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Chapter 6

Multiple Choice

Multiple Choice

This activity contains 15 questions.

	What must a teacher do first to utilize working memory in his or her pupils?   Engage the processing of semantic information stored in long term memory. Get the pupils to rehearse the learning material several times. Have the pupils pay attention. The pupils should be well rested from the previous learning activity.

	Theorists divide long-term memory into at least three parts: what are they?   sensory memory, working memory, and long term memory episodic memory, semantic memory, and procedural memory eidetic memory, auditory memory and procedural memory semantic memory, echoic memory, and visual memory

	When looking at long-term memory, how is semantic (or declarative) memory organized?   It is organized by when (in the person's life) the represented events occurred. It is mentally organized in networks of connected ideas or relationships called schemata. It consists of storing verbal information organized on the basis of how the words sound. Long-term memory is organized mostly on the basis of how emotions are connected to the information represented in long-term memory.

	What can a teacher do that reliably contributes to the retention of material in long term memory   Having the teacher focus the bulk of class time on teaching concepts, and spending relatively less time teaching the names (or instances) that comprise these concepts. Give students reinforcement in the way of prizes or encouragement for learning the names of items associated with a particular concept. Having the teacher focus the bulk of class time on teaching the names (or instances) that comprise larger concepts. Give students a recess period after they have learned some difficult material to a given criterion

	What is the role of the dual code theory of memory as it relates to classroom learning?   This theory suggests that information coded both visually and verbally is remembered better than information coded in only one of those two ways. So having pupils read material aloud can serve to enhance retention, compared to having pupils read the material silently. Dual code theory of memory has been used to explain the role of cognitive learning style among pupils in the classroom Dual code theory of memory has been used to explain why girls tend to do better on verbal skills, whereas boys tend to do better on spatial skills Dual code theory of memory asserts that spatial and temporal cues are essential for learning verbal material.

	Up to the age of about 18 months, babies grow millions of brain cells each day. What happens next?   The brain stops making new cells- the child is now furnished with all the brain cells he or she will need. These brain cells die off gradually during the course of one's life. Brain cells continue to proliferate as the child learns to talk Brain cells continue to proliferate in areas known to be responsible for language Large numbers of brain cells start dying off after 18 months of age

	Why does most forgetting occur?   Because the brain cells responsible for storing the information in question have made new connections with other brain cells, thereby weakening the memory trace. Because of the passage of time between when the item was perceived and when its recall was attempted. Because of interference from new material acquired between an item's acquisition and its attempted recall Because information in working memory was never transferred to long term memory.

	When previously learned material interferes with newly learned material, the result is known as:   Proactive inhibition Retroactive inhibition Proactive facilitation Paired-associate interference

	If students receive a lecture lasting 20 minutes:   They will remember material from the beginning and middle of the lecture best. They will remember the most from the end of the lecture, followed by material they acquired at the beginning of the lecture. They will likely forget most of what they heard during the middle of the lecture. They will remember material from the beginning, the middle, and the end of the lecture with about equal probability. They will remember mainly the material they heard at the end of the lecture, and will be very lucky to remember more than one thing from the beginning of the lecture.

	When it comes to the workings of memory, the loci method and the pegword method are useful as:   Inert knowledge Ways to enhance ones' recognition memory Anxiety-reducing exercises that one can take before an exam Mnemonic devices that can aid in memorizing seemingly unrelated items.

	What do brain researchers use to discover information about the brain?   fMRI An imaging method A functional magnetic resonance imaging All of the above

	What happens to their brains when individuals learn more?   Their brains become more efficient Their brains become less efficient Their brains tend to jam Their brains get overloaded

	The frontal lobe of the brain is used for   Control of reasoning Planning Visual processing Speech production

	Pair associated learning involves   Responding to words using free recall learning Giving a learning a social learning partner Responding to a member of a pair by stating another member of the pair Responding to a partner of the opposite gender

	An effective study strategy is   Self questioning PQ4R Summarizing All of the Above

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