Learning

Question 1

refers to change in potentiality (i.e., knowledge or behavior) that results from experience

Answer 1

Learning

Question 2

Learning types: learning without understanding e.g. memorization

Answer 2

Rote learning

Question 3

Learning types: learning with understanding

Answer 3

Rational learning

Question 4

Learning types: the adaptation of movement to stimuli relating to speed and precision of performance

Answer 4

Motor learning

Question 5

Learning types: is learning through establishing relationship

Answer 5

Associational learning

Question 6

Learning types: process of acquiring attitudes, ideas, satisfaction, and judgment concerning values as well as the recognition of worth and importance which learner ains from activities

Answer 6

Appreciational learning

Question 7

Basic Principles of Learning: most recent impression or association is more likely to e recalled

Answer 7

Recency

Question 8

Basic Principles of Learning: knowledge encountered most often is more likely to be recalled

Answer 8

Frequency

Question 9

Basic Principles of Learning: learning is proportional to vividness of the process

Answer 9

Vividness

Question 10

Basic Principles of Learning: using what has learned will help its likelihood to be recalled

Answer 10

Exercise

Question 11

Basic Principles of Learning: readiness to learn is proportional to the efficiency of learning

Answer 11

Readiness

Question 12

Refers to ways or methods of learning

Answer 12

Learning Styles

Question 13

this can be a pattern that provide direction to learning

Answer 13

Learning Styles

Question 14

a set of factors, behaviors and attitudes that facilitate learning for an individual in a given situation

Answer 14

Learning styles

Question 15

can be considered as a contextual variable that may be influenced by both individual traits and culture

Answer 15

Learning styles

Question 16

Learning Types:

intake
time-of-day energy
mobility vs passivity
perceptual preferences

Answer 16

Physiological

Question 17

primary grade children are most often auditory, shifting to visual and kinesthetic in late elementary years, then moving to visual and auditory in adolescence and adulthood

Answer 17

Perceptual preferences

Question 18

Learning Types:

light
sound
design
temperature

Answer 18

Environmental

Question 19

Learning Types:

affect
motivation
persistence
responsibility

Answer 19

Emotional

Question 20

Learning Types:

alone
in a pair
with peers
with an adult

Answer 20

Social

Question 21

Refers to self-regulated thoughts, feelings, and behaviors that are oriented to attaining goals

Answer 21

Self-regulation

Question 22

Is a proactive, self-directed process where the learner is aware of his/her strengths and limitations.

Answer 22

Self-regulated learning

Question 23

Is a proactive, self-directed process where the learner personally set goals and task-related strategies

Answer 23

Self-regulated learning

Question 24

Is a proactive, self- directed process where the learner views learning as an activity that they do for himself/herself rather than as a covert event that happens to him/her in reaction to teaching

Answer 24

Self-regulated learning

Question 25

_______ is not asocial in nature and origin. What defines a ___________ student is his/her personal initiative, perseverance, and adoptive skill.

Answer 25

Self-regulated learning, self-regulated

Question 26

is encouraged to be developed among new students because this learning was found to be associated with many positive developmental outcome

Answer 26

Self-regulated learning

Question 27

Self-Regulated Learning Strategies: Statements indicating student-initiated evaluations of the quality or progress of their work; e.g., “I check over my work to make sure I did it right.”

Answer 27

Self-evaluation

Question 28

Self-Regulated Learning Strategies: Statements indicating student-initiated overt or covert rearrangement of instructional materials to improve learning; e.g., “I make an outline before I write my paper.”

Answer 28

Organizing and transforming

Question 29

Self-Regulated Learning Strategies: Statement indicating student setting of educational goals or subgoals and planning for sequencing, timing, and completing activities related to those goals; e.g., “First, I start studying 2 weeks before exams, and I pace myself.”

Answer 29

Goal setting and planning

Question 30

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to secure further task information from nonsocial sources when undertaking an assignment; e.g., “Before beginning to write a paper, I go to the library to get as much information as possible concerning the topic.”

Answer 30

Seeking information

Question 31

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to record events or results; e.g., “I took notes of the class discussion” or “I kept a list of the words I got wrong.”

Answer 31

Keeping records and monitoring

Question 32

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to select or arrange the physical setting to make learning easier; e.g., “I isolate myself from anything that distracts me” or “I turn off the radio so I can concentrate on what I am doing.”

Answer 32

Environmental structuring

Question 33

Self-Regulated Learning Strategies: Statements indicating student arrangement or imagination of awards or punishment for success or failure; e.g., “If I do well on a test, I treat myself to a movie.”

Answer 33

Determining self-consequences

Question 34

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to memorize material by overt or covert practice; e.g., “In preparing for a math test, I keep writing the formula down until I remember it.”

Answer 34

Rehearsing and memorizing

Question 35

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to solicit help from peers, teachers, and adults; e.g., “If I have problems with a math assignment, I ask a friend to help.”

Answer 35

Seeking social assistance

Question 36

Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to reread tests, notes, or textbooks to prepare for class or further testing; e,g., “When preparing for a test, I review my notes.”

Answer 36

Reviewing records

Question 37

MBTI: Focus on outer world

Answer 37

Extraversion (E)

Question 38

MBTI: Focus on inner world

Answer 38

Introversion (I)

Question 39

MBTI: Focus on taking basic information

Answer 39

Sensing (S)

Question 40

MBTI: Focus on interpreting and adding meaning

Answer 40

Intuition (N)

Question 41

MBTI: Focus on logic and consistency

Answer 41

Thinking (T)

Question 42

MBTI: Focus on people and circumstance

Answer 42

Feeling (F)

Question 43

MBTI: Focus on getting things decided

Answer 43

Judging (J)

Question 44

MBTI: Focus on staying open to new information or options

Answer 44

Perceiving (P)

Question 45

A low degree of stress is associated with low performance

Answer 45

Stress and Performance

Question 46

High stress can set the system into fight-or-flight mode which leads to less brain activity in the cortical areas where higher-level learning happens

Answer 46

Stress and Performance

Question 47

Moderate levels of cortisol tend to correlate with the highest performance on tasks of any type

Answer 47

Stress and Performance

Question 48

concept is borrowed from physics (referring to strain, pressure, or force on a system)

Answer 48

Stress

Question 49

related in an inverted-U curve

Answer 49

Stress and performance

Question 50

Stress and performance: Too much stress may cause a person to

Answer 50

To freeze or be paralyzed in thinking

Question 51

Stress and performance: Studies show that the stimulation to learn requires _____

Answer 51

A moderate amount of stress

Question 52

Stress and performance: Any amount of _______ stress is linked with the _______ performance on tasks of any type (______ amount of strain, pressure, or force)

Answer 52

Any amount of moderate stress is linked with the highest performance on tasks of any type (right amount of strain, pressure, or force)

Question 53

The component skills of self-regulated learning include

Answer 53

- Setting specific personal goals - creating or adopting strategies for attaining goals - monitoring one’s performance for signs of progress - restructuring one’s physical and social context to make it compatible with one’s goals - managing one’s time use efficiently - self-evaluating one’s methods - attributing causation to results - adapting future methods

Question 54

Self-regulated learning is encouraged to be developed among new students because this learning was found to be associated with many positive developmental outcome, such as:

Answer 54

- Academic resilience - academic achievement - greater personal satisfaction - optimistic view of the future - higher self-esteem and efficacy - pursuit of lifelong learning

Question 55

Rief (1993) says that students retain: __% of what they read __% of what they hear __% of what they see __% of what they hear and see __% of what they say __% of what they say and do

Answer 55

Rief (1993) says that students retain: 10% of what they read 20% of what they hear 30% of what they see 50% of what they hear and see 70% of what they say 90% of what they say and do

Question 56

According to the findings of Rief (993), to maximize student learning, we must _____

Answer 56

Combine several approaches or multi-sensory approaches

Question 57

Establishing effective study habits

Answer 57

Learning to be a better student