following is not a strategy for developing a child’s metacognitive abilities? encourage problem solving and self-reflection make use of planning tools that support success strategies provide feedback compartmentalize learning events Question 19 1 / 1 pts Creating is essential when creating a metacognitive learning environment. authentic tasks emotional stability commonalities specific goals IncorrectQuestion 20 0 / 1 pts is suggested to be the key to. Accepting ownership; effectively forming accurate memories Acknowledging self-perceptions; performing at high levels Acknowledging self-bias; performing at high levels Accepting feedback; effectively forming accurate memories The answer can be found in the Introduction, Theories of Learning: An Exploration.
Question 21 1 / 1 pts Numerous learning style inventories are available; however, each assessment. assesses bias tendencies of the learner. measures the same variables. may differ in the variables it measures. may derive questionable results. IncorrectQuestion 22 0 / 1 pts Contradicting the importance of understanding one’s learning style, some research findings suggest that the utilization of specific learning style strategies provides little, to no, improvement in learning. efficacy improvement. self-awareness development. challenge to learners. The answer can be found in 7.4 Learning Styles, Theories of Learning: An Exploration. Question 23 1 / 1 pts are suggested to affect intelligence. Psychological development, birth weight, and self-motivation Cultural experiences and
health Biological factors, working memory capacity, and social class Saturated experiences and working memory capacity
Question 24 1 / 1 pts It is suggested that a person’s has/have no relationship to one’s learning style. preference for learning intelligence quotient (IQ) past experiences practiced study methods Question 25 1 / 1 pts Skinner studied the SOR model. operant conditioning. classical conditioning. neo- behaviorism. Question 26 1 / 1 pts Thordike first suggested the , based on behaviorism. Pavlov effect response-action compilation laws of learning reaction effect Question 27
1 / 1 pts and are associated with classical conditioning. Thorndike; Pavlov
Skinner; Maslow Skinner; Bernstein Watrin; Darwich Question 28 1 / 1 pts Evolving frameworks, that focus on learning, psychologists’ understandings of how people learn and how they can learn more effectively. stagnate belittle confuse develop IncorrectQuestion 29 0 / 1 pts The stimulus-response (SR) model represents cognitive mapping behaviorism cognitivism constructivism The answer can be found in i.4: Constructivism, Theories of Learning: An Exploration. Question 30 1 / 1 pts concentrates on how the learning is manifested,
instead of the process of learning Radical analysis
Discriminate analysis Predictive analysis Behavior analysis Question 31 1 / 1 pts How we learn most effectively is process. a lost a complex an opinion- based a non- addressed Question 32 1 / 1 pts A set of principles used to explain, predict, and understand how a phenomenon occurs is called a theory model proposition conceptual framework Question 33 1 / 1 pts Our text suggests that is considered the father of . Plato; humanism Skinner; humanism
Maslow; humanistic constructivism Maslow; humanism
Question 34 1 / 1 pts supports the brain in deciding which information is important and which is unimportant. long-term memory autobiographical memory sensory memory working memory Question 35 1 / 1 pts Schemata are considered to be a(n) symbolic representations of associated knowledge. formulated patterns of numbers image recreations for systems processing observable behaviors. Question 36 1 / 1 pts As connections about new knowledge and existing knowledge are made, learners form mental representations of the information. These are called generalized transactions cognitive maps cognitive accommodations calibrated mappings Question 37 1 / 1 pts
When George is told that a tomato is not a vegetable, but actually a fruit, he will have to the new information to develop and update his current schema. generalize accommoda te translate assimilate Question 38 1 / 1 pts When a person is evaluating the intake of information as more or less important, cognitivism suggests that they are performing what cognitive task? Attention Percepti on Patternin g Accessin g Question 39 1 / 1 pts are recollections of events that did not happen. Dreams Episodic memories Autobiographical memories False memories Question 40 1 / 1 pts
The visuo-spatial scratchpad manages long-term memory
spatial information. existing knowledge. auditory information Question 41 1 / 1 pts determines whether the sensory information is important or not important. The central executive system Long-term memory The phonological adaption process Situational bias Question 42 1 / 1 pts When a person associates new knowledge with their previous knowledge, this is called formation accommodation transaction assimilation Question 43 1 / 1 pts According to Piaget’s theory of cognitive development, a child actively . pursues
knowledge. negotiates strategies. applies self-regulation.