TEST BANK
EDUCATIONAL PSYCHOLOGY
DEVELOPING LEARNERS
11TH EDITION
CHAPTER NO. 01: TEACHING AND EDUCATIONAL PSYCHOLOGY
LEARNING OUTCOME QUIZZES
Learning Objective 1.1: Reflect on and evaluate some of your existing knowledge and
beliefs about human learning and effective instructional practices.
[Q1]
Which one of the following statements is substantiated by published research findings?
1. Anxiety sometimes helps students learn and perform successfully in the classroom.
[correct]
2. Some children are predominantly left-brain thinkers, whereas others are
predominantly right-brain thinkers.
3. Children’s personalities are largely the results of how their parents have raised them.
4. Instruction is most effective when it’s tailored to students’ individual learning styles.
[Feedback for Correct Answer 1]
Many people think that anxiety is always bad. Evidence from research indicates that a
little bit of anxiety can actually improve learning and performance, especially when
students perceive a task to be something they can accomplish with reasonable effort.
[Feedback for Answer Choice 2]
Researchers have learned that the two hemispheres do seem to have somewhat
different specialties, but they continually communicate and collaborate in tackling even
the simplest of daily tasks.
,[Feedback for Answer Choice 3]
Certainly children’s home environments mold their behaviors to some extent, but so,
too, can teachers and other people outside the family have some influence.
Furthermore, inherited characteristics have a significant impact on children’s
personalities.
[Feedback for Answer Choice 4]
Contrary to a popular belief, most measures of supposed “learning styles” merely reflect
students’ self-reported preferences, and tailoring instruction to such preferences doesn’t
noticeably enhance students’ learning or academic achievement.
[Q2]
Given the textbook’s discussion of good assessment practices, which one of the
following recommendations is the best one for teachers to follow?
1. Whenever possible, use tests and quizzes that professional test makers have
published.
2. Match assessment tasks to the kinds of study strategies you want students to use.
[correct]
3. Assess students’ progress only infrequently, because assessment tasks inevitably
limit the time available for instruction.
4. Include a short paper-pencil quiz in every lesson.
[Feedback for Answer Choice 1]
No. There is no guarantee that published tests require good thinking skills; some may
test only knowledge of basic facts.
[Feedback for Correct Answer 2]
Yes. Good assessment tasks are ones that require students to engage in effective study
strategies; for instance, students are more likely to apply academic subject matter to
new situations in the outside world if their teachers regularly require them to apply this
material in classroom assignments.
,[Feedback for Answer Choice 3]
No. As you will discover later, teachers should regularly assess students’ progress, and
for two key reasons: Frequent assessments can (1) help teachers adjust instruction to
meet students’ individual and collective needs and (2) help students get a handle on
both what things they have mastered and what things require further study and practice.
[Feedback for Answer Choice 4]
Not really, no. Certainly short quizzes can be helpful some of the time, especially if they
are used primarily as information about students’ progress rather than final evaluations
of what students have ultimately achieved. In some situations, however, casual teacher
questions during a lesson or hands-on activities might be more informative.
[Q3]
Imagine that you’re conducting a parent–teacher conference regarding one of the
students in your middle school class. The parents mention that their child spends about
two hours every day playing video games. Given what you have just learned about
video games, which one of the following might be your best response?
1. “Virtually any video game can help a child gain technology skills that will be valuable
in our 21st-century world, so the two hours each day is time well spent.”
2. “If I were you, I would discourage video games as much as possible. Most of them
encourage violent behaviors, which can ultimately increase your child’s tendency to
act aggressively in real-life social situations.”
3. “Some video games do help students practice basic academic skills, such as
arithmetic and spelling. However, they don’t really get students to think in productive
ways.”
4. “Some video games are good for a child’s cognitive development, but others have
little or no benefit. What kinds of games is your child playing?” [correct]
[Feedback for Answer Choice 1]
Although it’s important for growing children to know how to use various forms of
technology, they can certainly master the basics of playing a computer-based game in a
, relatively short amount of time. Two hours every day playing games isn’t time well spent
unless the child is also learning other beneficial skills.
[Feedback for Answer Choice 2]
Numerous research studies have revealed that playing violent video games can
increase children’s aggressive tendencies. However, many video games involve no
violence whatsoever and in fact can nurture important cognitive skills.
[Feedback for Answer Choice 3]
Although some video games focus on drill and practice of basic knowledge and skills,
many others require children to apply the knowledge they’ve learned in school within
engaging simulated real-world-like problems.
[Feedback for Correct Answer 4]
Yes, this is the best response. Whether the time spent playing video games is
productive depends on what kinds of games the child is playing. Some video games can
be powerful tools for promoting problem solving and other important cognitive abilities.
[Q4]
The following statements represent various teacher opinions about whether and how
often to base classroom decision-making on research findings. Which one of the
following statements reflects the most defensible perspective?
1. Good teachers base many of their classroom decisions on credible research
findings. [correct]
2. Research findings are useful only for the development of general theories about
learning and development; they usually aren’t applicable to day-to-day teaching
practices.
3. You should always compare research findings with your gut instincts. If a finding
somehow “doesn’t feel right,” you shouldn’t trust it.
4. Research fads come and go so quickly that teachers should wait at least 15 years
before incorporating any research findings into their own instructional methods.
[Feedback for Correct Answer 1]
EDUCATIONAL PSYCHOLOGY
DEVELOPING LEARNERS
11TH EDITION
CHAPTER NO. 01: TEACHING AND EDUCATIONAL PSYCHOLOGY
LEARNING OUTCOME QUIZZES
Learning Objective 1.1: Reflect on and evaluate some of your existing knowledge and
beliefs about human learning and effective instructional practices.
[Q1]
Which one of the following statements is substantiated by published research findings?
1. Anxiety sometimes helps students learn and perform successfully in the classroom.
[correct]
2. Some children are predominantly left-brain thinkers, whereas others are
predominantly right-brain thinkers.
3. Children’s personalities are largely the results of how their parents have raised them.
4. Instruction is most effective when it’s tailored to students’ individual learning styles.
[Feedback for Correct Answer 1]
Many people think that anxiety is always bad. Evidence from research indicates that a
little bit of anxiety can actually improve learning and performance, especially when
students perceive a task to be something they can accomplish with reasonable effort.
[Feedback for Answer Choice 2]
Researchers have learned that the two hemispheres do seem to have somewhat
different specialties, but they continually communicate and collaborate in tackling even
the simplest of daily tasks.
,[Feedback for Answer Choice 3]
Certainly children’s home environments mold their behaviors to some extent, but so,
too, can teachers and other people outside the family have some influence.
Furthermore, inherited characteristics have a significant impact on children’s
personalities.
[Feedback for Answer Choice 4]
Contrary to a popular belief, most measures of supposed “learning styles” merely reflect
students’ self-reported preferences, and tailoring instruction to such preferences doesn’t
noticeably enhance students’ learning or academic achievement.
[Q2]
Given the textbook’s discussion of good assessment practices, which one of the
following recommendations is the best one for teachers to follow?
1. Whenever possible, use tests and quizzes that professional test makers have
published.
2. Match assessment tasks to the kinds of study strategies you want students to use.
[correct]
3. Assess students’ progress only infrequently, because assessment tasks inevitably
limit the time available for instruction.
4. Include a short paper-pencil quiz in every lesson.
[Feedback for Answer Choice 1]
No. There is no guarantee that published tests require good thinking skills; some may
test only knowledge of basic facts.
[Feedback for Correct Answer 2]
Yes. Good assessment tasks are ones that require students to engage in effective study
strategies; for instance, students are more likely to apply academic subject matter to
new situations in the outside world if their teachers regularly require them to apply this
material in classroom assignments.
,[Feedback for Answer Choice 3]
No. As you will discover later, teachers should regularly assess students’ progress, and
for two key reasons: Frequent assessments can (1) help teachers adjust instruction to
meet students’ individual and collective needs and (2) help students get a handle on
both what things they have mastered and what things require further study and practice.
[Feedback for Answer Choice 4]
Not really, no. Certainly short quizzes can be helpful some of the time, especially if they
are used primarily as information about students’ progress rather than final evaluations
of what students have ultimately achieved. In some situations, however, casual teacher
questions during a lesson or hands-on activities might be more informative.
[Q3]
Imagine that you’re conducting a parent–teacher conference regarding one of the
students in your middle school class. The parents mention that their child spends about
two hours every day playing video games. Given what you have just learned about
video games, which one of the following might be your best response?
1. “Virtually any video game can help a child gain technology skills that will be valuable
in our 21st-century world, so the two hours each day is time well spent.”
2. “If I were you, I would discourage video games as much as possible. Most of them
encourage violent behaviors, which can ultimately increase your child’s tendency to
act aggressively in real-life social situations.”
3. “Some video games do help students practice basic academic skills, such as
arithmetic and spelling. However, they don’t really get students to think in productive
ways.”
4. “Some video games are good for a child’s cognitive development, but others have
little or no benefit. What kinds of games is your child playing?” [correct]
[Feedback for Answer Choice 1]
Although it’s important for growing children to know how to use various forms of
technology, they can certainly master the basics of playing a computer-based game in a
, relatively short amount of time. Two hours every day playing games isn’t time well spent
unless the child is also learning other beneficial skills.
[Feedback for Answer Choice 2]
Numerous research studies have revealed that playing violent video games can
increase children’s aggressive tendencies. However, many video games involve no
violence whatsoever and in fact can nurture important cognitive skills.
[Feedback for Answer Choice 3]
Although some video games focus on drill and practice of basic knowledge and skills,
many others require children to apply the knowledge they’ve learned in school within
engaging simulated real-world-like problems.
[Feedback for Correct Answer 4]
Yes, this is the best response. Whether the time spent playing video games is
productive depends on what kinds of games the child is playing. Some video games can
be powerful tools for promoting problem solving and other important cognitive abilities.
[Q4]
The following statements represent various teacher opinions about whether and how
often to base classroom decision-making on research findings. Which one of the
following statements reflects the most defensible perspective?
1. Good teachers base many of their classroom decisions on credible research
findings. [correct]
2. Research findings are useful only for the development of general theories about
learning and development; they usually aren’t applicable to day-to-day teaching
practices.
3. You should always compare research findings with your gut instincts. If a finding
somehow “doesn’t feel right,” you shouldn’t trust it.
4. Research fads come and go so quickly that teachers should wait at least 15 years
before incorporating any research findings into their own instructional methods.
[Feedback for Correct Answer 1]
