WGU D664 | Question and Answer | Latest
2026 | A+ Pass Material | Exam Solutions
Guide
‣ Encoding -✓✓Process that involves transforming sensory input into useable
information
‣ Storage -✓✓Holds processed information for later use.
‣ Feedback -✓✓Receiving information about performance.
‣ Retrieval -✓✓Accessing information that is being held.
‣ Metacognition -✓✓Understanding own thought process
‣ Retrieval practices -✓✓Intentionally remembering stored information
‣ Interleaving -✓✓covering multiple types of problems during ONE study session- like
getting multiple flavors of ice cream in one cup.
‣ Retrieval Practices -✓✓Students quiz one another on important concepts to prepare
for an exam.
‣ Spacing -✓✓Studying 30 to 45 minutes every morning.
‣ Desired difficulty -✓✓Designing task for a lesson opener so students have to use the
concepts they already know in a new way. "Right amount of challenge."
‣ Managing time effectively -✓✓Executive function. Think of it as your jobs executer-
expects what? Your time being managed effectively.
‣ Limited brain capacity -✓✓Concept from neuroscience that CONTRICDICTS the myth
of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star,
ribbon, garland, ornaments all on at one time.
‣ Cognitive styles -✓✓Refute the myth of normality.
Example:
, Different cognitive styles offer unique advantages depending on the situation. For
example, someone with a more visual cognitive style might excel in spatial reasoning,
while an individual with a more analytical style might excel in complex problem-solving.
‣ Embodied mind -✓✓disprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
‣ Encourage consistent study habits -✓✓An appropriate strategy to fight the myth of
cramming.
Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller
bites of food, will not choke you.
‣ Varied instructional methods -✓✓Strategy teacher can use to counteract the common
myth of normality
Example: No one learns the same.
‣ Help students face challenges with enthusiasm -✓✓A teacher wants to counteract the
myth of cognitive rigidity.
‣ Incorporating physical activity in learning -✓✓Counteract the myth of the brain as a
computer.
The brain can not do physical activities.
‣ The brain needs time to combine information and process it. -✓✓Contradict the myth
of cramming.
‣ Impaired decision-making abilities -✓✓Proof that multitasking is not a beneficial
learning habit.
‣ Oversimplifies the brains complexity -✓✓Myth of the brain as a computer falls short.
‣ Provides students with opportunities to have a group discussion. -✓✓A high school
class uses Vygotsky's theory of development.
‣ Create a safe and loving enviorment to explore. -✓✓2 year old class room teacher
uses Erickson's "trust vs. mistrust" What strategy should the teacher use for day to day
interaction for this stage of development?
2026 | A+ Pass Material | Exam Solutions
Guide
‣ Encoding -✓✓Process that involves transforming sensory input into useable
information
‣ Storage -✓✓Holds processed information for later use.
‣ Feedback -✓✓Receiving information about performance.
‣ Retrieval -✓✓Accessing information that is being held.
‣ Metacognition -✓✓Understanding own thought process
‣ Retrieval practices -✓✓Intentionally remembering stored information
‣ Interleaving -✓✓covering multiple types of problems during ONE study session- like
getting multiple flavors of ice cream in one cup.
‣ Retrieval Practices -✓✓Students quiz one another on important concepts to prepare
for an exam.
‣ Spacing -✓✓Studying 30 to 45 minutes every morning.
‣ Desired difficulty -✓✓Designing task for a lesson opener so students have to use the
concepts they already know in a new way. "Right amount of challenge."
‣ Managing time effectively -✓✓Executive function. Think of it as your jobs executer-
expects what? Your time being managed effectively.
‣ Limited brain capacity -✓✓Concept from neuroscience that CONTRICDICTS the myth
of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star,
ribbon, garland, ornaments all on at one time.
‣ Cognitive styles -✓✓Refute the myth of normality.
Example:
, Different cognitive styles offer unique advantages depending on the situation. For
example, someone with a more visual cognitive style might excel in spatial reasoning,
while an individual with a more analytical style might excel in complex problem-solving.
‣ Embodied mind -✓✓disprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
‣ Encourage consistent study habits -✓✓An appropriate strategy to fight the myth of
cramming.
Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller
bites of food, will not choke you.
‣ Varied instructional methods -✓✓Strategy teacher can use to counteract the common
myth of normality
Example: No one learns the same.
‣ Help students face challenges with enthusiasm -✓✓A teacher wants to counteract the
myth of cognitive rigidity.
‣ Incorporating physical activity in learning -✓✓Counteract the myth of the brain as a
computer.
The brain can not do physical activities.
‣ The brain needs time to combine information and process it. -✓✓Contradict the myth
of cramming.
‣ Impaired decision-making abilities -✓✓Proof that multitasking is not a beneficial
learning habit.
‣ Oversimplifies the brains complexity -✓✓Myth of the brain as a computer falls short.
‣ Provides students with opportunities to have a group discussion. -✓✓A high school
class uses Vygotsky's theory of development.
‣ Create a safe and loving enviorment to explore. -✓✓2 year old class room teacher
uses Erickson's "trust vs. mistrust" What strategy should the teacher use for day to day
interaction for this stage of development?
