Educational Psychology with Virtual Psychology Labs 1st Edition by Bruce Tuckman – Test Bank

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Educational Psychology with Virtual Psychology Labs 1st Edition by Bruce Tuckman – Test Bank

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Chapter 2 – Cognitive and Language Development

 

MULTIPLE CHOICE

 

1. The implication of the principle that all children do not develop at the same rate is

a.	curriculum must be specific to the culture.
b.	be sure to include group projects in the classroom.
c.	you can’t judge an individual’s performance solely on their age
d.	give opportunities for both assimilation and accommodation.

 

 

ANS:  C                    REF:   p. 43              OBJ:   Cognitive Development and the Brain

 

2. A student’s performance in class is determined by a multitude of factors.  This is best described in the principle that

a.	development is the result of both heredity and environment.
b.	knowledge exists only in social interactions.
c.	development is orderly.
d.	development is continuous.

 

 

ANS:  A                    REF:   p. 43              OBJ:   Cognitive Development and the Brain

 

3. A stimulating environment may help the process of _______ which involves removing poorly connected neurons.

a.	assimilation	c.	accommodation
b.	pruning	d.	lateralization

 

 

ANS:  B                    REF:   p. 44              OBJ:   Cognitive Development and the Brain

 

4. The ______ governs your ability to use language; the ______ governs spatial relations.

a.	synapse; dendrites	c.	left hemisphere; right hemisphere
b.	right hemisphere; cerebral cortex	d.	axons; cerebral cortex

 

 

ANS:  C                    REF:   p. 45              OBJ:   Cognitive Development and the Brain

 

5. Mrs. Norman, a 7^th grade science teacher, wants to use the current research on brain and learning to help her students.  Which of the following is not a principle of brain-based learning?

a.	Attention and perception are both involved in learning.
b.	The brain perceives wholes first and then parts last.
c.	Every brain is uniquely organized.
d.	The brain is a social brain.

 

 

ANS:  B                    REF:   p. 45              OBJ:   Cognitive Development and the Brain

NOT:  WWW

 

6. According to Piaget, the basic unit necessary for mental organization and mental functioning is called the

a.	neuron.	c.	dendrite.
b.	zone of proximal development.	d.	schema.

 

 

ANS:  D                    REF:   p. 46              OBJ:   Jean Piaget

 

7. A five year old was describing how he was “getting smarter and smarter” by attending school.  From a Piagetian perspective, this five year old is experiencing

a.	advancement in his zone of proximal development.
b.	an increase in the size of his zone of proximal development.
c.	an increase in the number and complexity of schemas.
d.	an increase in his zone of proximal development.

 

 

ANS:  C                    REF:   p. 47              OBJ:   Jean Piaget

 

8. As a student is interacting with her environment, she is learning and developing schemata.  Piaget termed this

a.	adaptation.	c.	metalinguistic awareness.
b.	operations.	d.	accommodation.

 

 

ANS:  A                    REF:   p. 47              OBJ:   Jean Piaget

 

9. When a child encounters something new and reacts to it by relying on an existing schema, ______ occurs.

a.	accommodation	c.	syntax
b.	assimilation	d.	taxonomic constraint

 

 

ANS:  B                    REF:   p. 47              OBJ:   Jean Piaget

 

10. “I just can’t deal with this new concept.  I’m going to have to change how I think about it.”  This best illustrates

a.	accommodation.	c.	scaffolding.
b.	assimilation.	d.	seriation.

 

 

ANS:  A                    REF:   p. 48              OBJ:   Jean Piaget     NOT:  WWW

 

11. What is the advantage of assimilation and accommodation?

a.	Both processes advance the zone of proximal development.
b.	They minimize internalization of speech.
c.	They help us to grow and adapt to our environment.
d.	They maximize the effects of scaffolding on schema production.

 

 

ANS:  C                    REF:   p. 48              OBJ:   Jean Piaget

 

12. Play is to assimilation as imitation is to _________.

a.	accommodation	c.	conservation
b.	adaptation	d.	inversion

 

 

ANS:  A                    REF:   p. 48              OBJ:   Jean Piaget

 

13. A fourth grader is fascinated with how plants perform photosynthesis and wishes to learn more.  What is the motivation underlying this student’s wishes according to Piaget?

a.	the innate need to advance his zone of proximal development
b.	the need to conserve
c.	a desire to return to equilibrium.
d.	transitivity

 

 

ANS:  C                    REF:   p. 48              OBJ:   Jean Piaget

 

14. To Piaget, which person has the most intelligence?

a.	Stephanie has an IQ of 120.
b.	Sarah can deal with ever-changing circumstances at work.
c.	Bonnie, a 10-year-old, can recite batting statistics of his favorite baseball team.
d.	Rachael’s GPA is a perfect 4.00.

 

 

ANS:  B                    REF:   p. 49              OBJ:   Jean Piaget

 

15. Michelle is holding her newborn and wonders what Piaget would predict for the child in terms of cognitive development in the first two years?

a.	The child’s understanding of object and causality will developed.
b.	The child will advance to holophrases.
c.	She can expect that the child will enter informal operations.
d.	The child will develop inner speech.

 

 

ANS:  A                    REF:   p. 52              OBJ:   Jean Piaget     MSC:  JoinIn

NOT:  WWW

 

16. You used to be able to take a toy away from 2-year-old Alyssa without her reacting.  But now, she reacts quite strongly and cries.  She has developed

a.	object permanence .	c.	pragmatics.
b.	adaptation.	d.	egocentrism.

 

 

ANS:  A                    REF:   p. 52              OBJ:   Jean Piaget

 

17. Which of the following is not a characteristic of preoperational thinking?

a.	egocentrism	c.	nontransfomational reasoning
b.	centration	d.	reversibility

 

 

ANS:  D                    REF:   p. 54              OBJ:   Jean Piaget

 

18. A kindergarten teacher is looking at her new class and wonders what Piaget would predict for their cognitive development this year?  What would Piaget predict?

a.	a growing ability to think in symbols and signs
b.	being able to coordinate sensory and physical experiences
c.	an ability to conserve
d.	growing understanding of phonology

 

 

ANS:  A                    REF:   p. 53              OBJ:   Jean Piaget

 

19. One cupcake is left from a birthday party in Mrs. Viau’s first grade class, and two boys want it.  Mrs. Viau decides to cut it in half.  One of the boys, Derrick, says that he wants the biggest half.  This best illustrates the preoperational characteristics known as

a.	parallel talk.	c.	conservation.
b.	reciprocal implication.	d.	object permanence.

 

 

ANS:  C                    REF:   p. 56              OBJ:   Jean Piaget

 

20. Mr. Clausen is reviewing the past year he had with his sixth grade class.  He thinks that Piaget was right since he saw growth in the area that Piaget would predict for children in concrete operational stage.  What was this area?

a.	hypothetical-deductive thinking	c.	exclusion
b.	logical operations	d.	formal operations

 

 

ANS:  B                    REF:   p. 58              OBJ:   Jean Piaget     MSC:  JoinIn

NOT:  WWW

 

21. From a Piagetian perspective, what is the main limitation of the thinking of a child in the concrete operational stage?

a.	It can only be applied to real, observable objects in the present.
b.	The thinking can only be applied to one dimension of an object.
c.	Concrete operations can only be performed when scaffolding is available.
d.	It can only be applied to simple relationships.

 

 

ANS:  A                    REF:   p. 58              OBJ:   Jean Piaget

 

22. Elle brought her Family Tree to school for her sixth grade project.  She described how one person could be a son, brother, uncle, and father.  To understand how one person could have several different relationships to different people, Elle’s classmates must understand the principle of

a.	conservation.	c.	class inclusion.
b.	object permanence.	d.	exclusion.

 

 

ANS:  C                    REF:   p. 60              OBJ:   Jean Piaget

 

23. A high school student in formal operations, according to Piaget, differs from a middle school student in terms of the ability to

a.	classify objects.
b.	appropriately use pragmatics.
c.	socially construct meaning of experiences and words.
d.	solve complex hypothetical problems.

 

 

ANS:  D                    REF:   p. 61              OBJ:   Jean Piaget

 

24. In a history class, the teacher asks his students to consider the implications had Nazi Germany won WWII.  What stage of cognitive development does this statement require?

a.	sensorimotor.	c.	formal operations.
b.	concrete operations.	d.	post-formal operations.

 

 

ANS:  C                    REF:   p. 61              OBJ:   Jean Piaget

 

25. You are observing a classroom where the teacher claims her instruction was heavily influenced by Piaget.  Which of the following would not expect to see?

a.	lecture	c.	group work
b.	hands-on work	d.	discovery learning

 

 

ANS:  A                    REF:   p. 67              OBJ:   Applying Piaget

MSC:  JoinIn             NOT:  WWW

 

26. You are writing a paper on Piaget’s influence on educational instruction.  What would be the most appropriate title of your paper?

a.	The Critical Role of Curriculum on Practice
b.	Piaget:  Constructing Knowledge Through Experience
c.	Piaget:  The Dos and Don’ts of Lecturing
d.	Piaget: Transmitting Understanding to Your Students

 

 

ANS:  B                    REF:   p. 71              OBJ:   Applying Piaget

 

27. Mrs. Smithson wants to teach her third grade students about measurement.  Based on Piaget, what would be the best strategy?

a.	drill and practice	c.	lecturer
b.	direct instruction	d.	active exploration

 

 

ANS:  D                    REF:   p. 69              OBJ:   Applying Piaget

 

28. The abilities of _________ and ________ appear earlier than Piaget proposed.

a.	object permanence; conservation	c.	semantic bootstrapping; conservation
b.	pragmatics; metalinguistic awareness	d.	internalization; conservation

 

 

ANS:  A                    REF:   p. 72              OBJ:   Critique and Updating of Piaget’s Theory

 

29. In his theory of cognitive development, Piaget has been criticized for ignoring the contribution of

a.	peers.	c.	culture.
b.	media.	d.	heredity.

 

 

ANS:  C                    REF:   p. 72              OBJ:   Critique and Updating of Piaget’s Theory

MSC:  JoinIn             NOT:  WWW

 

30. Vygotsky emphasized the importance of _____________ in creating meaning and knowledge.

a.	conservation	c.	maturation
b.	active learning	d.	social interaction

 

 

ANS:  D                    REF:   p. 73              OBJ:   Lev Vygotsky

 

31. As Mrs. Moen contemplates tomorrow’s meeting of her 11^th graders, she remembers the importance of social interaction in learning and creates an activity that involves group work.  Which theorist places the most emphasis on social interaction in learning?

a.	Case	c.	Piaget
b.	Vygotsky	d.	Chomsky

 

 

ANS:  B                    REF:   p. 73              OBJ:   Lev Vygotsky

 

32. In internalization according to Vygotsky, speech starts off as _______ transformed into ____ and ultimately into ______.

a.	accommodation; assimilation; adaptation
b.	whole-object; taxonomic constraint; mutual-exclusivity contrast
c.	egocentric; social speech; whole-object
d.	social speech; private speech; inner speech

 

 

ANS:  D                    REF:   p.73               OBJ:   Lev Vygotsky

 

33. “I can’t seem to do these physics problems by myself, but when my older brother helps me, I understand them.”  The help that this student receives is what Vygotsky would term

a.	adaptation.	c.	scaffolding.
b.	circular reaction.	d.	equilibration.

 

 

ANS:  C                    REF:   p. 75              OBJ:   Lev Vygotsky

 

34. Vygotsky believed that _______ could be used to regulate behavior and solve problems.

a.	accommodation	c.	language
b.	lateralization	d.	schemata

 

 

ANS:  C                    REF:   p. 73              OBJ:   Lev Vygotsky

MSC:  JoinIn             NOT:  WWW

 

35. Language, maps, clocks, and calendars are what Vygotsky considered to be

a.	cultural tools.	c.	conservation of number.
b.	centration.	d.	cognitive tools.

 

 

ANS:  A                    REF:   p. 74              OBJ:   Lev Vygotsky

 

36. Consider this student:  She can do basic arithmetic by herself but only when she is helped can she do fractions.  Vygotsky would say that her ability to solve fractions with assistance represents

a.	her zone of proximal development.	c.	scaffolding.
b.	actual development.	d.	pragmatics.

 

 

ANS:  A                    REF:   p. 74-75         OBJ:   Lev Vygotsky

 

37. Which of the following best illustrates how learning is accomplished according to Vygotsky?

a.	Learning is accomplished through the process of adaptation, assimilation, and accommodation.
b.	Learning happens because the brain undergoes extensive pruning of neurons that are poorly connected.
c.	Already existing schemas become modified because of the discomfort caused by being out of equilibrium.
d.	Through social collaboration, a student performs a task in the zone of proximal development with the scaffolding of a competent peer or older individual.

 

 

ANS:  D                    REF:   p. 75              OBJ:   Lev Vygotsky

 

38. From Vygotsky’s point of view, the zone of proximal development over time should

a.	remain the same, but become more effective at processing information.
b.	advance upward so that a new zone of proximal development is created.
c.	change through the process of accommodation.
d.	change through the process of assimilation.

 

 

ANS:  B                    REF:   p. 75              OBJ:   Lev Vygotsky

 

39. What happens to scaffolding once the zone of proximal development advances to the next level?

a.	The scaffolding is removed.
b.	The scaffolding remains present.
c.	It depends if the zone was modified by either accommodation or assimilation.
d.	The scaffolding becomes internalized.

 

 

ANS:  A                    REF:   p. 75              OBJ:   Lev Vygotsky

NOT:  WWW

 

40. Throughout the school year, Ms. Derusha has applied several ideas from Vygotsky.  Which of the following would you expect not to see in Ms. Derusha’s classroom?

a.	Students are given challenging tasks.
b.	She uses real-life tasks and projects.
c.	Mrs. Derusha will use competitive-based assignments.
d.	Her style is related to her students’ cultural background.

 

 

ANS:  C                    REF:   p. 76              OBJ:   Lev Vygotsky

 

41. How are words pronounced?  The answer is in

a.	pragmatics.	c.	egocentrism.
b.	equilibration.	d.	phonology.

 

 

ANS:  D                    REF:   p. 79              OBJ:   Language Development

 

42. Age appropriate development of pronunciation is important since it predicts

a.	literacy.	c.	peer relationships.
b.	intelligence.	d.	grades in elementary school.

 

 

ANS:  A                    REF:   p. 79              OBJ:   Language Development

 

43. Little three-year-old Miranda is learning about the nature of language and expressions.  She is developing

a.	a high zone of proximal development.	c.	metalinguistic awareness.
b.	phonology.	d.	syntax.

 

 

ANS:  C                    REF:   p. 80              OBJ:   Language Development

 

44. If you track the development of a child’s vocabulary over time, you would see spikes

a.	between the ages of 18 and 24 months.	c.	between the ages of 6 and 12 months.
b.	first 6 months.	d.	between the ages of 30 and 36 months.

 

 

ANS:  A                    REF:   p. 79              OBJ:   Language Development

MSC:  JoinIn             NOT:  WWW

 

45. A child is starting to use the ed rule incorrectly when she says “eated” or “goed.”  Should the parents be concerned?

a.	Yes – it clearly shows a regression in understanding.
b.	No – it represents the understanding  of phonology.
c.	Yes – it clearly shows a problem with syntax.
d.	No – it represents the understanding  of grammar.

 

 

ANS:  D                    REF:   p. 80              OBJ:   Language Development

 

46. A little girl has not yet developed an adequate understanding of pragmatics and as a result

a.	has problems pronouncing sh and th.	c.	keeps interrupting her teacher.
b.	has not progressed beyond holophrases.	d.	gets confused with the meaning of idioms.

 

 

ANS:  C                    REF:   p. 81              OBJ:   Language Development

 

47. Research on the relationship between language and thinking has shown that

a.	language and thought influence each other.
b.	language shapes thought.
c.	thought shapes language.
d.	there is no relationship between the two.

 

 

ANS:  A                    REF:   p. 81              OBJ:   Language and Thought

 

48. Chomsky explained language development by arguing for the role of ________that enables children to learn language.

a.	active experience	c.	reinforcement
b.	a language organ	d.	motivation

 

 

ANS:  B                    REF:   p. 82              OBJ:   Language and Thought

 

49. When Mr. Moss is solving a math problem on the board he makes sure that he talks out loud sharing the perception, ideas, and decisions necessary to solve the problem.  What technique is he using?

a.	parallel talk	c.	self-talk
b.	expansion	d.	pragmatics

 

 

ANS:  C                    REF:   p. 83              OBJ:   Language and Thought

NOT:  WWW

 

50. As a teacher you want to help your students develop language abilities.  An example of your approach is to talk out loud about what a child is doing as she solves a math problem on the board.  What technique are you using?

a.	expansion	c.	conservation
b.	parallel talk	d.	pragmatics

 

 

ANS:  B                    REF:   p. 83              OBJ:   Language and Thought

 

51. The new principal at the middle school is a strong advocate of instruction based on the ideas of Piaget.  When the teachers ask him for ideas on testing, he says

a.	teachers should teach to the test.	c.	it’s best to use the nationally normed test.
b.	to use the state-mandated assessment.	d.	testing should be based on observation.

 

 

ANS:  D                    REF:   71                  OBJ:   Applying Piaget

 

MATCHING

 

 

a.	understanding of relationship between doing something and    the results of that action	f.	systems or coordinated sets of action
b.	emphasis of Vygotsky’s theory	g.	production of syllables
c.	private speech	h.	process is continuous and relatively orderly
d.	basic unit for mental organization and functioning	i.	mentally arranging objects along some dimension
e.	part of the neuron that transmits signals to other neurons	j.	sum of all an individual’s schemata

 

 

1. development principle

 

2. schema

 

3. seriation

 

4. concrete correspondence

 

5. intelligence

 

6. social construction

 

7. babbling

 

8. axons

 

9. self-talk

 

10. operations

 

1. ANS:  H                    REF:   p. 43

 

2. ANS:  D                    REF:   p. 46

 

3. ANS:  I                     REF:   p. 58

 

4. ANS:  A                    REF:   p. 61

 

5. ANS:  J                     REF:   p. 49

 

6. ANS:  B                    REF:   p. 73

 

7. ANS:  G                    REF:   p. 79

 

8. ANS:  E                    REF:   p. 44

 

9. ANS:  C                    REF:   p. 73

 

10. ANS:  F                    REF:   p. 49

 

 

a.	focus on only one aspect of a stimulus at a time	f.	thinking about nature of language
b.	incorporate new information into existing schema	g.	a form of reversibility
c.	activity in which infant tries to reproduce interesting events	h.	social conventions of language
d.	assistance that helps child to proceed through zone of proximal development	i.	modifying an existing schema
e.	stage of cognitive development according to Piaget	j.	specialization of the two hemispheres

 

 

11. assimilation

 

12. circular reaction

 

13. centration

 

14. scaffolding

 

15. metalinguistic awareness

 

16. inversion

 

17. concrete operations

 

18. lateralization

 

19. pragmatics

 

20. accommodation

 

11. ANS:  B                    REF:   p. 47

 

12. ANS:  C                    REF:   p. 52

 

13. ANS:  A                    REF:   p. 54

 

14. ANS:  D                    REF:   p. 75

 

15. ANS:  F                    REF:   p. 80

 

16. ANS:  G                    REF:   p. 58

 

17. ANS:  E                    REF:   p. 58

 

18. ANS:  J                     REF:   p. 44

 

19. ANS:  H                    REF:   p. 81

 

20. ANS:  I                     REF:   p. 48

 

TRUE/FALSE

 

1. Pruning of neurons will lead to mental retardation.

 

ANS:  F                    REF:   p. 44

 

2. There is strong evidence that brain-based approaches to instruction are effective in helping students learn.

 

ANS:  F                    REF:   p. 45

 

3. As we grow, our operations become more organized and well-defined.

 

ANS:  T                    REF:   p. 49

 

4. Egocentrism refers to problems taking another’s point of view.

 

ANS:  T                    REF:   p. 54

 

5. Piaget underestimated the ability of children with regard to object permanence.

 

ANS:  T                    REF:   p. 72

 

6. The zone of proximal development refers to tasks that the student can do independent of assistance.

 

ANS:  F                    REF:   p. 75

 

7. Semantic bootstrapping refers to understanding the rules of etiquette in conversations.

 

ANS:  F                    REF:   p. 80

 

8. Thought and language influence each other.

 

ANS:  T                    REF:   p. 81

 

9. Language is special because of our innate ability to learn grammar.

 

ANS:  F                    REF:   p. 82

 

10. When using expansion, a teacher will comment about what she is doing the same time she is doing it.

 

ANS:  F                    REF:   p. 83

 

ESSAY

 

1. Select one of the general principles of cognitive development.  Describe how that principle influences a teacher’s interactions with her students.

 

ANS:

Not provided

 

2. What is brain-based learning and how could it change that way teachers teach?

 

ANS:

Not provided

 

3. How do we learn according to Piaget?  Be sure you include the terms schema, assimilation, accommodation, equilibration, and adaptation.

 

ANS:

Not provided

 

4. If Piaget was asked what would improve education in America in the 21^st century, he might say to   increase active experience and social interaction.  Why?

 

ANS:

Not provided

 

5. Illustrate how curriculum in math is shaped by cognitive development in preoperational and             concrete operational stages as described by Piaget.

 

ANS:

Not provided

 

6. Contrast how a student in concrete operations and another student in formal operations would          attempt to solve a problem with a computer printer that does not print.

 

ANS:

Not provided

 

7. What did Piaget get right and what did he get wrong?

 

ANS:

Not provided

 

8. Explain why Vygotsky might have said that we don’t learn much when we do tasks by ourselves.

 

ANS:

Not provided

 

9. Describe what a teacher can do in her classroom to facilitate language development in students.

 

ANS:

Not provided

 

10. Describe why language is special.

 

ANS:

Not provided

 

Chapter 4 – Leaner Diversity

 

MULTIPLE CHOICE

 

1. Parents’ educational level, occupational status, income and prestige refer to

a.	equity.	c.	ecosocial status.
b.	socioeconomic status.	d.	enthicity.

 

 

ANS:  B                    REF:   p. 137            OBJ:   Social Class Differences

 

2. When examining math and reading scores on standardized tests, _____ SES students score considerably higher than _____ SES students.

a.	high; low	c.	primary; secondary
b.	middle; high	d.	secondary; primary

 

 

ANS:  A                    REF:   p. 138            OBJ:   Social Class Differences

 

3. You are a teacher who is committed to critical pedagogy.  What does that mean?

a.	You use one-to-one instruction.
b.	You use innovative practices to give a voice to students who might otherwise be powerless.
c.	You are careful not to overuse technology.
d.	You are self-reflective about your pedagogy.

 

 

ANS:  B                    REF:   p. 138            OBJ:   Social Class Differences

 

4. Students participated in a special program where they could write and act in their own short plays about social problems.  This program is called _________ and illustrates _________.

a.	Children of the Future; socioeconomic status
b.	Voices of Tomorrow; constructivism
c.	Theatre of the Oppressed; critical pedagogy
d.	Theater of the Oppressed; mainstreaming

 

 

ANS:  C                    REF:   p. 139            OBJ:   Social Class Differences

 

5. Giving students a voice for how they learn and what they learn is key to

a.	critical pedagogy.	c.	liberal pedagogy.
b.	classical pedagogy.	d.	differentiated pedagogy.

 

 

ANS:  A                    REF:   p. 138            OBJ:   Social Class Differences

NOT:  WWW

 

6. Andrew is a student in the fourth grade.  He is given several ways and assignments to choose from to learn the content of his Social Studies lessons.  Andrew’s teacher is using

a.	critical pedagogy.	c.	stereotype threat.
b.	differentiated instruction.	d.	social justice.

 

 

ANS:  B                    REF:   p. 140            OBJ:   Social Class Differences

 

7. What gets modified in differentiated instruction?

a.	the curriculum in core areas like mathematics and language
b.	how the student approaches their learning
c.	how the teacher approaches instruction
d.	how teachers are trained

 

 

ANS:  C                    REF:   p. 140            OBJ:   Differences in Ethnicity and Culture

 

8. According to Byrnes, there are three factors that account for improving academic skills.  Which of the following is not among the three factors identified by Byrnes?

a.	exposure to opportunities to learn new skills
b.	teacher’s ethnicity
c.	motivation
d.	initial skill level

 

 

ANS:  B                    REF:   p. 142            OBJ:   Differences in Ethnicity and Culture

 

9. Consider this:  A belief exists that people with green hair are lazy.  A green haired person starts believing that he is lazy and becomes lazy.  The best illustrates the concept of

a.	stereotype threat.	c.	acculturation.
b.	caste.	d.	cultural compatibility hypothesis.

 

 

ANS:  A                    REF:   p. 142            OBJ:   Differences in Ethnicity and Culture

 

10. Using Torres’ Bicultural Orientation Model, what orientation would a Latina have if she has greater comfort with the Latino/Hispanic culture than the Anglo culture?

a.	acculturation bias	c.	bicultural orientation
b.	ethnic moratorium	d.	Latino/Hispanic orientation

 

 

ANS:  D                    REF:   p. 144            OBJ:   Differences in Ethnicity and Culture

MSC:  JoinIn             NOT:  WWW

 

11. Based on Torres’s research on situating identity, if you grew up in an environment that was mainly Anglo European influenced (e.g., South Dakota), you would define your ethnicity as

a.	being a South Dakotan.	c.	a male or female.
b.	an Anglo.	d.	having a particular SES.

 

 

ANS:  A                    REF:   p. 144            OBJ:   Differences in Ethnicity and Culture

 

12. Torres found that students who are second and third generation in the United States experience

a.	more conflict with their parents.	c.	less conflict with their parents.
b.	social environment.	d.	stereotype threat.

 

 

ANS:  C                    REF:   p. 145            OBJ:   Differences in Ethnicity and Culture

 

13. Which group of students is more likely to experience dissonance with their culture of origin based on the research of Torres?

a.	first generation in the United States
b.	second generation in the United States
c.	third generation in the United States
d.	second generation in the United States but only among middle SES families

 

 

ANS:  A                    REF:   p. 146            OBJ:   Differences in Ethnicity and Culture

 

14. First year teacher Mrs. Downey has several first generation Chinese students in her class.  Her mentor Mr. Martin appropriately suggests that she remembers to

a.	use common Chinese words in class.
b.	actively reach out to the students’ parents to get them involved in school.
c.	provide higher expectations to these students than to second or third generation Chinese students.
d.	use critical pedagogy.

 

 

ANS:  B                    REF:   p. 147            OBJ:   Differences in Ethnicity and Culture

 

15. The best way to introduce specific Native American culture to a class is through:

a.	guest speakers.	c.	field trips.
b.	stories and literature.	d.	parental involvement.

 

 

ANS:  B                    REF:   p. 149            OBJ:   Differences in Ethnicity and Culture

NOT:  WWW

 

16. What was the effect of the ruling in Brown v. Board of Education?

a.	Prayer was banned in school.
b.	The practice of school segregation was eliminated.
c.	Only law enforcement officials may search student lockers.
d.	Only teachers who are certified may teach.

 

 

ANS:  B                    REF:   p. 150            OBJ:   Differences in Ethnicity and Culture

 

17. Mr. Raje wants his students to analyze ideas from a variety of different perspectives.  For instance he likes to use examples from different cultures to illustrate concepts.  He is practicing

a.	multicultural education.	c.	triarchic intelligence.
b.	critical pedagogy.	d.	scaffolding.

 

 

ANS:  A                    REF:   p. 153            OBJ:   Differences in Ethnicity and Culture

 

18. A school district decides to celebrate ethnic holidays by integrating them into the curriculum; this is an example of

a.	addictive approach.	c.	contributions approach.
b.	transformation approach.	d.	cultural compatibility.

 

 

ANS:  C                    REF:   p. 153            OBJ:   Differences in Ethnicity and Culture

 

19. “I emphasize lots of collaboration, cooperation, and small groups in my classroom.”  This teacher’s practices are influenced by the

a.	contributions approach.	c.	transformation approach.
b.	multiple intelligences.	d.	cultural compatibility hypothesis.

 

 

ANS:  D                    REF:   p. 154            OBJ:   Differences in Ethnicity and Culture

 

20. A teacher has a large number of English language learners in his classroom.  These students are doing well in school because the teacher has adopted

a.	cooperative learning strategies and differentiated instruction.
b.	immersion.
c.	whole-language methods.
d.	mandatory assessment in English.

 

 

ANS:  A                    REF:   p. 157            OBJ:   Language Diversity

MSC:  JoinIn             NOT:  WWW

 

21. Han is being taught in both his native Korean language and English; this is called ________;  Rhea, another English language learner, is being taught only English and this approach is ________.

a.	immersion; whole-language	c.	phonics; whole-language
b.	two-way bilingual education; immersion	d.	immersion; whole-language

 

 

ANS:  B                    REF:   p. 158            OBJ:   Language Diversity

 

22. In examining the effectiveness of each approach to English language education, what seems to matter the most is

a.	the age of the student.	c.	the size of the class.
b.	specific instructional approach.	d.	the quality of instruction.

 

 

ANS:  D                    REF:   p. 158            OBJ:   Language Diversity

 

23. Boys tend to outperform girls in _________, whereas girls outperform boys in ________.

a.	mathematics; reading	c.	gross motor skills; fine motor skills
b.	reading; mathematics	d.	conceptual thinking; reflective thinking

 

 

ANS:  A                    REF:   p. 159            OBJ:   Gender Differences

 

24. What do parents typically believe about science and their sons and daughters?

a.	Science is more difficult for their daughters than their sons.
b.	Parents believe that teachers aren’t very helpful in assigning their child in homework.
c.	Sons must be encouraged more than daughters do take science classes.
d.	Daughters will do better in science when taught by male teachers.

 

 

ANS:  A                    REF:   p. 159            OBJ:   Gender Differences

 

25. Erin, a 5^th grade girl, does poorly in science and math.   Which of the following is most likely true about Erin given the research on gender differences?

a.	Brain lateralization favors boys in science and math.
b.	No one impressed upon her the importance of doing well in school
c.	Erin wants to please her parents and this causes stress and anxiety.
d.	She lacked appropriate roles models, male or female, to do well in school.

 

 

ANS:  C                    REF:   p. 160            OBJ:   Gender Differences

NOT:  WWW

 

26. Which of the following students is most likely to get more time, attention, help, and encouragement from teachers?

a.	Sophie – an 11th grade girl in college prep classes.
b.	Michael – a 6th grade boy.
c.	Jennifer – a 4th grader.
d.	Susan – a student in the 3rd grade.

 

 

ANS:  B                    REF:   p. 160            OBJ:   Gender Differences

 

27. Sadker and Sadker described _______ as educational spectators.

a.	girls	c.	high school students
b.	boys	d.	parents

 

 

ANS:  A                    REF:   p. 160            OBJ:   Gender Differences

 

28. Research has indicated that over an individual lifetime, sexual orientation

a.	becomes less important.	c.	becomes more important.
b.	is flexible.	d.	does not change.

 

 

ANS:  B                    REF:   p. 161            OBJ:   Gender Differences

 

29. “I believe that all my students have the capacity to learn.  This has influenced how I interact with my students.”  This belief is an example of a(n)

a.	stereotype.	c.	disposition.
b.	schema.	d.	trait.

 

 

ANS:  C                    REF:   p. 162            OBJ:   Gender Differences

 

30. Your ability to learn, solve problems, and adapt to the environment describes your

a.	critical thinking skills.	c.	learning style.
b.	personality.	d.	intelligence.

 

 

ANS:  D                    REF:   p. 163            OBJ:   Diversity in Intelligence

MSC:  JoinIn             NOT:  WWW

 

31. A veteran teacher claims that intelligence is fixed and is a result of heredity.  What is a reasoned reaction to this claim?

a.	The teacher is wrong, but for a different reason.  Intelligence is fixed as a result of environmental interventions.
b.	The teacher is wrong.  Intelligence can be changed and is the result of interactions between hereditary and environment factors.
c.	The teacher is right because intelligence should be seen as an explanatory concept expressing genetic factors.
d.	There is no available research to say the teacher is right or wrong.

 

 

ANS:  B                    REF:   p. 163            OBJ:   Diversity in Intelligence

 

32. If you could ask Alfred Binet to write a paper about his views of intelligence, what title for the paper would he select?

a.	“Intelligence as a Single Entity”
b.	“Multiple Intelligences”
c.	“The Triarchic Theory of Intelligence”
d.	“The Use of Several Scores to Measure Intelligence”

 

 

ANS:  A                    REF:   p. 163            OBJ:   Diversity in Intelligence

 

33. In Sternberg’s triarchic theory of intelligence, what component is traditionally valued in school?

a.	emotional intelligence	c.	verbal intelligence
b.	experiential intelligence	d.	componential intelligence

 

 

ANS:  D                    REF:   p. 164            OBJ:   Diversity in Intelligence

 

34. Laura is doing a project where she has to try to solve some practical problems in her community.  Using Sternberg’s triarchic theory of intelligence, which component is being used in her project?

a.	divergent intelligence	c.	componential intelligence
b.	contextual intelligence	d.	social intelligence

 

 

ANS:  B                    REF:   p. 164            OBJ:   Diversity in Intelligence

 

35. Rosemary does not do well in school.  What would Sternberg say about the student’s intelligence?

a.	Since there are different ways to be intelligent, this student may do well on tasks that required a type of intelligence not traditionally valued in school.
b.	The student should retake an IQ test.
c.	It would be best to place the student in a special classroom.
d.	Rosemary’s intelligence is the result of heredity and therefore is fixed.

 

 

ANS:  A                    REF:   p. 164            OBJ:   Diversity in Intelligence

NOT:  WWW

 

36. One of the important implications of multiple intelligence is that

a.	a teacher should rely more upon IQ tests.
b.	a teacher should look at each student’s strengths and weaknesses.
c.	students need to be properly placed in special ed classrooms.
d.	more emphasis should be on competition in the classroom as a way to increase motivation among students.

 

 

ANS:  B                    REF:   p. 167            OBJ:   Diversity in Intelligence

 

37. Of the following which is not among the multiple intelligences as described by Gardner?

a.	musical	c.	experiential
b.	interpersonal	d.	naturalist

 

 

ANS:  C                    REF:   p. 167            OBJ:   Diversity in Intelligence

 

38. Which types of intelligence do schools typically value the most?

a.	linguistic and logical-mathematical	c.	linguistic and musical
b.	bodily kinesthetic and interpersonal	d.	naturalist and intrapersonal

 

 

ANS:  A                    REF:   p. 169            OBJ:   Diversity in Intelligence

 

39. A student’s IQ score is calculated based on how she compares to other students of different ages.  This is called

a.	intelligence quotient.	c.	standard IQ.
b.	social age.	d.	deviation IQ.

 

 

ANS:  D                    REF:   p. 169            OBJ:   Diversity in Intelligence

 

40. JoHannah is a 10 year old girl has a mental age of 12. What is her IQ score?

a.	120	c.	140
b.	100	d.	80

 

 

ANS:  A                    REF:   p. 169            OBJ:   Diversity in Intelligence

MSC:  JoinIn             NOT:  WWW

 

41. Molly is taking a test that measures her reading, language, and mathematic skills. She is taking a(n) __________ test.

a.	intelligence	c.	skills
b.	aptitude	d.	achievement

 

 

ANS:  D                    REF:   p. 170            OBJ:   Diversity in Intelligence

 

42. A teacher is looking over the records of a particular student.  She notices that the student’s achievement scores are high but intelligence scores are low.  Which type of score is more dependent on the student’s past experiences?

a.	achievement scores
b.	intelligence scores
c.	It is impossible to know.
d.	Both are equally dependent on past experiences.

 

 

ANS:  A                    REF:   p. 170            OBJ:   Diversity in Intelligence

 

43. Joseph and Josiah are identical twins.  What would we predict about their IQ scores?

a.	Their IQs would be as similar as siblings born years apart.
b.	Their IQs should be somewhat similar
c.	They would have very similar IQs.
d.	It is impossible to predict.

 

 

ANS:  C                    REF:   p. 170            OBJ:   Diversity in Intelligence

 

44. Students at Brentwood Elementary School are classified in terms of achievement.  Instructional groups are created that narrow the range of capability among students.  This classification is called

a.	ability grouping.	c.	achievement grouping.
b.	placement.	d.	detracking.

 

 

ANS:  A                    REF:   p. 171            OBJ:   Diversity in Intelligence

 

45. Research was done on fifth-grade students in the New York City Public Schools who were placed in groups based on ability.  What was the effect of this ability grouping?

a.	Students showed greater academic performance.
b.	It did not result in greater academic performance.
c.	There was greater academic performance but only in within-class groupings.
d.	There was greater academic performance but only in between-class groupings.

 

 

ANS:  B                    REF:   p. 173            OBJ:   Diversity in Intelligence

NOT:  WWW

 

46. Mrs. Haugen wants the students in her school to be grouped based on ability, but knows that in order for the grouping to benefit students something else must be changed.  What must be changed?

a.	A more valid way to identify student ability.
b.	Maximum class size needs to be reduced.
c.	Classroom management needs to be improved so misbehavior becomes less frequent.
d.	Instruction must be changed to fit each ability level.

 

 

ANS:  D                    REF:   p. 173            OBJ:   Diversity in Intelligence

 

47. Placement by ability group in mathematics can be effective if

a.	instruction and curriculum are adapted to achievement level.
b.	there is a mix of male and female students in the class.
c.	the teacher is experienced in teaching the particular ability level.
d.	students have chances to work collaboratively with other students.

 

 

ANS:  A                    REF:   p. 174            OBJ:   Diversity in Intelligence

 

48. If your preferred way of learning is to listen to people discuss concepts, then this describes your

a.	learning style.	c.	thinking style.
b.	cognitive style.	d.	encoding style.

 

 

ANS:  A                    REF:   p. 175            OBJ:   Learning Style Differences

 

49. In Mr. Lei’s government class there are numerous learning styles represented.  What can Mr. Lei do to reach his students?

a.	He can teach to the most popular learning style.
b.	He can teach in a way that is the most comfortable for him.
c.	He can teach in a balanced style.
d.	He can ask the principal if the class could be split based on learning style.

 

 

ANS:  C                    REF:   p. 175            OBJ:   Learning Style Differences

 

50. Which of the following learning styles is most likely to find a match with most classrooms and curriculum?

a.	aptitude learner	c.	organized learners
b.	interactive learners	d.	spontaneous learners

 

 

ANS:  C                    REF:   p. 175            OBJ:   Learning Style Differences

MSC:  JoinIn             NOT:  WWW

 

51. The aptitude-treatment interaction has been applied to the classroom.  It refers to

a.	matching curriculum to the occupational needs of the students.
b.	choosing instructional methods to match the needs of students.
c.	matching personality of students to the personality of teachers.
d.	placing students into the right track in high school.

 

 

ANS:  B                    REF:   p. 176            OBJ:   Learning Style Differences

 

52. The typical approach to instruction adopted by most teachers is the _______ approach.

a.	spontaneous	c.	independence
b.	conceptual	d.	organized

 

 

ANS:  D                    REF:   p. 176            OBJ:   Learning Style Differences

 

MATCHING

 

 

a.	allowing students to view events, ideas through different perspectives	f.	girls perform better than boys
b.	students  achieving when instruction is modified with ethnicity and culture in mind	g.	learning that is assisted by instruction
c.	gives students alternative ways of learning	h.	ruling that eliminated school segregation
d.	preferred way of learning	i.	triarchic theory of intelligence
e.	discomfort with an individual’s dual cultures	j.	giving a voice to otherwise powerless students

 

 

1. Sternberg

 

2. Brown v Board of Education

 

3. learning style

 

4. critical pedagogy

 

5. reading

 

6. transformative approach

 

7. mediated learning

 

8. marginal orientation

 

9. cultural compatibility hypothesis

 

10. differentiated instruction

 

1. ANS:  I                     REF:   p. 164

 

2. ANS:  H                    REF:   p. 150

 

3. ANS:  D                    REF:   p. 175

 

4. ANS:  J                     REF:   p. 138

 

5. ANS:  F                    REF:   p. 159

 

6. ANS:  A                    REF:   p. 153

 

7. ANS:  G                    REF:   p. 163

 

8. ANS:  E                    REF:   p. 144

 

9. ANS:  C                    REF:   p. 154

 

10. ANS:  B                    REF:   p. 140

 

 

a.	social class that includes parental education and income	f.	term given by Sadker and Sadker for boys
b.	students who are in process of learning English	g.	Sternberg’s theory
c.	English only instruction	h.	ability based on past experience
d.	beliefs about ethnicity that influence behavior	i.	includes ability to solve problems and to learn
e.	differential treatment of boys and girls	j.	law in California requiring instruction in English

 

 

11. Proposition 227

 

12. gender bias

 

13. intelligence

 

14. achievement test

 

15. immersion

 

16. multiple intelligence

 

17. socioeconomic class

 

18. players

 

19. English Language learners

 

20. stereotype threat

 

11. ANS:  J                     REF:   p. 158

 

12. ANS:  E                    REF:   p. 160

 

13. ANS:  I                     REF:   p. 163

 

14. ANS:  H                    REF:   p. 170

 

15. ANS:  C                    REF:   p. 158

 

16. ANS:  G                    REF:   p. 167

 

17. ANS:  A                    REF:   p. 137

 

18. ANS:  F                    REF:   p. 160

 

19. ANS:  B                    REF:   p. 157

 

20. ANS:  D                    REF:   p. 160

 

TRUE/FALSE

 

1. Generally students from high SES families do better in school than students from low SES families.

 

ANS:  T                    REF:   p. 137

 

2. Critical pedagogy is an example of a one of the multiple intelligences.

 

ANS:  F                    REF:   p. 138

 

3. SES is more influential than ethnicity in academic achievement.

 

ANS:  T                    REF:   p. 142

 

4. Effort is emphasized more than innate ability in Japan public schools.

 

ANS:  T                    REF:   p. 147

 

5. When controlling for SES, Asian American student continue to outperform other students.

 

ANS:  F                    REF:   p. 148

 

6. The key in bilingual education is the quality of instruction and not the particular approach.

 

ANS:  T                    REF:   p. 158

 

7. The differences between boys and girls on national tests in mathematics is significant.

 

ANS:  F                    REF:   p. 159

 

8. Alfred Binet proposed eight multiple intelligences.

 

ANS:  F                    REF:   p. 167

 

9. Intelligence is the result of interaction between a person’s heredity and the environment.

 

ANS:  T                    REF:   p. 163

 

10. Group ability has no significant effect on nonacademic variables.

 

ANS:  F                    REF:   p. 171

 

ESSAY

 

1. Why should teachers care about diversity in the classroom?

 

ANS:

Not provided

 

2. What is socioeconomic status?  Explain how it influences a student’s performance in school.

 

ANS:

Not provided

 

3. Discuss the practice of a teacher who is sensitive to the ethnicity of her students.

 

ANS:

Not provided

 

4. Describe the research of Torres; in particular describe the impact of the environment on ethnic identity.

 

ANS:

Not provided

 

5. Explain the factors that contribute to gender differences in school achievement.

 

ANS:

Not provided

 

6. What does it mean to be smart or intelligent?

 

ANS:

Not provided

 

7. If you were a teacher, how might you manage students with different levels of intelligence?

 

ANS:

Not provided

 

8. Describe the pros and cons of ability grouping from the teacher’s and student’s points of view.

 

ANS:

Not provided

 

9. Discuss the differences between achievement tests and intelligence tests.

 

ANS:

Not provided

 

10. Describe the gender differences in mathematics and reading.  What may account for these    differences?

 

ANS:

Not provided