Educational Psychology – EDSP 102 by bsr14041

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									                           Educational Psychology – EDSP 102

Dr. Briscoe
Quiz Chapters 10, 12 Final Exam

MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
1) A student participates frequently and enthusiastically in class question and answer
sessions. From the viewpoint of behavioral theory, one can confidently conclude that the
student is motivated to
A) increase learning of the subject.
B) obtain recognition from the teacher.
C) demonstrate knowledge to classmates.
D) answer or ask questions.

2) Nicole was kept awake half the night because her brother and parents were fighting.
Nicole's motivation to perform school tasks will be low today, not only because she is
upset about her family, but because her _______________ needs have not been met.
A) growth
B) physiological
C) esteem
D) higher

3) According to attribution theory, people are most likely to attribute
A) successes to luck and failures to their own inadequacies.
B) successes to their own abilities and failures to (bad) luck.
C) both successes and failures to their own abilities.
D) both successes and failures to luck.

4) A student believes that her reason for success in reading is the effort put into the task.
The student's locus of control is
A) external.
B) luck-based.
C) dimensional.
D) internal.

5) Studies have shown that successful students
A) are not affected by the difficulty of a task.
B) correctly estimate the degree to which their success is due to their own effort.
C) have an external locus of control.
D) overestimate the degree to which their own behavior leads to success.




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6) Expectancy theory supports the idea that grading systems should be
A) fairly easy so that most students earn the highest grade.
B) challenging, but not extremely difficult.
C) bimodal, such that half the students receive low grades and half receive high grades.
D) extremely difficult so that only a small percentage earn the highest grade.

7) Failure avoiders
A) decrease their efforts following success.
B) increase their efforts following failure.
C) decrease their efforts following failure.
D) increase their efforts when incentive value is zero.

8) Which of the following characteristics is common among failure avoiders?
A) They respond to tasks in the same manner as success seekers.
B) They attribute their successes and failures to controllable factors.
C) They tend to choose either very easy or very difficult tasks.
D) Their motivation increases after a failure.

9) Which of the following is true about learning goals?
A) Teachers should try to promote learning goals by making lessons interesting to
students.
B) Instead of encouraging them, teachers should promote performance goals.
C) To promote learning goals, teachers should encourage students to make external
attributions.
D) Teachers should try to promote learning goals by emphasizing the value of good
grades.

10) Elena has failed four math tests and she is thinking that she "just doesn't get math."
With respect to math, Elena may be developing
A) learned helplessness.
B) unstable attributions.
C) learning goals.
D) controllable attributions.

11) Teachers can help counter learned helplessness by using which of the following
general principles?
1) Accentuate the positive.
2) Eliminate the negative.
3) Get a fresh start on new material, without mentioning old ideas.
4) Create challenges that actively involve students' capabilities.
A) 1 and 2 (not 3 and 4).
B) All four principles.
C) 1, 2, and 4 (not 3).
D) 3 and 4 ( not 1 and 2).




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12) A teachers may communicate positive expectations to a class by doing all of the
following EXCEPT
A) allowing students to move between ability groups.
B) calling more often on students who perform well.
C) waiting longer for students to respond to questions.
D) keeping grading a private matter.

13) Recent research on classroom rewards, using older students and school-like tasks,
A) suggests that extrinsic rewards do not necessarily decrease intrinsic motivation.
B) suggests that by the time students reach high school, extrinsic rewards are no longer
influential.
C) clearly supports the earlier finding that material rewards decrease intrinsic motivation.
D) provides unequivocal support for the idea of offering extrinsic rewards on most school
tasks.


14) According to research findings, which of the following types of rewards should be
AVOIDED when rewarding students for performance of intrinsically interesting tasks?
A) feedback on progress toward developing a skill
B) social rewards
C) material rewards
D) praise

15) Which of the following is NOT recommended by the text author as a strategy for
fostering intrinsic motivation?
A) student involvement in setting learning goals
B) employing a variety of presentation modes
C) games or simulations
D) using abstract, rather than concrete, examples

16) The advantage of simulations is that they allow students to learn about a subject
A) from the inside.
B) without the help of peers.
C) from the outside.
D) without interference.

17) A student has done well on a test. Which of the following feedback statements from
the teacher would be best, based on the discussion in your text?
A) "Good work, you are still one of the best students."
B) "You're so smart!"
C) "You did so wellhorizontalyou really lucked out."
D) "Your definitions were very clear."




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18) A teacher says to a student, "You've done well today." This type of praise may be
ineffective because it is not
A) specific.
B) strong enough.
C) an extrinsic reward.
D) credible.

19) Research on feedback has found that providing information on the results of
someone's actions
A) is most often ineffective as a reward.
B) can be an adequate reward if it is specific, clear, and prompt.
C) needs to be accompanied by a material motivator to be useful.
D) is most effective when used infrequently.

20) A teacher praises a student for good work, but frowns and looks displeased at the
same time. By these actions, the teacher is failing to make the praise seem
A) credible.
B) interesting.
C) contingent.
D) specific.

21) Experiments comparing ungraded college classes to classes with grades found that
A) performance was higher in ungraded classes.
B) the drop rate in ungraded classes is much higher.
C) achievement in the two types of cases is about the same.
D) students in ungraded classrooms achieve less.

22) Which of the following practices for administering incentives does your textbook
author DISCOURAGE?
A) Give frequent brief quizzes rather than infrequent long tests.
B) Make assignments specific rather than general.
C) Give extra recess time as a reward for good behavior.
D) Give rewards only for actual performance, not for effort.

23) Although report card grades are not given frequently, they work as incentives for
older students in part because
A) they increase the value of other rewards given closer in time to the behaviors they
reinforce.
B) good grades are equally attainable by all students.
C) they decrease the value of other rewards given closer in time to the behaviors they
reinforce.
D) they provide feedback that is specific.




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24) What is meant by the "accessibility problem of grades"?
A) Grades are based largely on effort, not ability.
B) Good grades are too easy for some but too difficult for others.
C) A high achieving student does not see grades as incentives.
D) Good grades are equally attainable by all students.

25) Which of the following best reflects the text author's viewpoint on competitive goal
structures in classrooms?
A) create problems because they restrict the chances of success for low achievers
B) effective because they focus on individual success
C) advantageous because they encourage students to help one another learn
D) advantageous because they raise the status of high achievers

26) Which of the following best expresses the text author's viewpoint on the use of labels
to classify learners with exceptionalities?
A) Use labels with care: avoid dehumanizing, stigmatizing or segregating students.
B) Simplify the language of labeling, for instance, by referring to students as "the
retarded", "the disturbed" or "the speech impaired."
C) Abandon the use of labels because of their potentially damaging effects.
D) Return to labels of the past (e.g., "problem child", "idiot", "genius") because they are
more meaningful than today's labels.

27) Physical disabilities such as deafness, blindness, and orthopedic handicaps are
A) decreasing at a rapid rate.
B) increasing at a rapid rate.
C) relatively rare.
D) relatively difficult to diagnose.

28) A teacher has a class of 25 students. On the average the teacher might have one with
a speech impairment and how many with learning disabilities?
A) 1-2
B) 20-23
C) 7-8
D) 15-18

29) Dave took an intelligence test and received an IQ score of 62. He was classified as
mentally retarded. Of the following, which is the best-informed reaction to Dave's
classification?
A) The classification cannot be considered valid unless adaptive skills are also assessed.
B) The classification is invalid because measurement of IQ is irrelevant.
C) The classification is incorrect because Dave's IQ is in the normal range.
D) Dave was correctly classified.




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30) Which of the following matchings between two classification systems of mental
retardation is correct?
A) trainable: severe
B) educable: moderate
C) custodial: mild
D) trainable: moderate

31) Sheila is in fourth grade but is still reading at the first grade level. She has normal
intelligence and is able to understand concepts and contribute to class discussions. When
Sheila is given a written quiz, however, she hands in a blank paper. Which of the
following best describes Sheila's underlying difficulty?
A) Sheila has autism.
B) Sheila has mental retardation.
C) Sheila has a behavioral disorder.
D) Sheila has a learning disability.

32) Mr. Welch understands that Tommy sometimes means to obey, but fails to control his
behavior. Tommy loves to play with his peers, but tends to annoy them with impulsive
actions. Mr. Welch avoids using long time-outs at recess to discipline Tommy, because
he wants Tommy to have a chance to be active. Mr. Welch helps Tommy by making rules
extra clear, adjusting seating arrangements as needed and sending home daily report
cards. Which of the following disabilities best fits Tommy's characteristics?
A) ADHD
B) withdrawn behavior
C) hearing impairment
D) autism

33) Students who are hyperactive are most often medicated using
A) vitamins.
B) stimulants.
C) tranquilizers.
D) aspirin.

34) Which of the following statements concerning speech disorders is correct?
A) Language and speech disorders are really the same.
B) Most mild speech disorders improve with time.
C) Therapy should always be delayed until the secondary grades.
D) Teacher's should help students with speech disorders by calling on other students to
help them finish sentences more quickly.

35) Students with serious emotional and behavioral disorders are far more likely to be
A) learning disabled than are students from other populations.
B) males than females.
C) under 12 than over.
D) middle class than lower class.




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36) A child who is autistic would be LEAST likely to
A) appear self-absorbed.
B) know how to count.
C) make friends in class.
D) spin the wheels on a toy truck.

37) One criticism of programs aimed at enriching the educational experience of students
who are gifted is that
A) all students could benefit from an enriched educational experience.
B) an enriched educational experience will inhibit their ability to get along with their
peers.
C) students who are gifted do not take advantage of such programs.
D) these students already receive too much attention from their teachers.

38) What is the term used to describe any program provided for children and adolescents
with disabilities instead of, or in addition to, the regular classroom?
A) enrichment programs
B) P.L. 95-628
C) special education
D) IDEA

39) Students with learning disabilities are likely to spend most of the school day in a
A) general education class.
B) one-to-one tutoring situation.
C) special class.
D) special school.

40) An Individualized Education Program (IEP) is usually written by
A) the district special education department.
B) the regular education teacher.
C) a special services committee made up of teachers, psychologists and other concerned
staff members.
D) the school principal.

41) Which of the following is the least restrictive environment?
A) special day school
B) self-contained special-education classroom
C) special-education class placement with part-time inclusion
D) resource room placement

42) Which of the following educational services is most restrictive?
A) itinerant services
B) consultation
C) resource room placement
D) self-contained special education




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43) Someone who supports full inclusion would advocate
A) hiring only teachers who are certified in special education.
B) keeping students with disabilities in separate classes for an entire day.
C) mainstreaming without pull-out.
D) use of pull-out strategies as the primary intervention.

44) Research shows that individuals with mild retardation who are placed in regular
classrooms
A) perform at the same level as the typical student.
B) learn more than they would if placed in special classrooms.
C) learn about the same as they would if placed in special classrooms.
D) learn less than they would if placed in special classrooms.

45) Research shows that the number of individuals who need special education services
could be greatly reduced if
A) there were more special education teachers trained as general education teachers.
B) all those who need special services were identified.
C) programmed instruction were used to teach all students.
D) prevention and early intervention programs were widely applied.

46) Which of the following statements are true regarding the use of computers for
instructing exceptional students?
1) Computers can help individualize instruction in terms of method of delivery and level
of instruction.
2) Computers can give immediate feedback and emphasize the active role of students in
learning.
3) Computers can hold the attention of learners who are easily distracted.
4) Computer instruction is motivating and patient.
A) 1, 3, and 4 (not 2).
B) All four statements.
C) 1, 2, and 3 (not 4).
D) 2 and 4 (not 1 and 3).

47) Communication between the classroom teacher and special education personnel
should begin
A) any time after the first day of class.
B) before students are placed in the classroom.
C) at the time that students are placed in the classroom.
D) after students are placed in the classroom.




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MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
1) D


2) B


3) B


4) D


5) D


6) B


7) C


8) C


9) A


10) A


11) C


12) B


13) A


14) C


15) D




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16) A


17) D


18) A


19) B


20) A


21) D


22) D


23) A


24) B


25) A


26) A


27) C


28) A


29) A


30) D




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31) D


32) A


33) B


34) B


35) B


36) C


37) A


38) C


39) A


40) C


41) D


42) D


43) C


44) B


45) D


46) B



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47) B




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