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TABLE OF CONTENTS Introduction: To Instructors ......................................................................................................... 4 Chapter 1: Educational Psychology: Understanding Learning and Teaching .............................. 5 Chapter 2: Cognitive and Language Development .................................................................... 20 Chapter 3: Personal, Social, and Moral Development ............................................................... 52 Chapter 4: Learner Diversity ...................................................................................................... 83 Chapter 5: Learners with Exceptionalities ............................................................................... 102 Chapter 6: Behaviorism and Social Cognitive Theory ............................................................ 133 Chapter 7: Cognitive Views of Learning ................................................................................. 160 Chapter 8: Complex Cognitive Processes ............................................................................... 198 Chapter 9: Knowledge Construction and the Learning Sciences ............................................. 230 Chapter 10: Motivation and Learning ....................................................................................... 251 Chapter 11: A Classroom Model for Promoting Student Motivation ........................................ 285 Chapter 12: Classroom Management: Developing Self-Regulated Learners............................. 306 Chapter 13: Learning and Effective Teaching ........................................................................... 336 Chapter 14: Increasing Learning Through Assessment ............................................................. 363 Chapter 15: Standardized Testing and Learning ........................................................................ 391 Chapter 1 Answers ................................................................................................................... 411 Chapter 2 Answers ................................................................................................................... 416 Chapter 3 Answers ................................................................................................................... 426 Chapter 4 Answers ................................................................................................................... 435 Chapter 5 Answers ................................................................................................................... 441 Chapter 6 Answers .................................................................................................................. 450 Chapter 7 Answers ................................................................................................................... 459 Chapter 8 Answers ................................................................................................................... 470 Chapter 9 Answers ................................................................................................................... 479 Chapter 10 Answers ................................................................................................................... 486 Chapter 11 Answers ................................................................................................................... 497 Chapter 12 Answers ................................................................................................................... 504 Chapter 13 Answers ................................................................................................................... 514 Chapter 14 Answers ................................................................................................................... 523 Chapter 15 Answers ................................................................................................................... 532

Chapter 1: Educational Psychology: Understanding Learning and Teaching

CHAPTER ONE EDUCATIONAL PSYCHOLOGY: UNDERSTANDING LEARNING AND TEACHING Expert Teaching and Student Learning Knowledge-Level Items 1.

Of the following factors, which contributes most to students’ learning and development? a. The curriculum that students follow b. The size of the classes students are in c. The students’ school facilities and extracurricular activities d. The students’ teachers

A person who is highly knowledgeable or skilled in a particular domain, such as physics, anesthesiology, or teaching is best describes as a(n): a. professional. b. expert. c. scholar. d. technician.

People’s professional knowledge and skills, social abilities, and personality attributes that contribute to a nation’s cultural and economic advancement, best describes: a. effective teaching. b. expert teaching. c. human capital. d. human learning.

Which of the following best describes expert teaching? a. Some people are natural teachers, and others are not. It is very difficult to acquire the skills needed to be an expert teacher without a great deal of natural ability. b. Some teachers possess more natural ability than others, but expertise can be acquired through study and practice. c. Expertise in teaching is acquired largely through experience in classrooms. d. Expert teaching in elementary schools is acquired through study and practice, but expert teaching in middle and secondary schools largely depends on teachers’ knowledge of content.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

Higher-Level Items 5.

An elementary school decides to experiment with two different curriculum approaches to language arts. The first focuses on a whole language approach, and the second focuses on word-attack skills, such as phonics. If the schools’ results are consistent with patterns identified by research, which of the following is the most likely outcome? a. The whole-language approach will result in more student learning than will the approach emphasizing phonics in all the elementary grades. b. The approach emphasizing phonics will result in more student learning than will the approach emphasizing whole language in all the elementary grades. c. The approach emphasizing phonics will result in more student learning in the lower elementary grades, but the approach emphasizing whole language will result in more learning in the upper elementary grades. d. The effectiveness of either approach depends on the knowledge and skills of the teacher implementing the program; one is not necessarily better than the other.

Research has identified a number of positive outcomes for students taught by expert teachers compared to students taught by teachers with less expertise. Which of the following is not one of those best describes the outcome for students taught by expert teachers compared to students taught by teachers with less expertise? a. Students taught by expert teachers are less likely to have children out of wedlock than are students taught by teachers with less expertise. b. Students taught by expert teachers are likely to earn higher salaries that are students taught by teachers with less expertise. c. Students taught by expert teachers are more likely to come to school socially mature than are students taught by teachers with less expertise. d. Students taught by expert teachers are more likely to attend college than are students taught by teachers with less expertise.

Of the following, which statement most accurately describes the difference between expert teachers and their colleagues with less expertise? a. Expert teachers possess more professional knowledge and skills that do their colleagues with less expertise. b. Expert teachers have more experience than their colleagues with less expertise. c. Expert teachers care about their students more than their colleagues with less expertise. d. Expert teachers have degrees in specific fields, such as math or English, whereas less expert teachers do not have comparable degrees.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

Essay Items 8.

Describe the difference between expert teachers and teachers with less expertise

A number of differences exist between a “good” school and a school that is less good. However, one difference is be more important than any other. What is this difference?

Educational Psychology, Expert Teaching, and Professional Knowledge Knowledge-Level Items 10.

The body of information and skills that is unique to an area of study, such as law, medicine, or teaching is best described as: a. professional knowledge. b. expert knowledge. c. background knowledge. d. formal knowledge.

11.

Of the following, which description is most characteristic of beginning teachers? a. They are realistic, sometimes even pessimistic, about the extent to which they’ll be able to help young people from disadvantaged backgrounds. b. They believe that they will be more effective than teachers now in the field. c. They are unsure of their commitment to teaching. d. They go into teaching for material rewards.

12.

Research indicates that effective teaching requires four kinds of professional knowledge. They include: a. knowledge of content, general pedagogical knowledge, knowledge of learners and learning, and knowledge of human relations. b. knowledge of content, pedagogical content knowledge, general pedagogical knowledge, and knowledge of learners and learning. c. pedagogical content knowledge, general pedagogical knowledge, knowledge of learners and learning, and knowledge of human relations. d. knowledge of teaching skills, knowledge of learning styles, knowledge of student learning, and knowledge of content.

13.

Teacher abilities such as questioning and the ability to organize a classroom so it functions smoothly would best be described as: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

14.

The ability to find or create examples of topics so that the topics are meaningful to learners is best described as: a knowledge of content. 7 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 1: Educational Psychology: Understanding Learning and Teaching

b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

15.

“You can’t teach what you don’t know” is a commonly stated maxim in teaching. Of the following, it most nearly describes: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

16.

Reflective practice is defined as: a. the spontaneous problem-solving effective teachers employ. b. the confidence to communicate with parents, other teachers, and administrators. c. the process of conducting a critical self-examination of one’s practice and thinking. d. the accumulation of day to day interactions that engaged teachers use when working with struggling learners.

Higher-Level Items 17.

Look at the following statement: Research recognizes that students do not passively receive information from teachers (like tape recorders), but instead construct their own knowledge of the topics they study as they attempt to make sense of the information. You understand this statement and prepare and deliver your instruction with this idea in mind. Your understanding most closely relates to: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

18.

Hector is a middle school earth science teacher. He knows his students have difficulty understanding the geology of different land forms in our country. Knowing this, he has gone to the Internet and found a number of colored pictures of young mountains, mature mountains, young rivers, old rivers, and the same for plateaus. Recognizing that his students have difficulty with this concept and finding a way to better assist their learning, best illustrates Hector’s: a. domain-specific prior knowledge. b. general pedagogical knowledge. c. general prior knowledge. d. pedagogical content knowledge.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

19.

Gretchen wants to strengthen her American literature instruction during the next school year, so she enrolls in a master’s-level course that focuses on American classics, such as The Scarlet Letter and To Kill a Mockingbird. By enrolling in this course Gretchen is illustrating her desire to increase her: a. knowledge of content. b. general pedagogical knowledge. c. general prior knowledge. d. pedagogical content knowledge.

20.

After studying educational psychology, Jeff Curry understands that the thinking of his high school students is concrete, e.g., they are able to understand abstract concepts like density, nationalism, or symbolism, for examples, only after seeing concrete illustrations of them. Without these illustrations, they attempt to memorize formulas or definitions that have little meaning for them. Of the following, the teacher’s understanding would best be described as: a. knowledge of learners and learning. b. knowledge of content. c. pedagogical content knowledge. d. general pedagogical knowledge.

Use the following information for items 21 and 22. April Jackson’s students have difficulty understanding the concept pressure, tending to equate it with force. To try to help her students understand the difference, she stands with both feet on the floor and then stands with one foot on the floor. She then helps the students understand that the amount of force she exerts on the floor is the same on either one foot or both feet, but she exerts twice as much pressure on one foot, because the force is on a smaller area. 21.

Her ability to represent the concept pressure in this way best illustrates her: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

22.

The way April represented her content—standing on one foot and then standing on two feet to show the students the difference between force and pressure is best described as a(n): a. simulation. b. model. c. case study. d. example.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

Use the following information for Items 23–26. Kathy Krudwig, an educational psychology instructor, wants her students to understand the importance of teacher questioning as a means of involving students. She read a research study in which one group of teachers was trained to call on all their students as equally as possible, another group of comparable teachers received no training, and the results indicated that the trained teachers’ students achieved significantly higher than the other teachers’ students. She knows, however, that simply telling her students to ask many questions will be less effective than showing them something concrete, so she writes the following vignette and displays it on the document camera in her classroom. Mrs. Myers was having a difficult time getting her students to respond. She tried various high-interest activities, but they remained apathetic. Finally, she tried a direct approach. She told them that she was going to call on each of them whether or not they had their hand up. She reminded them that she was there to help them if they had trouble answering. At first the process was very difficult, and she was exhausted at the end of the day, but within a week, the attention level and involvement of her students had increased significantly.

Kathy also “practices what she preaches” by calling on all of her students as equally as possible. 23.

Of the following, the form of content representation best illustrated by the vignette Kathy displayed is best described as: a. an example. b. a case study. c. a simulation. d. a model.

24.

We see that Kathy understood that “simply telling her students to ask many questions will be less effective than showing them something concrete.” Kathy’s understanding in this instance is best described as: a. knowledge of content. b. pedagogical content knowledge. c. knowledge of correlational research. d. knowledge of learners and learning.

25.

Kathy’s ability to create her vignette to help her students reach her goal is best described as: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

26.

Kathy’s practicing what she preached by calling on her own students best indicates her: a. knowledge of content. b. pedagogical content knowledge. c. general pedagogical knowledge. d. knowledge of learners and learning.

27.

Jack Ryan, a math teacher, uses lecture as his primary instructional strategy, and if his students are confused, he tries to explain the content even more clearly. Lucas Walsh, also a math teacher, uses a great deal of questioning with his students, varies his activities, and works hard to represent the content he teaches in ways that students can understand. Of the following, which is the most likely explanation for the differences between Jack’s and Lucas’s approaches to teaching? a. Lucas has more experience than does Jack. b. Lucas understands math better than does Jack. c. Lucas has more native ability than does Jack. d. Lucas possesses more professional knowledge than does Jack.

28.

“I’m going to have the children practice on long-vowel sounds and blends during skills block tomorrow,” Ava Goodwin, a kindergarten teacher, says to herself as she plans for the next week. “I don’t think I’ve spent enough time on basic skills the past few weeks.” Ava then spends more time on basic skills the next week. Ava’s concluding that she hasn’t been spending enough time on basic skills best illustrates which of the following characteristics of expert teaching? a. Decision making in ill-defined contexts b. Reflective practice c. Pedagogical content knowledge d. A body of specialized knowledge

29.

Raphael Sanchez represents the concept crustacean by showing his students a lobster, a crab, and shrimp and having them identify the characteristics they have in common. Which of the following is Raphael best applying by representing crustaceans in this way? a. Strategy 2: Linking abstract concepts to concrete representations from the National Council on Teacher Quality’s Six Strategies that Every New Teacher Needs to Know b. General pedagogical knowledge as a form of professional knowledge that all teachers should possess c. Principle 2: What students already know affects their learning, from the Top 20 Principles from Psychology for PreK-12 Teaching and Learning d. Principle 6: Clear, explanatory, and timely feedback to students is important for learning, from the Top 20 Principles from Psychology for PreK-12 Teaching and Learning

Chapter 1: Educational Psychology: Understanding Learning and Teaching

30.

Which of the following best illustrates Principle 5: Acquiring long-term knowledge and skill is largely dependent on practice from the Top 20 Principles from Psychology for PreK-12 Teaching and Learning? a. Grace Simek gives her 6th graders several examples of different types of figurative language, such as simile, metaphor, and personification. b. Luna Rodriguez tries to ask questions, such as “Why?” and “How do you Know?” as often as possible in her teaching? c. Dylan Jacobs is working with his 1st graders on adding and subtracting whole numbers. After his lesson he has the students work on a seatwork assignment for several minutes and monitors their efforts. d. Jack Toner always provides detailed explanations for frequently missed items on both his homework assignments and on his weekly quizzes.

31.

Mike Melvin, a 5th grade teacher, is working with his students on adding and subtracting fractions with unlike denominators. However, on his homework assignments he also includes some problems that involve adding and subtracting fractions with like denominators. Then, when he moves to multiplying and dividing fractions, he also includes a problem or two where students must add and subtract fractions, with both like and unlike denominators. Which of the following six essential teaching strategies that all new teachers need to know, from the National Council on Teacher Quality is Mike most nearly applying with his homework practice? a. Strategy 5: Distributing practice b. Strategy 2: Linking abstract concepts to concrete representations c. Strategy 4: Alternating problems with solutions provided and problems students must solve d. Strategy 6: Assessing learning

Essay Items 32.

Describe and provide an example of each of the kinds of knowledge professional teachers possess.

Items 33 and 34 are related. 33.

Paul Hernandez stands at the front of his classroom and smiles broadly as his seventh graders stroll in for their first meeting. This is the day he's been waiting for, and he feels ready. He is confident that his double major in history and geography will make him a stellar teacher. He feels especially lucky in that he's obtained an emergency certificate and hasn't been forced to waste time in teacher education classes. Which type of professional knowledge is Paul most likely to have? Explain.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

34.

Paul explains that geography influences a great many things about our lives, such as the location of major cities, the economies of different areas, and the lifestyles people adopt. This material is very interesting to him, and he’s a bit surprised that his students don’t seem to share the same interest. Paul’s approach to instruction suggests that he lacks two forms of professional knowledge. What are they?

The Role of Research in Acquiring Professional Knowledge Knowledge-Level Items 35.

Which of the following is the best definition of research? a. The process of making decisions about the best way to represent the content that is being taught b. The process of systematically gathering information in an attempt to answer professional questions c. The process of requiring students to demonstrate that they have met specified standards, and holding teachers responsible for students’ performance d. The process of making changes in educational policy to more nearly meet the needs of students at all levels

36.

Which of the following statements most accurately describes the role of research in teaching? a. It is the mechanism expert teachers use to improve their practice. b. It is the process teachers use to help students understand abstract concepts. c. It is the mechanism expert teachers use to confirm commonsense understanding about teaching. d. It is the process teacher use to understand theoretical problems that don't have direct application in classrooms.

37.

Researchers will often investigate educational events, such as the impact of a certain teaching strategy on the achievement of students, using numerical data and statistical techniques. This process is best described as: a. qualitative research. b. quantitative research. c. descriptive research. d. longitudinal research.

38.

The use of surveys, interviews, or observations to identify people’s opinions and attitudes is best described as: a. quantitative research. b. correlational research. c. experimental research. d. qualitative research.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

39.

Research that combines quantitative and qualitative approaches to trying to answer an educational question is best described as: a. descriptive research. b. correlational research. c. mixed-methods research. d. longitudinal research.

40.

Of the following, the best description of the type of research that is most commonly conducted by teachers in their classrooms is: a. descriptive research. b. correlational research. c. action research. d. experimental research.

41.

When conducting action research, after identifying and diagnosing a problem that is important to you, the next step is to: a. use the results of the study to generate additional research. b. implement the findings to solve or improve a local problem. c. generalize the findings to other action research settings. d. systematically plan and conduct a research study.

42.

Research in education has received a considerable amount of criticism over the years, with its lack of impact on classroom practice being one of the most important. Which of the following types of research has become prominent in response to these criticisms? a. Design-based research b. Qualitative research c. Action research d. Quantitative research

43.

Of the following, what is the best description of a theory? a. A series of related patterns that can be used as a basis for explanation and prediction. b. A large body of information that has limited value in the real world. c. An abstract description of events taking place primarily in the sciences. d. A series of descriptions and conjectures that don't have any basis in fact.

44.

Sets of related principles that are based on observations and are used to explain additional observations best define: a. pedagogical content knowledge. b. random assignment. c. research. d. theories.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

45.

Of the following, the best description of the use of theories is to: a. rehearse and reflect. b. describe and correlate. c. explain and predict. d. inquire and experiment.

Higher-Level Items 46.

A research study indicating that teachers who use concrete examples to illustrate their topics have students who score higher on their achievement tests than teachers who represent the ideas abstractly best illustrates what kind of research? a. Qualitative research b. Quantitative research c. Descriptive research d. Longitudinal research

47.

Amanda Jones is an educational researcher who uses a series of case studies to investigate factors related to the success of members of cultural minorities in colleges and universities. The type of research that Amanda does can best be described as: a. quantitative research. b. action research. c. mixed-methods research. d. qualitative research.

48.

Luisa Hernandez is an educational researcher. She surveys everyone in the district to obtain their opinions about after-school enrichment programs. What type of research is best illustrated by Luisa’s efforts? a. Quantitative research b. Qualitative research c. Mixed-methods research d. Design-based research

49.

A research team from a nearby university collaborates with Felice Hernandez, a 5th grade teacher, to examine the impact of concept maps, on students’ reading comprehension. A series of studies are conducted with Felice’s, and each study’s design depends in part on the results of the previous study. Of the following, which type of research is best illustrated by this description? a. Quantitative research b. Qualitative research c. Action research d. Design-based research

Chapter 1: Educational Psychology: Understanding Learning and Teaching

50.

Nikki Yudin, a middle school teacher, has recently read articles suggesting that homework doesn’t increase student learning. So, she decides to investigate the question. In two of her classes she gives homework as always, and in two other classes she assigns no homework. She follows this practice for one 9-week grading period, and finds that the classes who did homework scored higher than her other two classes on her 9-weeks test. Which of the following types of research is best illustrated by Nikki’s study? a. Action research b. Qualitative research c. Mixed-methods research d. Design-based research

51.

Researchers observe a sample of teachers and find that those who ask large numbers of questions have students who are more attentive than those who spend more time lecturing and explaining. They also interview a selected sample of students to determine students’ emotional reactions to being asked large numbers of questions. Of the following which type of research is best illustrated by the researchers’ practices? a. Quantitative research b. Qualitative research c. Mixed-methods research d. Action research

52.

You understand the statements “People tend to display the same behaviors that they see other people display,” and “People are more likely to imitate the behaviors of famous people than people who are less famous.” You realize that the statements are related and you then realize why movie stars and athletes are used to help companies sell their products. Of the following, what best describes the two related statements? a. Combined, they illustrate components of a theory. b. Combined, they illustrate experimental research. c. Combined, they illustrate critical decision making. d. Combined, they illustrate pedagogical content knowledge.

53.

You have studied a theory that focuses on the way people learn, and you understand the theory thoroughly. Of the following, which statement best describes how you will use this understanding in the real world? a. It provides you with information about the way people learn that you know to be true for all cases. b. It allows you to predict what kind of practice will likely result in the most learning. c. It provides you with a set of teaching rules, which if properly applied will almost always work. d. It provides you with knowledge and understanding, even though it has limited application for classroom practice.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

Essay Items 54.

Describe each of the following types of research and explain how they’re different: quantitative research, qualitative research, mixed-methods research, action research and design-based research.

55.

Describe the relationship between research and theory. Provide an example that illustrates the relationship between the two.

Teaching in Today’s Classrooms Knowledge-Level Items 56.

Statements that describe what students should know or be able to do at the end of a prescribed period of study are best described as: a. forms of accountability. b. standards. c. value-added models. d. assessments.

57.

Which of the following best explains why the Common Core State Standards Initiative (CCSSI) was developed? a. States wanted to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. b. Our federal government wanted to create a national curriculum that would be competitive with other advanced nations. c. States in our country wanted standards to focus to a much greater extent on the impact of technology on learning and teaching. d. Educational leaders wanted to create standards that would “level the playing field” for students who are members of cultural minorities.

58.

The process of requiring students to demonstrate that they have met standards, and making teachers responsible for ensuring that students do indeed meet the standards is best described as: a. value-added modeling. b. standards-based education. c. assessment. d. accountability.

Chapter 1: Educational Psychology: Understanding Learning and Teaching

59.

Which of the following best describes demographic trends predicted to exist over the next few years in our country? a. By the year 2026 more than half of the students in our country will be members of cultural minorities. b. By the year 2026, more than half country’s students will be of Hispanic background. c. By the year 2026, more than half of the students in our country will be students with exceptionalities. d. By the year 2026, more than half of the students in our country will be African American.

60.

Which of the following best describes the poverty rates in our country compared to other industrialized countries? a. The percentage of American families below the poverty line is consistently lower than in other industrialized countries. b. The percentage of American families below the poverty line is about the same as in other industrialized countries. c. The percentage of rural American families below the poverty line is lower than in other industrialized countries, but the percentage of urban American families below the poverty line is higher than in other industrialized countries. d. The percentage of American families below the poverty line is consistently higher than in other industrialized countries.

61.

Which of the following best describes experts’ estimates of the impact that technology will have on education over the next several years? a. Technology will present both potential benefits and challenges for teachers; technology is neither all good nor all bad. b. Technology will revolutionize teaching; in 10 years teaching won’t resemble the way it exists today. c. The influence of technology on teaching will largely be limited to using the Internet to access information. d. Research suggests that technology is having a negative impact on learning because of the amount of time students spend on activities such as texting and playing video games.

Higher-Level Items 62.

Teresa Walker is a second-grade teacher in a large urban elementary school. Her students take a state test near the end of the school year to determine their learning progress. Teresa’s year-end evaluation is determined in part by the amount her students improve, such as moving from the 50th to the 60th percentile in reading during the academic year. The overall process Teresa is experiencing best illustrates which of the following? a. Accountability b. High-stakes testing c. Pedagogical content knowledge d. Standards-based instruction 18 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 1: Educational Psychology: Understanding Learning and Teaching

Essay Items 63.

Explain why standards and accountability are so much a part of teaching in today’s schools in our nation.

64.

Describe the Common Core State Standards Initiative, and explain why it was developed.

65.

Describe the general process of teacher licensure and evaluation that virtually all teacher candidates will experience.

66.

Describe an important demographic trend that is occurring in our country and the implications this trend will have for teaching in the future.

Chapter 2: Cognitive and Language Development

CHAPTER TWO COGNITIVE AND LANGUAGE DEVELOPMENT What Is Development? Knowledge-Level Items 1.

Of the following, what is the best definition of development? a. Changes that occur in human beings as they grow from infancy to adulthood b. The process of adjusting schemes to maintain a state of equilibrium c. Modifying environmental experience to fit existing schemes d. Physiological changes in an individual that result from genetic makeup

Which of the following is a principle of development? a. Development proceeds in discrete steps, like walking up a stairway. b. Development and learning are relatively independent. c. Children develop at about the same rate until they reach school age. d. Development depends on both heredity and the environment.

At the center of Bronfenbrenner’s model is/are: a. the individual. b. parents. c. the microsystem. d. the mesosytem.

In Bronfenbrenner’s model, the people and activities in the child’s immediate surroundings, which include parents, peers, school, and other influences such as television and the Internet, make up the: a. environment. b. microsystem. c. chronosystem. d. exosystem.

In Bronfenbrenner’s model, interactions between people and activities in the child’s immediate surroundings, such as interactions between peers, school, and the immediate neighborhood, make up the: a. microsystem. b. mesosystem. c. exosystem. d. macrosystem.

Chapter 2: Cognitive and Language Development

Societal influences, such as parents’ jobs, school systems, and workplace conditions, best describe which of Bronfenbrenner’s bioecological systems? a. Microsystem b. Mesosystem c. Exosystem d. Macrosystem

Higher-Level Items 7.

One eighth grader is a young woman, physically and emotionally mature, whereas her classmate is still a “little girl,” both physically and emotionally. Which of the following principles of development does this example best illustrate? a. Development proceeds in orderly and predictable patterns. b. Experience enhances development. c. People develop at different rates. d. Development depends on both heredity and the environment.

Fred Rogers encourages parental involvement in his students’ activities. He calls parents, has his students create a newsletter that goes to parents each month, and sends packets of work home to be signed and returned. Which of Bronfenbrenner’s bioecological systems is best illustrated by Fred’s efforts? a. Microsystem. b. Mesosystem. c. Exosystem. d. Macrosystem.

Michaels’s cultural background emphasizes individualism, autonomy, and self-reliance, whereas Chu’s culture emphasizes group cooperation and respect for authority. In Bronfenbrenner’s model, these influences on personal development would be classified as part of the: a. microsystem b. mesosystem c. exosystem d. macrosystem

10.

Jennifer is fortunate enough to go to a school that has a full-time school psychologist, school nurse, and small class sizes. Sonya’s school, however, is overcrowded, and the school psychologist only comes twice a week, because he has two other schools for which he is responsible. These influences on personal development would be classified in Bronfenbrenner’s model as part of the: a. microsystem. b. mesosystem. c. exosystem. d. macrosystem.

Chapter 2: Cognitive and Language Development

11.

Jenny Newhall, a first-grade teacher, demonstrates that air takes up space by pushing an inverted drink cup into a fish bowl of water. The students see that the cup doesn’t fill with water. Darlene explains that water doesn’t go into the cup because “the cup is tipped over.” Alysia says, “Air kept the water out. My dad and I were in the swimming pool, and when he tipped the cup, some air got out and water got in, but if he didn’t tip the cup, no water could get in.” Which of the following principles of development does this example best illustrate? a. Development proceeds in orderly and predictable patterns. b. Development depends on both heredity and the environment. c. People develop at different rates. d. Development occurs in a variety of domains.

Essay Items 12.

Describe the three general principles of development, and provide an example of each.

13.

Describe each of the systems in Bronfenbrenner’s bioecological model of personal development. Describe two important implications of Bronfenbrenner’s bioecological model of personal development, and provide an example to illustrate each.

14.

The Neuroscience of Learning and Development Knowledge-Level Items 15.

Research has uncovered a number of characteristics of our brains. Of the following, which is not one of those characteristics? a. The brain is our body’s most complex organ. b. The brain instinctively looks for patterns in the way the world works. c. The structure of the brain develops during childhood and remains largely unchanged after that time. d. Genetically determined electric circuits are the foundation of the nervous system.

16.

Brain nerve cells are called: a. neurons. b. dendrites. c. synapses. d. lobes.

17.

The components of neurons that transmit outgoing messages to other neurons are called: a. dendrites. b. lobes. c. synapses. d. axons.

Chapter 2: Cognitive and Language Development

18.

The components of neurons that receive incoming messages from other neurons are called: a. dendrites. b. lobes. c. synapses. d. axons.

19.

Of the following, the part of the brain most nearly responsible for much of human problem solving and language is the: a. dendrite branch. b. neural connection. c. synaptic center. d. cerebral cortex.

20.

The process of firing and insulating a neural circuit is best described as which of the following? a. Synaptic pruning b. Myelination c. Neural connectivity d. Neuroplasticity

21.

The process of eliminating synapses that are infrequently used is best described as which of the following? a. Myelination b. Neuroplasticity c. Neural reduction d. Synaptic pruning

22.

A misconception generated by a misunderstanding, a misreading or a misquoting of facts scientifically established by brain research best describes a: a. neuro-segment. b. critical period. c. neuromyth. d. neuro-fallacy.

23.

The finding that people who learn a foreign language later in life often speak with an accent is best explained by: a. the importance of optimal environments. b. the existence of critical periods. c. increased neural activity during language development. d. the effects of enriched environments.

Chapter 2: Cognitive and Language Development

24.

Research on critical periods in brain research most nearly suggests which of the following? a. Critical periods exist for humans but are flexible. b. The best time for the introduction of reading and math is 6 to 8 years. c. Critical periods provide critical “windows of opportunities” for developmental growth. d. Preschool should be a time of exploration and free play.

25.

Which of the following best describes the concept of neuroplasticity? a. The ability of the brain to rewire itself in response to experience b. The tendency of people to be left-brained or right-brained c. The tendency of the brain to look for patterns in the way the world works d. The ability of the brain to govern and determine a range of behaviors

26.

Several controversies exist with respect to neuroscience. Which of the following is not one of those controversies? a. The tendency of people to use neuroscience to explain behaviors and events it is incapable of explaining. b. The benefits or lack of benefits of added stimulation for cognitive development in young children c. The influence of experience on the physiology of the brain. d. The role of critical periods for development

Higher-Level Items 27.

Neuroscientists, psychologists, and educators generally believe that teenagers need firm and consistent home and school environments that support learning and development. Which of the following components of the physiology of our brains and nervous systems is most closely related to this conclusion? a. The neuron b. The cerebral cortex c. The prefrontal cortex d. The dendrite

Chapter 2: Cognitive and Language Development

Use the following example for Items 28 and 29. Jenny Newhall, a first-grade teacher, demonstrates that air takes up space by pushing an inverted drink cup into a fish bowl of water. The students see that the cup doesn’t fill with water. Darlene explains that water doesn’t go into the cup because “the cup is tipped over.” Alysia says, “Air kept the water out. My dad and I were in the swimming pool, and when he tipped the cup, some air got out and water got in, but if he didn’t tip the cup, no water could get in.” 28.

With respect to cognitive development, which of the following conclusions is most valid? a. Darlene is more “developed” than is Alysia, because she made a comment based on observation. b. Alysia is more “developed” than is Darlene, because she made a cognitively more sophisticated conclusion. c. Alysia is more “developed” than Darlene, because she is more mature. d. Both of the children are about equally developed, because they are both in the first grade, and children of the same age tend to be at about the same developmental level.

29.

With respect to the experience with air taking up space and the learning physiology of the brain, which of the following conclusions is most valid? a. Darlene will have more synaptic connections related to air taking up space than will Alysia. b. Both of the children will have about the same number of synaptic connections. c. Alysia will have more synaptic connections than will Darlene. d. The experience will result in more synaptic pruning for Alysia than it will for Darlene.

30.

Bruce is struggling with a word problem in math. The part of his brain that is most directly involved in his attempts is the: a. occipital lobe. b. temporal lobe. c. parietal lobe. d. cerebral cortex.

31.

Geraldo, a third grader, is creating a story map that identifies the feelings of the character in the story. His teacher’s goal is for all of her students to be able to draw inferences about characters’ feelings based on clues in the stories they read. The part of the learning physiology of Geraldo’s brain that will be most strongly influenced by these experiences are the: a. dendrites. b. synapses. c. axons. d. neurons.

Chapter 2: Cognitive and Language Development

32.

“I just attended the best workshop I’ve ever been to,” Suzanne exclaims to her friend, Molly. “They talked at length about being sure to adapt our instruction to our students’ preferred learning styles, and I’m trying to make sure I do that now as I plan.” Of the following, which is the best assessment of Suzanne’s efforts? a. Her efforts are likely to dramatically increase her students’ learning. b. Her efforts are likely to increase her student’s learning, but not dramatically. c. Her efforts are likely to significantly decrease her students’ learning. d. Her efforts are not likely to impact her students’ learning one way or the other.

33.

Which of the following is the most important implication of neuroscience for our teaching? a. Attempt to design our instruction so it’s consistent with students’ preferred learning styles. b. Encourage school leaders to organize the curriculum so content is presented during students’ critical periods for learning. c. Provide students with a great deal of practice with the content and skills they are attempting to acquire. d. Allow students to have input into projects, so right-brained and left-brained students can capitalize on their learning tendencies.

Essay Items 34.

Explain the learning physiology of the brain and explain how it is related to cognitive development.

35.

Describe three implications of neuroscience for our teaching, and provide an example to illustrate each implication.

Piaget’s Theory of Cognitive Development Knowledge-Level Items 36.

37.

The biological changes we see in individuals as a result of the interaction of their genetic makeup with the environment is called: a. learning. b. maturation. c. development. d. experience. According to Piaget, people's need for order, structure, and predictability is called: a. development. b. learning. c. maturation. d. equilibrium.

Chapter 2: Cognitive and Language Development

38.

Of the following, the best definition of a scheme is: a. the knowledge, procedures, and relationships that we use to understand the world. b. the orderly durable changes in a learner resulting from learning, experience, and maturation. c. a state of conceptual balance and order. d. the process of modifying environmental experience to fit present understanding.

39.

The process of changing existing schemes in response to new experiences is called: a. assimilation. b. accommodation. c. equilibration. d. maturation.

40.

A form of adaptation in which an experience in the environment is modified to fit an existing scheme is called: a. organization. b. accommodation. c. assimilation. d. maturation.

41.

The ability to mentally trace a line of reasoning back to its beginning is referred to as: a. reversibility. b. centration. c. transformation. d. systematic reasoning.

42.

The stage in which children are unable to remember physical objects that are no longer visible is called the: a. sensorimotor stage. b. preoperational stage. c. concrete operational stage. d. formal operational stage.

43.

The inability to interpret an event from another person's point of view is called: a. irreversibility. b. centration. c. egocentrism. d. assimilation.

44.

The tendency to focus on one perceptual aspect of an event to the exclusion of all others is called: a. egocentrism. b. irreversibility. c. transformation. d. centration.

Chapter 2: Cognitive and Language Development

45.

The ability to mentally record the process of change from one state to another–such as mentally recording a clay ball being flattened–is called: a. centration. b. reversibility. c. transformation. d. conservation.

46.

The idea that the "amount" of some substance stays the same regardless of its shape or the number of pieces into which it is divided is called: a. centration. b. equilibrium. c. transformation. d. conservation.

47.

The process of ordering of objects according to increasing length, weight, or volume is called: a. seriation. b. transformation. c. conservation. d. centration.

48.

When teachers work with children, Piaget would most strongly advocate which of the following? a. Hands-on experience b. Video and vicarious experience c. Texts with logical systematic teacher presentations d. Lectures and explanations of content to be learned.

49.

Of the following, which is the best description of the state of typical kindergartners' cognitive development? a. Their thinking is limited to the motor processing of information. b. Their thinking is dominated by their perception of concrete objects. c. Their thinking is logical if they are presented with concrete experiences. d. Their thinking is logical if they are able to work together in pairs or small groups.

50.

Most students during kindergarten and first grade are at what stage of cognitive development? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

Chapter 2: Cognitive and Language Development

51.

According to Piaget, the typical 10-year-old is in which stage of development? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

52.

According to Piaget, at which stage does symbolic thought emerge? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

53.

The ability to infer a relationship between two objects based on knowledge of their relationship with a third object is defined as: a. conservation. b. seriation. c. transitivity. d. centration.

54.

Which of the following is not a characteristic of formal thought? a. Thinking abstractly b. Thinking concretely c. Thinking systematically d. Thinking hypothetically

55.

According to Piaget, which of the following best describes the role of social interaction in cognitive development? a. Social interaction does not play a role in cognitive development. b. Social interaction provides a mechanism for learners to test their schemes against the schemes of others. c. Social interaction directly causes development by helping learners remain at equilibrium. d. Social interaction allows learners to work within their zones of proximal development.

56.

According to Piaget’s theory together with research examining the theory, which of the following best describes the thinking of adolescents? a. They are formal operational in their thinking in all areas except higher-level mathematics. b. They are concrete operational in their thinking in all areas. c. They are capable of formal operational thought, but most remain concrete operational outside in which they have significant experience. d. Because they are chronologically at the age of formal operations, they are formal operational in this thinking.

Chapter 2: Cognitive and Language Development

Higher-Level Items 57.

Brad always takes the same route to work each morning, parks in the same place, and returns home again the same way. I like it this way," he says. "I don't have to think about anything. I just go." The Piagetian concept most closely related to this illustration is: a. transformation. b. maturation. c. accommodation. d. equilibrium.

58.

Kerry understands of how the western United States was settled. He knows that large numbers of settlers came from Europe and tried to make a new life in the American West. His teacher, Mr. Rudy, notes in class that the settlers included some from Mexico and also some former slaves. Kerry now questions his own understanding. Which of the following Piagetian concepts is Kerry most clearly is displaying? a. Transformation b. Maturation c. Assimilation d. Disequilibrium

59.

Mrs. Ortega dresses very professionally for school each day, and the students even notice how nice she always looks. She is planning a unit on poverty in America, so on Monday, the day she begins the unit, she dresses in old, torn, and soiled clothes and marches into her classroom to the astonishment of her students. Of the following, the Piagetian concept most closely related to the students' reaction is: a. transformation. b. disequilibrium. c. reversibility. d. assimilation.

60.

Joe has just learned the characteristics of a circle and looks at his family as a circle, his friends as a circle, the loop around the city as a circle. This best illustrates Piaget's concept of: a. scheme. b. accommodation. c. transformation. d. reversibility.

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61.

Molina believes there are nine planets in the solar system, but she understands the characteristics of the solar system quite well. She knows, for example, that the outer planets—Jupiter, Saturn, Uranus, and Neptune—are large, gaseous, and cold. Now, her teacher explains that scientists are suggesting that a new planet-like body may exist beyond Pluto and that Pluto itself is no longer considered a planet. Molina considers this new information and during discussion in class states, “If there is another planet out there, it would have to be incredibly cold!” Piaget would say she: a. went through a process of transformation, seeing the process move from one point to another. b. illustrated seriation by adding an additional planet to her understanding. c. reached equilibrium through the process of accommodation. d. assimilated new information into an already existing scheme.

62.

Sally understands the concept feline based on examples, such as a mountain lion, cheetah, and leopard. She sees a picture of a bobcat and concludes that it is a feline even though it is much smaller than the other examples. This best illustrates Piaget's concept of: a. assimilation. b. accommodation. c. seriation. d. centration.

63.

Dr. Evans, an economics professor, once said, "The world is governed by economics." Later the faculty was told in a meeting about university enrollment problems and what effect these had on funding. Dr. Evans nods knowingly and mumbles, "Yes, economics rules the world." Piaget would say she: a. went through a process of transformation seeing the process move from one point to another. b. accommodated a scheme to include an additional example. c. assimilated an example into an already existing scheme. d. maintained equilibrium through the process of maturation.

Items 64-66 are related to each other. 64.

Tanya is 16 and is learning basic word processing in a class in her high school. In Piagetian terms the best description of her ability to use the word processing program would be called: a. a transformation. b. accommodation. c. maturation. d. a type of scheme.

Chapter 2: Cognitive and Language Development

65.

Tanya was using the Mac, and the school switched to the Windows operating system. She commented that it was really different, and much of what she did before had different commands, but she has now made the switch to Windows successfully. After Tanya changed her thinking, which of the following is the most accurate statement? a. Tanya adapted through the process of assimilation. b. Tanya adapted through the process of accommodation. c. Tanya adapted through the process of maturation. d. Tanya adapted as a result of social experience.

66.

Tanya is used to using the word processing program Word, and she is doing some work for her brother Mike, who has been using WordPerfect, a different word processing program. Tanya is quickly able to use WordPerfect for Windows with little difficulty, since many of the commands for it are the same as the commands for Word. Tanya's ability to use WordPerfect best illustrates: a. cognitive development as a result of maturation. b. learning as a result of social experience. c. the process of assimilation. d. the process of accommodation.

67.

Ms. Ramsay is discussing the Civil War with her students. She poses the question, “What would life have been like as a child during this time?” Her students are able to generate some plausible explanations. Using Piaget’s theory as a basis, at which stage of development, are her students most nearly demonstrating? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

68.

Teachers often comment that they can easily tell which students in their classes have had parents who have worked with them, such as reading to them, talking to them, and taking them to places, such as museums, compared to other students whose parents have been less involved. Of the following, the Piagetian concept most closely related to this description is: a. maturation. b. experience. c. transformation. d. centration.

Chapter 2: Cognitive and Language Development

69.

People sometimes argue that students shouldn't take professional education courses as undergraduates, because they aren't "meaningful." Colleges of education have responded to this criticism by having undergraduate students spend time in P-12 classrooms working with teachers in the real world. According to Piaget, of the following, the best explanation for the value of having P-12 students spend time in classrooms would be that it: a. helps preservice make the transformation from the university classroom to the real world of teaching. b. provides concrete experiences for the abstract concepts related to teaching and learning that teachers must understand. c. contributes to preservice teachers’ maturation, so they are more confident when they begin their work in the real world of classrooms. d. provides the necessary social interaction to improve preservice teachers' communication skills.

70.

We don't try to teach algebra to second graders. Based on Piagetian theory, which of the following is likely the best explanation for why we don’t? a. Experience: Second graders are qualitatively capable of dealing with algebra, but they lack the prerequisite experiences. b. Maturation: Students' thinking isn't mature enough to cope with the abstract thinking required in algebra. c. Symbolism: Second graders have not yet developed symbolic thought. d. Initiative: Second graders typically lack the initiative to study a topic such as algebra.

71.

Piaget's theory suggests that children are essentially egocentric when they're born and their egocentricity gradually declines as they develop. Of the following, the factor most influential in helping to reduce egocentricity would most likely be: a. social interaction. b. experience with the physical world. c. transformation. d. maturation.

72.

In the children's story Bambi, Thumper the rabbit is teaching Bambi about the forest, and Bambi has learned about flowers. They then encounter the skunk. "Flower," Bambi says, because the skunk somehow reminds him of a flower. "No, Bambi," Thumper laughs, "Skunk." "Flower!" Bambi insists. The Piagetian concept that most closely relates to Bambi's reaction is: a. transformation. b. assimilation. c. accommodation. d. maturation.

Chapter 2: Cognitive and Language Development

73.

Which of the following best illustrates qualitative differences in thinking? a. Dennis used to be able to solve only one algebraic equation but can now solve two simultaneous algebraic equations. b. Jennifer used to think that food disappeared when we ate it but now knows that our body changes it through digestion. c. Ann used to be able to find the longitude and latitude of points only on a plane map, but she now can find longitudes and latitudes on a globe. d. Al knows that force is a push or a pull, so he now concludes that magnets exert a force on some metal objects even though the magnet isn't touching the object.

74.

Charles is shown two rows of coins having six coins in each row. He concludes that the rows have the same numbers of coins. The coins in the second row are then spread apart as Charles watches so the second row appears longer. Charles then concludes that there are more coins in the second row. Which of the following Piagetian concepts does Charles' behavior best illustrate? a. Centration b. Accommodation c. Reversibility d. Transformation

75.

Isaac has a scheme for tree but not for electricity. What stage doesn’t Isaac’s thinking most nearly illustrate? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

76.

Ava lays out four wooden sticks on the table in front of her with the longest on the left, second longest next to the first stick, third longest next to the second stick, and shortest stick on the right. Piaget would say Ava’s ability most nearly illustrates: a. accommodation. b. centration. c. classification. d. seriation.

77.

Jerry, a first grader, sorts bolts into one pile, nuts that fit on the bolts in a second pile, washers that fit over the bolts in a third pile, and nuts that are too small to fit on the bolts in a fourth pile. Which of Piaget’s stages of development does this ability best illustrate? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

Chapter 2: Cognitive and Language Development

78.

Students are asked to conjecture as to what conditions would result in more girls choosing to take advanced science and mathematics courses. According to Piaget, students are able to handle this type of question at what stage of development? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

79.

Carrie's mother gives her three cookies as a snack. "I have only three cookies," Carrie protests. "I want more cookies." Her mother then breaks the cookies in half, they count the six pieces together, and Carrie stops protesting. Which stage of cognitive development is best illustrated by the fact that Carrie stops protesting? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

80.

Abigail is able to simplify the following mathematical expression: 4 + 7(2 – (-3)) - 7. Which stage of development is best illustrated by Abigail’s ability? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

81.

Mr. Smith is discussing the question, "What would life be like for us if we were living 100 years from now?" His students offer some insightful and original answers. Which stage of development is best illustrated by the students’ ability to deal with the question effectively? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

Use the following information for items 82-84. Ben Johnson is teaching the concept arthropod (insects, spiders, lobsters, crabs, shrimp, etc.) to his fifth graders. He wants them to understand that arthropods are cold blooded and have exoskeletons, three body parts, and jointed legs as characteristics. 82.

Using Piaget's work as a basis for his decision, which of the following would be the best example for teaching the concept? a. A lobster from a fish store b. A movie showing a "crabber" catching crabs in a crab pot c. A color picture of a shrimp swimming in the water d. A picture showing insects and their body parts

Chapter 2: Cognitive and Language Development

83.

After Ben shows several examples of arthropods, and the students appear to understand the concept—being able to identify the characteristics of arthropods in additional examples— he asks if Mrs. Edwards, the school principal, is an arthropod. Tina, one of Ben’s students, concludes that Mrs. Edwards is indeed an arthropod. When Ben asks Tina to explain why she thinks so, Tina responds, “Mrs. Edwards has jointed legs.” Of the following, which concept is Tina most nearly demonstrating with her reasoning about Mrs. Edwards? a. Centration b. Accommodation c. Transformation d. Seriation

84.

What stage of development is best illustrated by Tina’s thinking in this example? a. Sensorimotor b. Preoperational c. Concrete operational d. Formal operational

85.

Mrs. Wells is teaching her fifth graders to find the volume of rectangular solids using the formula V = l x w x h (length times width times height). They have difficulty with the problems, not seeming to be able to visualize the boxes when shown pictures of them in their textbooks. According to Piaget, which of the following would be the best solution to this dilemma? a. Wait until they are developmentally ready to deal with the abstraction in finding volume. (Wait and teach it in the sixth grade.) b. Show them an empty box, and put cubes in it until it is full to illustrate volume and the concept of “cube”. c. "Walk them through" several problems taken from their textbooks, being certain that they are successful at each step in the calculation. d. Give them pictures of boxes to help them better visualize the problem.

86.

Mr. Garvey is working on finding the volume of pyramids with his seventh-grade math class. His students have trouble distinguishing between the altitude of a face of the pyramid and the altitude of the pyramid itself. He then makes a pyramid out of cardboard, sticks a toothpick down the middle, and says, "Now this is the altitude of the pyramid itself." They then deal effectively with the problem. Based on this information, the best description of the stage of thinking Mr. Garvey's students are using is: a. preoperational, since they cannot correctly perceive the difference between the two altitudes. b. concrete operational, since they now understand and can now solve the problem. c. formal operational, since they are in the seventh grade, which typically makes them 12 years old. d. formal operational, since finding volumes requires the use of symbols, which is abstract.

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Use the following information for items 87 and 88. Mrs. Green teaches an eighth-grade physical science class with students of average to aboveaverage ability. The students are having a difficult time understanding the idea that ice melts at 32 degrees Fahrenheit and water freezes at the same temperature. They can't understand how a solid and a liquid can be at the same temperature when the material is the same. Mrs. Green explains, "Heat is required to change ice from the solid state to the liquid state. The energy is needed to break down the orderly arrangement of the molecules in the ice, even though the molecules don't move any faster." Her students still don't get it. 87.

Which of the following would be the most likely explanation Piaget would offer for the students' difficulty? a. The students are not yet chronologically at the age of formal operations, and this is a formal operational task. b. The students' maturation isn't to the point where they are ready to handle this topic. c. The students lack the ability to understand topics as sophisticated as Mrs. Green is trying to teach. d. The students lack the concrete experiences needed to understand the ideas involved.

88.

Using Piaget’s work as a basis for your conclusion, which of the following would be the best solution to Mrs. Green's problem? a. Describe the process of the change in molecular motion between a liquid and solid in more detail, so they see the difference. b. As a classroom activity, have the students observe some ice cubes as they're allowed to melt, and then describe what they see. c. Have them carefully read the explanation in their texts and then discuss the meaning of the text description. d. Have the students observe ice cubes as they’re allowed to melt, combined with showing them a model illustrating the molecular motion of ice and water.

Use the following information for items 89-92. A teacher brings a balance into the classroom and places it in front of the students as you see here. The balance has two blocks of different sizes on it. Block A is bigger than block B, but the balance is balanced. The blocks are solid cubes, and they cannot be compressed.

Chapter 2: Cognitive and Language Development

The teacher then presents the students with the following quiz questions. a. Block A is heavier than block B. T F b. Block A is more dense than block B. T F c. Suppose you have a fluid equal in density to block A and another equal in density to block B. The first fluid will float on the second fluid. T F d. Block A takes up more space than block B. T F Consider each of the quiz questions (a, b, c, and d), and decide at what level of development a student must be in order to answer correctly. 89.

Item a: a. preoperational b. concrete operational c. formal operational

90.

Item b: a. preoperational b. concrete operational c. formal operational

91.

Item c: a. preoperational b. concrete operational c. formal operational

92.

Item d: a. preoperational b. concrete operational c. formal operational

Chapter 2: Cognitive and Language Development

93.

Mrs. Solomon gives each of her third graders four wooden squares (each 1" by 1") and a piece of poster paper. They identify the wooden pieces as squares and conclude that they're all the same size. She has them put the squares together to form a larger square (2" x 2") and to draw a line around the larger square. They remove the wooden squares, and she asks them how much space the wooden pieces covered and leads them to conclude, "four squares." She asks them what they call the space and introduces the term area. She then tells them they have an area of "four squares." To reinforce the idea, she then asks them what the area of two blocks is and helps them to conclude, "two squares." Later they measure the squares to find that they’re 1” on a side, and she introduces the term “square inch.” Based on this information, which of the following is the best assessment of the developmental appropriateness of Mrs. Solomon's teaching of the concept area? a. Her instruction was developmentally inappropriate, because she shouldn't have told them they had an area of four squares. She should have had them generate the term area for themselves. b. Her instruction was developmentally inappropriate, because she should have also used a wooden space to put the squares on instead of poster paper. c. Her instruction was developmentally appropriate, because the students had concrete illustrations of both area and square. d. Her instruction was developmentally appropriate, because she reinforced the concept through teacher direction.

Essay Items 94.

Describe two characteristics each of preoperational thought, concrete operational thought, and formal operational thought.

95.

You're a high school teacher. Based on research examining Piaget’s theory, identify one of the most important implications of his theory for your teaching, and provide an example to illustrate your description.

96.

Gary is a fourth grader in school early in the school year. He has above-average ability according to intelligence tests. One day Mrs. Winton, Gary's teacher gave the class a math test, and Gary did quite poorly on it. Gary was devastated but resolved to try harder on the next test. Given the information in the example, what would be the best explanation for Gary's performance on the test, according to Piagetian theory?

97.

Children typically are not allowed to start school if their birthday falls past a certain date (e.g., turning 5 by the first of October). Historically, this hasn't always been the case. Explain how this policy could be the result of Piaget's influence.

Chapter 2: Cognitive and Language Development

98.

Two kindergarten teachers were joking about their ages. Patti is older than Jeanna. Jeanna, however, is taller. The children consistently conclude that Jeanna is older than Patti. On the basis of Piagetian theory, explain why the children would conclude that Jeanna is the older of the two.

99.

Identify two ways in which neo-Piagetian views of development differ from Piaget’s original descriptions of development.

100. Describe four suggestions for applying Piaget’s theory in classrooms that teachers can use to promote cognitive development with their students, and provide a classroom example of each. Vygotsky’s Sociocultural Theory of Cognitive Development Knowledge-Level Items 101. Of the following, which description best outlines the characteristics of a sociocultural view of development? a. Emphasis in experience and the need for equilibrium embedded in a cultural context in influencing development b. Emphasis on social interaction, language, and cultural context in influencing development c. Emphasis on culture, transformation, and conservation in influencing development d. Emphasis on assimilation, culture, and language in influencing development 102. Of the following, which theorist most stresses the importance of social support and language in cognitive developmental growth? a. Chomsky b. Bandura c. Piaget d. Vygotsky 103. Which of the following concepts undergirds Vygotsky's perspective on learning? a. Culture and language b. Adaptation and accommodation c. Assimilation and proximity d. Adaptation and equilibrium 104. Which of the following are essential to Vygotsky's view of development? a. Social interaction and activity b. Close emotional relationships with adults and peers c. Adaptation through experimentation d. Individual trial and error and experimentation

Chapter 2: Cognitive and Language Development

105. The concepts and symbols, such as numbers and language, which allow people to think, solve problems, and function in a culture, are best described as: a. forms of internalization. b. types of scaffolding. c. examples of private speech. d. types of cognitive tools. 106. The process through which learners incorporate external, society-based activities into internal cognitive processes is best described as: a. assimilation. b. accommodation. c. internalization. d. transformation. 107. Private speech is most likely to occur when: a. the task is difficult. b. the task requires a verbal answer. c. the task is familiar. d. the task is simple. 108. Of the following, private speech is most likely to increase when: a. the learner is bored. b. the learner feels isolated. c. the learner is confident. d. the learner is challenged. 109. The process of using language to describe the steps needed to reach a goal is called: a. social interaction. b. private speech. c. maturation. d. equilibrium. 110. Of the following, which best describes Vygotsky’s concept of zone of proximal development? a. Tasks learners can complete if they’re given help b. Children’s awareness of how much they understand c. Tasks learners can complete on their own d. The extent to which learners are able to internalize the knowledge of others 111. Which of the following is the best definition of scaffolding? a. Providing assessment to identify the students’ zones of proximal development b. Assisting the development of disadvantaged learners with early intervention experiences c. Providing social experiences for youngsters that reduces egocentricity d. Providing instructional assistance that allows a learner to proceed through the zone of proximal development 41 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 2: Cognitive and Language Development

112.

According to Vygotsky, students can benefit from help if: a. they are at the stage of concrete operational or higher. b. their inner speech is developed past preoperational. c. tasks are in their zones of proximal development. d. they are capable of transformation and reversibility.

113. The name given to the instructional assistance that allows the learner to progress through the zone of proximal development is: a. accommodation. b. assimilation. c. maturation. d. scaffolding. 114. Which of the following is the best description of an important difference between Piaget's and Vygotsky's views of development? a. Piaget believed that development is innate, whereas Vygotsky believed it resulted from interactions with the environment. b. Piaget believed language merely aided in disrupting equilibrium, whereas Vygotsky felt it was central in advancing intellectual functioning. c. Vygotsky considered social interaction a means for testing schemes, whereas Piaget felt it was the means for acquiring language and culture. d. Vygotsky's notion of active experimentation is absent from Piaget's framework for learning and development. Higher-Level Items 115. Jonas is using a strategy for solving problems while doing his homework. He thinks as he is working on one of the problems, “Let’s see. The first step is to determine what I already know from the problem. I need to write that down. Next, I will write down what it is I need to know.” The statement in quotes best illustrates which of Vygotsky’s concepts? a. Private speech b. Internalization c. Scaffolding d. Zone of proximal development 116. "Let's see. First, I need to hit the space bar to wake the computer up. When the screen comes on, I move the mouse over the Word icon and click to bring up my word processing program. This is what Stephanie told me to do," Aubrey, a beginning computer user, mutters to herself as she sits down to work on her computer. Of the following, which concept from Vygotsky’s work is Aubrey best illustrating? a. Internalization b. Social interaction c. Private speech d. Rehearsal

Chapter 2: Cognitive and Language Development

Use the following information for items 117-119. Joe, Karen, and Judy all second graders, are working with subtraction when regrouping is involved, such as 34 -7

25 -8

Mrs. Johnson, the children's teacher, provides them with help. As she tries to guide the students through the problems, Joe still has difficulty. Karen is able to solve the problems with Mrs. Johnson’s guidance but is still unable to do them on her own. Judy is able to do problems with regrouping without assistance. 117. Using Vygotsky’s work as a basis for your conclusion, the task is in which student’s (or students’) zone of proximal development? a. Joe b. Karen c. Judy d. Joe and Karen 118. The task—solving the problems—is still beyond which student’s (or students’) zone of proximal development? a. Joe b. Karen c. Judy d. Karen and Judy 119. The task—solving the problems—is below which student’s (or students’) zone of proximal development? a. Joe b. Karen c. Judy d. Karen and Judy 120. Darlene can do her math problems when her dad helps her, but she becomes quite frustrated when she has to try to do them alone. Of the following, which is the best description of her experience with her task—doing her math problems? a. The task is below her zone of proximal development because she needs help to be able to solve them. b. The task is beyond her zone of proximal development because she becomes frustrated. c. The task is within her zone of proximal development because her dad’s help is beneficial. d. The task is beyond her zone of proximal development because external aid is necessary.

Chapter 2: Cognitive and Language Development

Use the following vignette for items 121-126. Esteban and Pepe work with their father, Luis, on their vegetable farm in south Texas. “We are very careful,” Luis emphasizes, as he shows Esteban and Pepe how to stack tomatoes in crates so they won’t bruise. “We call it primacita,” he says. “It’s what we mean when we first put a layer of the large, not-yet-ripened ones on the bottom, and we work our way to the top.” He then guides the boys as they try to stack tomatoes correctly. Under their dad’s watchful eye Esteban looks at tomatoes, and with a few suggestions from Luis, stacks the least ripe on the bottom, and the ones more nearly ripe above them. “No, that one is too ripe,” Luis cautions Pepe as he puts a ripe tomato on the bottom. “This one should go there,” their father continues. “No, that green one should be on the bottom of the next crate,” Luis cautions Pepe a bit later as he begins to put a green [unripe] tomato on the top layer of a crate. A couple days later, Luis smiles from a distance as he watches Esteban stacking tomatoes the way he has directed them. Pepe is also stacking tomatoes correctly with Esteban’s help. 121. Of the following which best describes how Vygotsky would interpret this event? a. Esteban individually constructed his knowledge, whereas Pepe’s knowledge was socially constructed. b. Learning for both Esteban and Pepe occurred within the context of a social situation. c. Esteban was at equilibrium, but Pepe’s equilibrium was disrupted when Esteban told him he was stacking the tomatoes incorrectly. d. Esteban was guided by a more knowledgeable other—his father—but Pepe didn’t receive guidance from a more knowledgeable other. 122. Which of the following conclusions is most valid with respect to Esteban’s and Pepe’s zones of proximal development, and the boys initially learning to stack tomatoes? a. The task was within Esteban’s zone of proximal development, but it was beyond Pepe’s zone. b. The task was within Pepe’s zone of proximal development, but it was below Esteban’s zone. c. The task was below both boys’ zones of proximal development. d. The task was within both boys’ zones of proximal development. 123. According to Vygotsky, of the following, the best description of what occurred when the boys ultimately incorporated their understanding of how to stack tomatoes is: a. internalization. b. enculturation. c. transformation. d. accommodation.

Chapter 2: Cognitive and Language Development

124. The term primacita, which Luis, the boys’ father, used to represent the process of correctly stacking the tomatoes is best described as: a. private speech b. a form of scaffolding. c. an example of development. d. a cognitive tool. 125. Of the following, which would Vygotsky interpret is the best example of development? a. Esteban correctly stacking tomatoes after a couple days. b. Luis showing the boys how to stack tomatoes so they won’t bruise. c. Pepe correctly stacking tomatoes with Esteban’s help. d. The boys’ father emphasizing that they needed to be careful. 126. Which of the following best describes the scaffolding provided in the event? a. Esteban’s father provided scaffolding for both boys, but Esteban didn’t initially benefit from the scaffolding. b. Esteban’s father provided scaffolding for both boys and they both initially benefited from the scaffolding. c. Esteban received no scaffolding, but Esteban’s father provided scaffolding for Pepe. d. Esteban’s father provided scaffolding for both boys, but only Esteban initially benefited from it. 127. After helping her students understand the concept equivalent fraction, Joni Wilson, a fourth-grade teacher, shows her students how they can use that knowledge to determine how they can share the cost of a pizza that is cut into different-sized slices. With effort and guidance from Joni, the students are now able to apply the ideas. Which one of the following ideas from Vygotsky’s theory does this scenario best illustrate? a. Acquiring cognitive tools helps people function effectively in a culture. b. Self-talk gradually evolving into inner speech over time. c Thought and language becoming interdependent as development advances. d. Children developing more fully when tasks are below their zones of proximal development. 128. Of the following, which teacher is best applying the idea that cognitive tools help people think, solve problems, and function effectively in a culture? a. Mr. Lincoln tells his students that they have done so well that they can talk quietly among themselves for the last 10 minutes of the period. b. Mrs. Sanchez shows her second graders how they can represent their favorite color of jellybean on a bar graph so they can understand practical uses of bar graphing. c. Mr. Brush demonstrates a corner kick in soccer. d. Ms. Yudin begins each of her lessons with a demonstration that arouses the students’ curiosity, so they will pay better attention during the lesson.

Chapter 2: Cognitive and Language Development

129. Alana is having trouble learning how to follow the steps involved in creating macros to make her word processing more efficient. She has carefully read the manual, which specifically outlines the steps involved, and has taken additional notes, but she is still struggling with the process. Of the following, which suggestion is most nearly consistent with what Vygotsky would suggest to Alana with her challenging task? a. Have someone explain why each step is important. b. Talk herself through each of the steps. c. Write the steps down. d. Reread the manual that describes how to create macros. 130. Which one of the following best illustrates a task that is within a student’s zone of proximal development? a. Logan, a ninth grader, uses correct grammar and punctuation when he writes persuasive essays. b. Maya is practicing her serve in tennis. She watched a video that illustrated the correct technique, and she is practicing to perfect the technique so it will be more effective when she plays. c. Seth has trouble balancing chemical equations. His teacher sat with him and offered assistance, but he was still unable to do it. “I just don’t get it,” he comments. d. Sophie is learning to create certain effects with her PowerPoint slides. She can create the effects she wants when her instructor sits with her, but she has trouble on her own. 131. Of the following, which teacher is providing the least amount of scaffolding? a. Ms. Page takes her kindergarteners on a field trip to the zoo, and when they return, she asks them to describe some of the animals they saw. b. Mr. Evans demonstrates how to shoot a jump shot in basketball, and he then critiques his players’ shooting techniques as they practice. c. Ms. Williams gives her students a set of questions to ask themselves as they work on word problems in math and then asks them to describe which step they are on as they solve word problems during seat work. d. Mrs. Reynolds gives her students a graphic organizer to use when they analyze a story. Essay Items 132. Explain and give an example of how language, social interaction, and culture interact in Vygotsky’s sociocultural theory of development. 132. The response should include the following: - According to Vygotsky, development occurs as a direct result of social interaction that uses language to help developing individuals acquire the cognitive tools of their culture. - The example of Yu’pik people having 99 different concepts for ice, whereas, for the most part, mainstream Americans have only one or a very few, illustrates development in a cultural context.

Chapter 2: Cognitive and Language Development

Use the following information for items 133-136. A kindergarten teacher is working with her students on basic skills. She has written the following information on the board: it _________ a wonderful p __ t _ filled with g ___d t _ m _ s and good friends at the animal h __ se She had the children turn to their partners, confer for a minute, and then called on individuals to offer corrections for parts of the sentence, such as capitalizing the first word, correctly spelling “the,” and putting a period at the end of the sentence. She then called different children to the board to fill in the missing letters, so the sentence read as follows: It was a wonderful party filled with good times and good friends at the animal house. In the process she used questioning to help the students understand blends, such as ou in house, and other rules such as silent e in times. When the children struggled, she provided cues that helped them continue to make progress. 133. Identify two types of scaffolding in the example. 134. Was the task in the children’s zones of proximal development? Explain why it was or was not. 135. What evidence would be necessary to determine if internalization occurred? 136. Describe two ways in which the activity illustrated the basic relationships between language, social interaction, and culture. 137. Describe four suggestions teachers can follow when applying Vygotsky’s work with their students. Language Development Knowledge-Level Items 138. Which of the following best describes the relationship between language development and cognitive development? a. Language development and cognitive development are interdependent; the development of either depends on the development of the other. b. Cognitive development depends on language development, but language development does not depend on cognitive development. c. Language development depends on cognitive development, but cognitive development is independent of language development. d. Cognitive development and language development are independent; they both develop separately from the other.

Chapter 2: Cognitive and Language Development

139. The use of one-word utterances that carry as much meaning for a child as a complete sentence is called: a. holophrasic language. b. "fine-tuned" language. c. overgeneralized language. d. undergeneralized language. 140. At which of the following ages would we be most likely to hear a child using holophrases? a. Two years of age b. Three years of age c. Four years of age d. Five years of age 141. A child using a word to refer to a broader class of objects than is appropriate is best described as: a. holophrasic speech. b. overgeneralization. c. semantics. d. syntax. 142. A central component of language development that deals with the meanings of words and word combinations is called: a. inner speech. b. syntax. c. language tuning. d. semantics. 143. The rules of language that we use to put words together into meaningful sentences is called: a. syntax. b. semantics. c. grammar. d. inner speech.

144. Of the following, which is most important in using language to learn? a. Native intelligence b. Prior knowledge and experience c. A supportive peer group d. Positive personality characteristics 145. Of the following, which language skill typically develops first? a. Listening b. Speaking c. Reading d. Writing 48 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 2: Cognitive and Language Development

146. Which of the following language skills is typically the most difficult to develop? a. Listening b. Speaking c. Reading d. Writing Higher-Level Items 147. A first-grade teacher has a class with many English language learners (ELLs) in it. A number of these students have trouble correctly pronouncing English words, so the teacher makes a special effort to speak slowly and clearly. She also provides concrete examples of basic concepts, such as door, classmate, girl, clock, jacket, lunch, hour, and many others to give students concrete reference points to which they can attach their language. The teacher’s efforts best illustrate which of the following? a. The interdependence of language development and cognitive development b. The importance of listening for language development c. The fact that language development depends more on cognitive development than vice versa d. The importance of vocabulary for early language development. 148. Josh says, “Apple” which means to him, “That’s an apple.” Which of the following does this best illustrate? a. A simile b. An overgeneralization c. A holophrase d. An undergeneralization 149. Jenny says, “Park!” meaning, “I want to go to the park.” This language behavior best illustrates: a. overgeneralized speech. b. undergeneralized speech. c. "fine-tuned" speech. d. holophrasic speech. 150. Jonah, a two-year-old, sees a dog in a park and says “kitty.” Jonah is illustrating: a. a holophrase used in early language. b. overgeneralization of the word kitty. c. a semantic description of the word kitty. d. egocentric language development.

Chapter 2: Cognitive and Language Development

151. His mother chuckles as she listens to Joseph say "Dumptuck" to every moving vehicle he sees. Joseph's language pattern best illustrates: a. undergeneralization. b. overgeneralization. c. reinforcement. d. corrective feedback. 152. Pia says, “Here kitty,” when she wants her kitty to come to be fed. Then, seeing a cat walk across a sidewalk, her mother says, “What’s that?” Pia then says, “Kitty.” Of the following, which best describes Pia’s language pattern? a. Overgeneralized speech b. Undergeneralized speech c. Semantic speech d. Syntactical speech 153. From Piaget's developmental point of view, overgeneralization in language occurs when: a. a preoperational child is reinforced for "cute" behaviors that are grammatically incorrect or invalid. b. a child inappropriately assimilates information into an already existing scheme. c. a child creates a new scheme when an existing scheme is already valid. d. a child uses one or two words to communicate an idea that adults would communicate with an entire sentence. 154. Mrs. Almagro’s third graders are learning a great many new ideas and the terms that go with them, such as living thing, plot, fraction, and community. This important component of language development is best described as: a. generalization. b. syntax. c. synapse. d. semantics. 155. In about the first grade, children begin to learn rules of grammar, such as understanding that “He went to the store,” is correct, whereas, “He goed to the store,” is not. Which of the following best describes the aspect of language development involved in understanding that the first sentence is the correct grammatical form? a. Syntax b. Generalization c. Semantics d. Transformation

Chapter 2: Cognitive and Language Development

Use the following case study to respond to items 156-158. Four first-grade teachers are attempting to promote language development in their children. Mrs. Edenfield has her children read a story about fish in their reading groups, and she then has them tell her about the story, including what they see in the pictures. Mrs. Hester brings a snake to class, has the students look at and touch the snake, and she tells them all about snakes, pointing out its various parts and telling them how snakes eat, lose their skin, and move. Mrs. Gonzalez shows the students a videotape about hawks and eagles that shows the birds soaring, catching prey, and feeding their young. She asks the students to tell her what they see in the videotape, and asks them to compare birds of prey to other birds. Mr. Briggs has Cynthia, one of her students, bring her hamster to school, and the students feel and pet the hamster and describe what they see and feel. They then read a story about a hamster named Henry, and Mr. Briggs has them tell him about the events in the story. 156. Based on this vignette, the teacher’s lesson that would be most effective for promoting language development was: a. Mrs. Edenfield. b. Mrs. Hester. c. Mrs. Gonzalez. d. Mr. Briggs. 157. Based on this vignette, the teacher’s lesson that would be least effective for promoting language development was: a. Mrs. Edenfield. b. Mrs. Hester. c. Mrs. Gonzalez. d. Mr. Briggs. 158. Suppose the teachers in the vignette each have a large number of students in their classes for whom English is not their first language. Which teacher is probably most effective for promoting language development with these children? a. Mrs. Edenfield. b. Mrs. Hester. c. Mrs. Gonzalez. d. Mr. Briggs. Essay Items 159. Describe holophrases, overgeneralization, and undergeneralization, and explain how they relate to language development. 160. Explain semantics and syntax, and explain how they relate to language development. 161. Identify the most important way in which teachers can promote language development with their students. 51 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 3: Personal, Social, and Moral Development

CHAPTER THREE PERSONAL, SOCIAL, AND MORAL DEVELOPMENT Personality Development Knowledge-Level Items 1.

Which of the following is the term that best describes our attitudinal, emotional, and behavioral responses to experiences in our environment? a. Temperament b. Self-regulation c. Extraversion d. Personality

Researchers generally describe personality as being composed of five relatively independent traits. Which of the following is not one of those traits? a. Self-absorption b. Neuroticism c. Agreeableness d. Conscientiousness

The relatively stable, inherited characteristics that influence the way one responds to social and physical stimuli best defines: a. social skills. b. temperament. c. development. d. morality.

Which of the following environmental factors is likely to have the greatest influence on personality development? a. Peers b. Siblings c. Parents d. Teachers

Which of the following, which combination of factors is likely to have the greatest impact on personality development? a. Early experiences, the media, and parents b. Peers, experiences with the real world, and heredity c. The media, parents, and nutrition d. Temperament, parents, and peers

Chapter 3: Personal, Social, and Moral Development

Of the following, which set of characteristics are we most likely to see in children of authoritarian parents? a. Confident, high self-esteem, secure b. Introverted, disagreeable c. Creative, artistic, social d. Immature, anxious, uncertain

According to general patterns identified by research, children who are immature, impulsive, unmotivated, and lack self-control are most likely raised by: a. authoritarian parents. b. permissive parents. c. authoritative parents. d. uninvolved parents.

If children behave in ways that are consistent with patterns identified by research, they are most likely to be introverted and disagreeable when parents have which of the following sets of characteristics? a. High expectations and high responsiveness b. High expectations and low responsiveness c. Low expectations and high responsiveness d. Low expectations and low responsiveness

Authoritative parents tend to provide: a. low expectations and low responsiveness. b. high expectations and low responsiveness. c. low expectations and high responsiveness. d. high expectations and high responsiveness.

10.

Which of the following best describes the results of research examining the parenting styles of members of cultural minorities? a. The most effective parenting styles are those that emphasize high expectations, strict discipline, and hard work, such as the stereotypical “Tiger Mother.” b. The most effective parenting styles are those that allow children to set their own expectations combined with high levels of warmth and emotional support from parents. c. The most effective parenting styles are those that don’t impose expectations on their children, instead allowing them to grow and develop at their own rates. d. The most effective parenting styles are those that emphasize high expectations combined with high levels of warmth and emotional support from parents.

Chapter 3: Personal, Social, and Moral Development

11.

Which of the following best describes the relationship (or lack of relationship) between personality and school achievement? a. Conscientiousness is related to school achievement in students of all ages, but no other personality traits are linked to school achievement. b. Emotional stability—the opposite of neuroticism—is related to school achievement in students of all ages, but no other personality traits are linked to school achievement. c. Openness and conscientiousness are linked to school achievement in both younger students and in adolescents. d. Personality and school achievement are not related to each other.

12.

Which of the following best describes the relationship (or lack of relationship) between personality and workplace achievement? a. High job performance is related to high conscientiousness and low neuroticism. b. Workplace achievement is related to agreeableness, but workplace achievement is not related to any other personality traits. c. High job performance is related to emotional self-regulation, but job performance is not related to other personality traits. d. Personality and workplace achievement are not related to each other.

Higher-Level Items 13.

Which of the following best describes the relationship between temperament and overall personality development? a. Personality development is determined by the combination of genetically determined temperaments and life experiences. b. Personality development is largely determined by our genetics, as evidenced by examples of people who have been either outgoing or shy essentially all of their lives. c. Personality development is largely determined by our life experiences. d. Personality development is largely determined by the home environments in which we’re raised.

14.

Aiden generally demonstrates positive personality traits. For example, he is agreeable, open, and conscientious. If his personality characteristics are consistent with general patterns identified by research, his parents are likely to be: a. authoritarian. b. authoritative. c. permissive. d. uninvolved.

Chapter 3: Personal, Social, and Moral Development

15.

Zach, a 9th grader, is studying for a test on the solar system with his friend and classmate, Maria, he comments, “I just saw an interesting article that said that winds on Neptune are sometimes more than a thousand miles an hour. That’s unbelievable. How can wind blow that hard?” Why do you want to know something like that?” Maria asks. “That isn’t going to be on the test. Oh, I don’t know, it just seemed interesting. We think we have hard winds here on Earth, but they aren’t even close,” Zach shrugs with a smile. “Okay, let’s get back to work.” If Zach’s behaviors are consistent with patterns identified by research, which of the following is the best assessment of his academic achievement? a. Zach is likely to be a high achiever, because he demonstrating the personality characteristic openness. b. Zach is likely to be a lower achiever because he is drifting off task—thinking about information that won’t be on the test—as he studies with Maria. c. Zach is likely to be a high achiever, because he is demonstrating the personality characteristic extraversion. d. Zach is likely to be a high achiever, because he is demonstrating the personality characteristic agreeableness.

16.

Nancy Gonzalez formally emphasizes positive personality traits, such as openness, agreeableness, and conscientiousness with her students. She explains each of the traits, and she reminds them that a strong link exists between these traits and success both in school and in the workplace after the school years. Today, she does a formal learning activity on the topic. She displays the following two vignettes on her document camera. Henry is very conscientious about doing his homework, even when he isn’t crazy about the topic the class is studying. When he is involved in group work, he is courteous and doesn’t butt in when one of his classmates is talking. When the class moves to a new topic, Henry often reads ahead and sometimes goes to the Internet to read a bit more about it. Henry is doing well in school, and his classmates respect him. Oliver is often reprimanded by his teachers because he frequently forgets to bring required materials to class and has to ask them if he can borrow a pencil or some paper. And, he will periodically fail to do his homework, so he doesn’t get credit for it. When he works in groups, he sits quietly and rarely makes a contribution to group discussions. Oliver isn’t doing very well in his classes.

Nancy has the students discuss the vignettes, and as they summarize the discussion they conclude that Oliver is his own worst enemy—doing poorly is his own fault.

Chapter 3: Personal, Social, and Moral Development

Using suggestions for supporting students’ personality development as a basis, which is the best assessment of Nancy’s efforts? a. It is effective, because she formally emphasizes positive personality traits with her students. b. It is effective because she is using concrete examples and discussion to teach positive personality traits c. It is ineffective, because she should reinforce students for displaying positive personality traits. d. It is effective because she explains each one of the traits and how they’re linked to success. 17.

Tanya Rogers, a world history teacher, comments enthusiastically to her class as they’re studying the American Revolutionary War, “I’ve been doing a lot of studying about the French Revolution and how it compares to ours, and there are a number of parallels, such as revolts against absolute monarchs, oppressive taxes, and economic hardship.” “She’s always talking about something she’s studying,” Steve whispers to Carter. “I’ve never had a teacher so gung ho.” Which of the following suggestions for supporting students’ personality development is best illustrated by Jennifer’s behavior? a. Learn about students as people. b. Use concrete examples and discussions to teach positive personality traits. c. Use an authoritative classroom management style. d. Model positive personality traits.

18.

Mike is an impulsive and immature first-grade child. He seems to lack control, isn’t particularly conscientious and is disagreeable. If Mike’s parents are consistent with general patterns identified by research, their parenting styles are most likely which of the following? a. Authoritarian b. Authoritative c. Permissive d. Uninvolved

19.

As teachers we try to promote healthy personality development in our students. Which of the following is likely to be the most effective way to promote this personality development? a. Describe desirable personality traits, such as openness, agreeableness, and conscientiousness for students, and explain why desirable personality traits lead to higher achievement, both in school and in the workplace. b. Praise students when they demonstrate desirable personality traits, such as openness, agreeableness, and conscientiousness, and reprimand students when they display undesirable personality traits. c. Make displaying desirable personality traits one of your classroom rules. d. Model desirable personality traits, such as openness, agreeableness, and conscientiousness.

Chapter 3: Personal, Social, and Moral Development

20.

Keith is attempting to use his classroom management system to help promote healthy personality development. He focuses on a balance between rules and structure and student choice and input in decision making. He uses consequences that are related to the student infraction and tries to be firm but fair. Keith best illustrates which type of classroom management style? a. Authoritarian b. Authoritative c. Permissive d. Uninvolved

Essay Items 21.

Explain how temperament can influence overall personality development and provide an example to illustrate your explanation.

22.

Alvaro’s parents ask about his homework every night after school, and Alvaro comments to his friends, “My parents won’t let me get away with anything. If I didn’t study hard and do my homework, they would be all over me. ‘You won’t make it in college if you aren’t willing to work,’ they keep saying. They’re good though. My mom helps me with my math if I get stuck, and they always come to my soccer games and band concerts.” Assuming that Alvaro fits patterns identified by research, describe the personal characteristics that he is likely to acquire. Explain why he is likely to acquire these characteristics.

23.

Describe the relationship between personality and school achievement.

Development of Identity Knowledge-Level Items 24.

People’s sense of self, what their existence means, and what they want in life best describes their: a. self-concept. b. self-worth. c. temperament. d. identity.

25.

People’s cognitive assessment of their physical, social, and academic competence best describes their: a. self-concept. b. self-worth. c. temperament. d. identity.

Chapter 3: Personal, Social, and Moral Development

26.

Of the following, which statement best describes how Erikson’s term psychosocial was derived? a. It was derived from Erikson’s belief that psychological factors, such as personality and temperament, combined with social factors, such as emotional intelligence, to explain moral development. b. It was derived from an integration of identity and Erikson’s belief that a primary motivation for human behavior was social and reflected a desire to connect with other people. c. It was derived from Erikson’s belief that the individual, the microsystem, parents, and peers combined to create a fully functioning personality. d. It was derived from Erikson’s belief that the development of a set of personal beliefs and values was essential for identity formation.

27.

According the Erikson, which of the following is the best definition of a crisis? a. A time when mastery and success are required to enjoy feelings of competence. b. A time when continuous love and support are needed to develop a sense of selfesteem. c. A time when challenging activities are needed to develop feelings of self-efficacy. d. A time when individuals are vulnerable to certain psychological challenges.

28.

Which of the following describes one of Erikson’s beliefs? a. People will remain at a certain stage until they resolve the crisis at that stage. b. People develop socially because of qualitative changes in their thinking. c. Despite differences in other areas, everyone has the same basic needs. d. Resolution of a crisis results from accommodation of new experiences.

29.

Erikson identified the first psychological challenge in a person’s life as: a. autonomy vs. shame and doubt. b. trust vs. mistrust. c. initiative vs. guilt. d. industry vs. inferiority.

30.

“An exploratory and investigative attitude results from meeting and accepting challenges” characterizes which stage of psychosocial development? a. Autonomy vs. shame and doubt b. Initiative vs. guilt c. Industry vs. inferiority d. Identity vs. confusion

31.

Initiative vs. guilt for the preschool-aged child is analogous to which stage for the elementary-aged child? a. Identity vs. confusion b. Autonomy vs. shame and doubt c. Trust-mistrust d. Industry vs. inferiority

Chapter 3: Personal, Social, and Moral Development

32.

“Enjoyment of mastery and competence comes through success and recognition of accomplishments” characterizes which stage of psychosocial development? a. Autonomy vs. shame and doubt b. Initiative vs. guilt c. Industry vs. inferiority d. Identity vs. confusion

33.

According to Erikson, the crisis of identity vs. confusion typically occurs during: a. the early elementary school years. b. the upper elementary years. c. the high school years. d. young adulthood.

34.

Regarding states of identity development, the state in which individuals aren’t developmentally ready to make choices is: a. identity diffusion. b. identity foreclosure. c. identity moratorium. d. identity achievement.

35.

Regarding states of identity development, the state in which individuals adopt the positions of others, such as parents, is: a. identity diffusion. b. identity foreclosure. c. identity moratorium. d. identity achievement.

36.

Which of the following best describes the identity status model? a. Identity development is more successful if students’ parents have high professional status. b. Identity development proceeds from the development of trust for young children to generativity in mature adults. c. Identity development progresses from identity diffusion to identity achievement on a continuum. d. Identity development advances when students’ status increases as their achievement continually increases.

37.

Which of the following best describes a narrative approach to identity development? a. Identity development involves the process of connecting memories of past experiences to their imagined futures. b. Identity development progresses in a narrative from identity diffusion to identity achievement. c. Identity development reflects the process of resolving identity crises in positive and productive ways. d. Identity development proceeds in a narrative involving the simultaneous achievement of positive self-esteem and positive self-concept. 59 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 3: Personal, Social, and Moral Development

38.

Which of the following statements most accurately defines sexual identity? a. Students’ self-constructed definition of who they are with respect to gender orientation b. The gender to which an individual is romantically and sexually attracted c. A cognitive appraisal of an individual’s ability to attract a member of the opposite sex d. An emotional sense of their romantic and sexual self-worth

39.

Research indicates that LGBTQ students are at greater risk for problems ranging from depression and substance abuse to suicide. Which of the following is the most significant factor contributing to these problems? a. Teachers’ indifference to the problems of LGBTQ youth b. Lack of desirable personality traits in LGBTQ youth c. Difficult temperaments in LGBTQ youths, which result in problematic peer relationships and academic difficulties. d. Negative messages about being LGBTQ, with primary sources being school, the Internet, and peers.

40.

Which of the following is the most accurate description of transgender students? a. Adolescents who are initially attracted to members of the opposite gender but later find they’re physically attracted to members of their own gender. b. Students whose sense of personal identity does not correspond with the gender assigned to them at birth c. Students whose identity development reverses itself after appearing to have reached a state of identity achievement. d. Students who haven’t resolved the “Q” aspect of the LGBTQ description.

41.

Individuals’ perceptions of the relative worth of the groups to which they belong best describe which of the following? a. Self-concept b. Cultural identity c. Cultural self-worth d. Collective self-esteem

42.

Which of the following best describes the concept of ethnic identity? a. An individual’s sense of self-worth with respect to the ethnic group to which the individual belongs and the pride the individual takes in belonging to this group b. An individual’s sense of belonging to an ethnic group, defined by one’s cultural heritage, and including attributes such as values, traditions, and language. c. A cognitive appraisal of the competence and abilities associated with a particular ethnic group and the contributions the group makes to society. d. The collective personality of a particular ethic group including the group’s extraversion, openness, and conscientiousness. 60 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 3: Personal, Social, and Moral Development

43.

Which of the following statements best describes the relationship between self-concept and self- esteem? a. Self-concept is an emotional reaction to the self, whereas self-esteem is a cognitive appraisal of one’s competence. b. Self-concept describes individuals’ perceptions of their self-worth, whereas selfesteem describes individuals’ perception of their identity. c. Self-esteem is an emotional reaction to the self, whereas self-concept is a cognitive appraisal of one’s competence. d. Self-concept and self-esteem are synonymous, and the two terms can be used interchangeably.

44.

Of the following, which most strongly contributes to a positive self-concept? a. A history of success in a particular domain, such as math, athletics, or music b. Positive personality characteristics, such as openness, agreeableness, and conscientiousness c. Supportive parents who provide positive feedback about achievement and personal character d. A positive identity achievement as described by the identity status model.

45.

According to research, which of the following approaches to improving students’ selfconcepts is likely to be most effective? a. Design an unstructured program where students determine their own goals. b. Design a structured program in which major emphasis is placed on interpersonal and intrapersonal intelligence. c. Design a program in which students are involved in activities designed to improve self-esteem. d. Design a structured program in which students experience genuine progress toward academic goals.

Chapter 3: Personal, Social, and Moral Development

Higher-Level Items 46.

Mrs. Stewart watches as Jimmie, one of her kindergartners, puts an art paper in his folder. He then begins to straighten up the paints and brushes in the art area, and in the process, he tips over a baby-food-sized jar of paint onto the tabletop. Of the following, which would be Mrs. Stewart’s best response to Jimmie’s initiative, using Erikson’s work as your basis for answering? a. “Jimmie, I think you were doing a very nice job of straightening up our art area. It certainly needed it. Clean up the paint now, and then you can go back to your seat.” b. “Jimmie, I really appreciate your attempt to clean up the art area. It certainly needed it. Go back to your seat now while I clean this up.” c. “Jimmie, I know our art area certainly needs cleaning up, and I appreciate your attempt to do it, but remember our rule that says we don’t play with the materials until we’re given permission to do so.” d. “Jimmie, I really appreciate your attempt to clean up our art area, but you must be careful when you do it, so that you don’t spill the paint. Please return to your seat now while I clean this up.”

47.

Natasha has questions about her own ability and exhibits a lack of confidence with respect to her competence. Based on this information, which of the following psychosocial stages is she most nearly struggling to resolve? a. Autonomy vs. shame and doubt b. Initiative vs. guilt c. Industry vs. inferiority d. Trust vs. mistrust

48.

Kelly Reed, 32, is an interesting person. She has been married for 8 years, and her husband often comments on how unselfish and giving she is. She works for an industrial real estate firm and is progressing nicely in her career. Her boss has praised her for her progress and her tendency to be a “self-starter.” On the other hand, Kelly is very jealous of her husband and thinks he may even cheat on her, although she has no evidence to support the feeling. She thinks her boss “blows smoke at her” and is trying to take advantage—professionally only; no personal advances. Based on this information and Erikson’s theory, which of the following crises has Kelly least well resolved? a. Trust vs. mistrust b. Initiative vs. guilt c. Industry vs. inferiority d. Intimacy vs. isolation

Chapter 3: Personal, Social, and Moral Development

49.

Amanda, age 2 and a half, is very pleased with herself. She runs to her mother, falls into her arms, pauses momentarily, and then runs away again. She seems to love going to the store, because she is allowed to walk beside her mother without having her hand held. This scenario best illustrates Amanda attempting to resolve the psychosocial challenge at which of the following stages of psychosocial development? a. Trust vs. mistrust b. Autonomy vs. shame and doubt c. Initiative vs. guilt d. Industry vs. inferiority

Use the following information for items 50 and 51. You have an eighth grader, Adam, who you can’t seem to “get going.” He never volunteers a response in class and won’t agree to do special projects unless required. However, he turns in his required work on time and without prodding, and the work is always acceptable or better in quality, and his past records show that he has been an average to above-average student. Adam is a good, “normal” boy who seems to relate well to his classmates. Overall, he doesn’t seem unhappy. 50.

Using Erikson’s work as a basis, which of the following would be the best explanation for Adam’s behavior? a. He, being at the age of the identity vs. confusion crisis, is not developing a sense of identity and as a result shows his listlessness in class. b. He didn’t successfully resolve the industry vs. inferiority crisis and as a result of his feelings of inferiority compensates by not trying. c. He hasn’t developed a sense of autonomy and because he doubts himself, he won’t try to accomplish anything in school. d. He didn’t successfully resolve the initiative vs. guilt crisis, and the guilt feelings are dealt with by doing only what others ask of him and no more.

51.

Again using Erikson’s work as a basis, of the following, the best action for you as a teacher working with Adam would be to: a. talk to him, discuss what he wants to be and as a result of your genuine caring help him develop a sense of identity. b. show personal interest in him and strongly reward his successes in order to help him increase his sense of self-worth. c. strongly compliment and support anything he undertakes on his own. Play down failures that might result. d. encourage other reliable and outgoing students to include him in group work to help him develop a sense of trust in other people.

Chapter 3: Personal, Social, and Moral Development

52.

You’re a fifth-grade teacher. Of the following, the best application of Erikson’s work would be to: a. help your students develop a basic sense of trust, for without it a person cannot move to the next stage of development. b. help your students experience as much success on reasonably challenging tasks as possible, to help them develop a sense of competence. c. help your students begin to develop a sense of identity because they will soon experience the identity vs. confusion crisis. d. encourage your students to complete tasks on their own to help them resolve the autonomy/shame and doubt psychosocial challenge.

53.

Which of the following statements best illustrates Erikson’s psychosocial challenge of identity vs. confusion? a. “Sometimes I think I would like to settle down with Jerry, but I’m not sure I want to give up my lifestyle.” b. “Oh, I don’t know. Someday I’ll figure out who I am.” c. “I’ve never been able to do this stuff. I’m just no good at it.” d. “If we don’t worry about what’s happening to these kids, who will?”

54.

Mr. Jones, 42, is a hard worker, seems reasonably sure of himself, and enjoys a reputation as an innovator and competent professional in his company. However, he is rarely home, is nearly estranged from his wife, and as a result spends little time with his children, although he always encourages them to do well and tries to be a good model for them, so they will “make it in life.” He usually stops by the local hangout on the way home from work each day, “for a little bracer before I face the music,” he grins self-consciously. Of the following, the best description of his behavior would be an imperfect resolution of which crisis? a. Industry vs. inferiority b. Initiative vs. guilt c. Identity vs. confusion d. Intimacy vs. isolation

55.

Karen appears to have a good “grip on life.” She accepts herself for what she is and recognizes and accepts her strengths and weaknesses. She feels a sense of satisfaction in what she is as well as what she has accomplished. Erikson would describe this as best illustrating a positive resolution of which of the following crises? a. Industry vs. inferiority b. Intimacy vs. isolation c. Generativity vs. stagnation d. Integrity vs. despair

Chapter 3: Personal, Social, and Moral Development

56.

“I’m good at math,” Kailyn thinks to herself as she solves a complex word problem. “I wish I was as good at French. I just can’t pick up the nuances in its pronunciation. . . . Oh, well, can’t be good at everything,” she concludes, which reflects her generally good feeling about herself. Which of the following is the best analysis of Kailyn’s self-concept and/or her selfesteem? a. Kailyn has a positive self-concept with respect to math but negative self-concept with respect to French. b. Kailyn has a positive general self-concept and also positive self-esteem. c. Kailyn has a generally positive self-concept. d. Kailyn has generally positive self-esteem in math, but generally negative selfesteem in French.

57.

Liesha is in kindergarten and is a bit behind her classmates academically in math and reading. If she is typical for children her age, which of the following will be her most likely assessment of herself? a. She will have a negative self-concept of her ability and low self-esteem. b. She will have a negative self-concept of her ability but high self-esteem. c. She will have a positive self-concept of her ability but low self-esteem. d. She will have a positive self-concept of her ability and high self-esteem.

Use the following information for items 58 and 59. A researcher has conducted a study on self-concept. He gives students a series of self-report surveys that investigates their self-concepts in a variety of domains, and he then compares their self-concepts to their academic achievement. 58.

Of the following, which is the most likely correlation between academic self-concept in a particular domain, such as math, and academic achievement in that domain? a. Slightly negative b. Positive and strong c. Positive but weak d. Virtually no correlation

59.

Of the following, which is the most likely correlation between athletic self-concept and academic achievement in the researcher’s data? a. Slightly negative b. Positive and strong c. Positive but weak d. Virtually no correlation

Chapter 3: Personal, Social, and Moral Development

Use the following vignette for items 60 and 61. Four teachers are describing their efforts to improve the academic self-concepts of their learners. Mrs. Aldrich states, “I try to give my students some independence, and I let them help me decide on the learning activities that we’re going to conduct.” Mr. Tichy says, “We do activities that focus directly on self-concept. I have them write essays on topics like, ‘How I know that I’m good at school activities,’ and ‘How I would sell myself to an employer.’” Mr. Collins emphasizes, “I try to make sure that the kids are successful. Success is the key. If they’re successful, their self-concepts will improve.” Mrs. Gomez says, “I agree that success is important, but alone, it isn’t enough. The kids must succeed in something they think is challenging and important. Success in something trivial won’t do it.” 60. If the teachers’ success is consistent with patterns identified by research, the teacher likely to be most successful is: a. Mrs. Aldrich. b. Mr. Tichy. c. Mr. Collins. d. Mrs. Gomez. 61. If the teachers’ success is consistent with patterns identified by research, the teacher likely to be least successful is: a. Mrs. Aldrich. b. Mr. Tichy. c. Mr. Collins. d. Mrs. Gomez. Essay Items 62.

Gary is a fourth grader in school early in the school year. He is a bit above average according to intelligence tests. One day, Mrs. Winton, Gary’s teacher, gave the class a math test, and unfortunately Gary did quite poorly on it. Gary was devastated, but resolved to try harder on the next test. How would Erikson explain Gary’s devastation over his grade on the test?

63.

Describe the concept of ethnic identity, and explain why it is important for members of cultural minorities.

64.

Describe four suggestions that teachers can apply in their attempts to promote identity and self-concept development in their students. Provide an example of each.

Chapter 3: Personal, Social, and Moral Development

Social-Emotional Development Knowledge-Level Items 65.

Growth in the ability to recognize and manage emotions, set and achieve positive goals, understand and establish positive relationships with others, and make responsible decisions best describes which of the following? a. Identity development b. Psychosocial development c. Social-emotional development d. The development of emotional self-esteem

66.

Of the following, which statement most accurately describes the relationship between social-emotional development and academic achievement? a. Students who are well developed social and emotionally are more satisfied with school, but their achievement is similar to their less well-developed peers. b. Students who are well developed social and emotionally are more satisfied with school, but their achievement is lower than their less well-developed peers. c. Students who are well developed social and emotionally are more satisfied with school, and their achievement is generally higher than their less well-developed peers. d. Social-emotional development is related to personal self-esteem but it isn’t related to satisfaction with school or academic achievement.

67.

Which of the following is the best description of emotions? a. Feelings that are short-lived, intense, and specific b. Attitudes that result in general reactions to life experiences c. Behavioral responses to unpleasant experiences in the environment d. Enduring feelings that result from highly stimulating personal experiences

68.

Understanding our thoughts and emotions best describes with of the following? a. Self-concept b. Self-monitoring c. Self-management d. Self-awareness

69.

The processes we use to control and express our emotions best describes which of the following? a. Emotional self-regulation b. Emotional referencing c. Emotional monitoring d. Emotional intelligence

Chapter 3: Personal, Social, and Moral Development

70.

An understanding of social and ethical norms for behavior as well as the ability to take others’ perspectives and feel empathy for people from a variety of backgrounds and cultures best describes which of the following? a. Social awareness b. Social referencing c. Social regulation d. Social control

71.

The ability to understand social interactions best describes which of the following? a. Social awareness b. Social cognition c. Social referencing d. Social control

72.

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups best describes which of the following? a. Social regulation b. Social referencing c. Relationship skills d. Social control

73.

The ability to ability to use vocal and nonverbal cues to evaluate ambiguous events and regulate behaviors accordingly best describes which of the following? a. Social referencing b. Social awareness c. Relationship skills d. Social control

74.

The the capacity to feel what you infer others are feeling best describes which of the following? a. Social referencing b. Social awareness c. Personal awareness d. Empathy

75.

Of the following, which is the best definition of perspective taking? a. The ability to feel guilt or shame about an unkind act directed toward another person b. The ability to understand the thoughts and feelings of others c. The ability to resolve conflicts in ways that benefit everyone involved d. The ability to respond dispassionately when mistreated by someone

76.

The ability to make constructive choices about personal behavior and interactions with others, based on an understanding of the consequences of our actions, best describes which of the following? 68 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 3: Personal, Social, and Moral Development

a. b. c. d.

Social-emotional regulation Social referencing Relationship skills Responsible decision making

77.

Of the following, which group initially has the most influence on social-emotional development? a. Peers b. Siblings c. Parents d. Other adults, such as extended family

78.

Peers influence social-emotional development in three ways. Which of the following is not one of those ways? a. Attitudes and values b. Self-regulation c. Opportunities to practice social skills d. Emotional support

Higher-Level Items 79.

Ava is out for a jog in the early evening and suddenly a small dog runs toward her barking loudly. Ava’s heart rate jumps, she is fearful, she quickly thinks of what she might do to protect herself, and she runs into a convenience store that happens to be nearby. Of the following, which is the best description of Ava’s experience? a. She is experiencing the cognitive, physiological, and behavioral components of emotions. b. She is demonstrating the personality trait, neuroticism, since the dog is small and not likely a serious threat. c. She is demonstrating self-regulation, since she quickly thinks of what to do and runs into the convenience store. d. She is demonstrating an authoritative temperament, because she is quickly able to adapt to her experience.

80.

Gina has a classmate who is periodically rude to her and will even make rather insulting remarks about her appearance or the way she dresses. “Sometimes I’d like to just slap her face,” she comments to a close friend, but she keeps herself in check and essentially ignores the rudeness and remarks. 69 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 3: Personal, Social, and Moral Development

Gina’s behavior best illustrates an application of which of the following social-emotional learning goals? a. Agreeableness b. Social awareness c. Self-management d. Relationship skills 81.

You’re in a conversation with two acquaintances and one of the makes a remark to you that seems insensitive and demeaning. You flush with anger, and you have a strong impulse to verbally lash back at the person. You hold yourself in check, however, deciding to talk to the person later and in private, because lashing back would create an awkward social situation. Of the following, you holding yourself in check, best illustrates: a. emotional self-regulation. b. introversion. c. agreeableness. d. social referencing.

82.

Megan, a well-behaved, high-achieving seventh grader, has become close friends with Julia and Dana, fun-loving girls who sometimes disrupt class with their antics. Julia and Dana are more interested in having fun than in studying, and their grades reflect their lack of effort—they are barely passing. If Megan’s behavior is consistent with patterns identified by research, which of the following is the most valid prediction? a. Since Megan is high achieving and well behaved, she will not be influenced by Julia and Dana. b. Megan’s grades will decline, but her behavior will be unaffected. c. Megan’s behavior will decline, but her grades will be unaffected. d. Megan’s grades and behavior will both decline.

83.

Enrique gets along well with his classmates, and his social skills are well developed. On the other hand, Carter doesn’t get along with the other students and says other students pick on him for no reason. If the boys’ attitudes and academic achievement fit patterns identified by research, which of the following is the most valid conclusion? a. Enrique will be more satisfied with school than will Carter, and his achievement will be higher. b. Enrique will be more satisfied with school than will Carter, but his and Carter’s achievement will be similar. c. Enrique will be more satisfied with school than will Carter, but Carter’s achievement is likely to be higher than Enrique’s. d. We can’t make any conclusions about Enrique’s and Carter’s satisfaction with school and achievement based on the information above.

84.

Rodrigo handles himself well in social situations well, being particularly adept at “understanding where the other person is coming from.” He’s empathetic, and is well liked by his peers.

Chapter 3: Personal, Social, and Moral Development

Based on this information which of the following social-emotional learning goals is Sophia best applying? a. Self-awareness b. Social awareness c. Self-management d. Relationship skills 85.

Sophia handles difficult social situations well, is empathetic, and is well liked by her peers. Based on this information, of the following, which is the most valid conclusion we can make about her? a. She has developed a positive resolution of the initiative vs. guilt crisis. b. She is skilled at perspective taking. c. She is a high academic achiever. d. She has a well-developed identity.

86.

You’re in an enjoyable conversation with two friends, and one makes a strongly worded political statement. You notice the other turn down his eyes and become silent. You decide to get off politics as quickly as possible, so you change the subject of the discussion. Of the following, your actions best illustrate which of the following aspects of socialemotional learning? a. Social referencing b. Perspective taking c. Self-management d. Responsible decision making

87.

Gavin works very effectively in groups and is skilled at diffusing disagreements among members of the group when they are doing groupwork. Of the following, which is the most valid conclusion we can make about him? a. He is skilled at social problem solving. b. He has successfully resolved the industry vs. inferiority crisis. c. He is a high academic achiever. d. He has successfully accomplished identity achievement.

88.

Four students are involved in a discussion about a social activity after school. “I don’t understand why you want to go to Vito’s (a popular hangout for students) all the time,” Garrett comments to Luke. “I’m not that crazy about it. There isn’t that much to do there.”

Chapter 3: Personal, Social, and Moral Development

“On the other hand, it’s close to Luke’s house,” Ian replies, “so I can see why he would like to go there. It makes sense.” “That’s okay,” Luke adds. “Anything is fine with me.” “Well, suppose we go to Vito’s tonight, and then we go to Garrett’s house on Friday. He has suggested that we come and see his new video game,” Cody offers. The student who best demonstrates perspective taking is: a. Garrett. b. Ian. c. Luke. d. Cody. 89.

Lucas comes from a low-income family. His single mom talks about how important school is even though she is unable to spend a lot of time with her children because she works two jobs to make ends meet. A number of the students in Lucas’s neighborhood regularly skip school and don’t spend a great deal of time studying. Lucas, however, has become close friends with Jordan and Bill, two other students at the school, and they often hang out together. In fact, they are the people he spends most of his time with when he isn’t at home. They are hard-working, conscientious students who get good grades. With respect to social-emotional learning, which of the following best describes the likely outcome of these influences on Lucas? a. Lucas’s neighborhood will be the primary influence on his social development, so he is unlikely to become a high achiever. b. Lucas will be a hard working student in school, but when he gets home, the influence of his neighborhood will result in decreased efforts on his part. c. Lucas will likely study and become a high achiever in spite of his family background and neighborhood. d. Lucas will likely become a high achiever, primarily because of his mom’s influence.

90.

Karen is a well-liked by her friends. She and her friends like to party, but if she sees that they’re drinking a bit too much, she stops, so she can be the “designated driver.” She’s also reliable. For instance, if she says she’ll send you a link to an interesting article, she does, and if she says she’ll call you back the next day, she does. Of the following, which social-emotional learning goal is Karen best applying? a. Self-management b. Relationship skills c. Social awareness d. Responsible decision making

Essay Items 91.

Chapter 3: Personal, Social, and Moral Development

92.

Identify and explain four obstacles to healthy social-emotional development.

93.

Describe three suggestions teachers can apply as they attempt to promote social-emotional development in their students.

Development of Morality and Social Responsibility Knowledge-Level Items 94.

Societal norms and appropriate ways of behaving in specific situations are called: a. moral conventions. b. personal norms. c. social conventions. d. societal expectations.

95.

According to research examining children’s thinking about moral, conventional, and personal domains, how old must children be in order to distinguish among the three domains? a. Three years old b. Five years old c. Seven years old d. Ten years old

96.

Which of the follow suggested that moral development begins with external morality and gradually moves to internalization? a. Bruner b. Chomsky c. Erikson d. Piaget

97.

According to Piaget, the stage of moral development in which individuals view rules as fixed and permanent and enforced by authority figures is defined as: a. external morality. b. autonomous morality. c. reflective morality. d. internal morality.

98.

Of the following, the most central features of Kohlberg’s research technique are: a. identity crises. b. moral dilemmas. c. stages. d. ethics.

99.

Of the following, which stage of moral reasoning most emphasizes ethical decisions based on the immediate consequences for the individual? a. Punishment and obedience 73 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 3: Personal, Social, and Moral Development

b. Interpersonal harmony c. Law and order d. Social contract 100. People who make ethical decisions based on the consequences for themselves are operating at: a. the preconventional level of ethics. b. the conventional level of ethics. c. the postconventional level of ethics. d. the concrete operational level of ethics. 101. Ethical reasoning that concerns the judgments and opinions of others is characteristic of: a. the preconventional level of ethics. b. the conventional level of ethics. c. the postconventional level of ethics. d. the principled level of ethics. 102. The two Kohlberg stages that are based on following social conventions and norms are: a. punishment and obedience and market exchange. b. social contract and universal principles. c. market exchange and interpersonal harmony. d. interpersonal harmony and law and order. 103. Maintaining an orderly society is characteristic of which stage of moral reasoning? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Law and order 104. According to Kohlberg, conventional reasoning depends on: a. preoperational thought. b. concrete operational thought. c. formal operational thought. d. a combination of preoperational thinking and a resolution of the industry vs. inferiority crisis. 105. Carol Gilligan suggests that the “morality of caring” proceeds through three steps. Which of the following is not one of those steps? a. A focus on an individual’s own needs b. Care for another in response to that person’s caring for the individual c. Care for others who are not able to care for themselves d. Recognizing that personal relationships are interdependent and extending compassion to all of humanity. 106. Of the following, which best describes Carol Gilligan’s criticism of Kohlberg’s work?

Chapter 3: Personal, Social, and Moral Development

a. His work fails to adequately consider the ways in which emotions influence morality. b. His work fails to adequately consider the ways in which gender influences morality. c. His work fails to adequately consider the ways in which culture influences morality. d. His work fails to adequately consider the ways in which learner exceptionalities influence morality. 107. To encourage the development of a morality of caring, Carol Gilligan recommends that teachers do which of the following? a. Reinforce students with praise and other rewards when they display behaviors that demonstrate caring. b. Use acceptable forms of punishment, such as timeout, when students display behaviors that indicate a lack of caring. c. Create a curriculum that provides students with opportunities to think and talk about moral issues involving caring. d. Invite guest speakers involved in caring professions, such as doctors, nurses, and ministers into class to discuss the importance of caring. 108. The painful emotion aroused when people recognize that they have failed to act or think in ways they believe are good, is best described as: a. shame. b. guilt. c. distress. d. empathy. 109. The ability to experience the same emotion someone else is feeling is described as: a. empathy. b. compassion. c. distress. d. guilt. 110. The ability to understand shame, guilt, and empathy, in ourselves as well as others is best described as: a. moral development. b. emotional intelligence. c. ethical reasoning. d. morality of caring. 111. When young people feel ashamed or guilty about something that they have done, which of the following is the most valid conclusion? a. They have low self-esteem. b. They will develop aggressive tendencies. c. Their social development will be impaired. d. Their moral development has advanced.

Chapter 3: Personal, Social, and Moral Development

Higher-Level Items 112. Three of the following choices would be considered immoral acts. Which one would be considered a violation of a social convention? a. Spreading a rumor that results in a classmate being socially ostracized b. Not sending a thank you card to someone who has given you a gift c. Purposely bumping a smaller classmate and making him drop his books d. Copying a classmate’s homework assignment 113. Norton has recently had his left ear pierced and is now wearing an earring. Mrs. Edwards, his homeroom teacher, thinks he looks ghastly, but she says nothing to Norton. Norton’s decision to wear the earring best fits in which of the following domains? a. The moral domain b. The conventional domain c. The personal domain d. Both the moral and the personal domains Use the following information for items 114 and 115. Ernesto sees one of his peers push another child down and then kick him in the leg. Ernesto concludes that this was an immoral act. 114. According to research examining moral development, Ernesto must be at least how old in order to make this conclusion? a. Three years old b. Five years old c. Seven years old d. Ten years old 115. Of the following, which is the most likely way that Ernesto learned that pushing others down and kicking them is immoral? a. His parents explained that some acts are bad. For example, his parents told him that pushing someone down is unacceptable. b. He observed the consequences of different acts. For example, he observed that someone is often punished for pushing others down. c. His teacher had a system of rules in her class. For example, she had a rule forbidding pushing and hurting others. d. He watched other students. For example, he saw that most children didn’t push others down.

Chapter 3: Personal, Social, and Moral Development

Use the following information for items 116 and 117. Mrs. Lucci is working with one of her students while the rest of her fifth graders are completing a seat-work assignment in math. “Did Mrs. Lucci tell us to skip number six?” Gary whispers. “Shh! You’re not supposed to talk without permission,” Andrea says, pointing to the rules posted on the bulletin board. “But he needs to know so he can do his work,” Krystal replies. “Yes, she said, skip number six.” The students then go back to work on their assignment. 116. Which student or students demonstrated external morality? a. Gary b. Andrea c. Krystal d. Both Gary and Andrea 117. Which student or students demonstrated autonomous morality? a. Gary b. Andrea c. Krystal d. Both Gary and Krystal 118. “It’s okay to cheat on examinations. Everyone does it . . . “ is reasoning at which of Kohlberg’s stages? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Law and order 119. Critics of capital punishment make the following argument: “Capital punishment is not a deterrent to crime. The only real deterrent is the certainty of being apprehended, being quickly tried, and jailed.” From this argument, we could infer that the critics view people as operating primarily at which stage of moral reasoning? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Law and order

Chapter 3: Personal, Social, and Moral Development

120. A secondary science teacher complains about his students’ inclination to cheat on his tests. “They think it’s a game,” he comments perplexed. “It’s whatever they can get away with.” Based on this information, his students are at which ethical stage? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Law and order 121. Thinkers who are concerned only with how some activity would affect them and would be unable to consider how the event might affect others would be best described as: a. preconventional. b. conventional. c. post conventional. d. empathetic. 122. We’ve heard of the moral ethic “An eye for an eye, and a tooth for a tooth.” This notion best fits Kohlberg’s stage of: a. punishment and obedience. b. market exchange. c. Interpersonal harmony d. Law and order 123. Sharon feels it’s right to share with Kathy because Kathy shares with her, but she doesn’t want to share with Judy, Heather, and Cheryle as well. Of the following, which best describes the stage of moral development at which Sharon is thinking? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Law and order 124. Ken, 14, in an incident of vandalism, breaks a window in an abandoned warehouse. “I can’t believe I did that,” he reacts later. “I don’t know what I thought I was getting out of it. It wasn’t even fun. I’ll never do that again.” In the absence of any other information, we would describe Ken as being at which ethical stage? a. Punishment and obedience b. Market exchange c. Law and order d. Social contract

Chapter 3: Personal, Social, and Moral Development

125. “I have an absolute rule that is inviolable in my class,” an eighth-grade English teacher comments to a colleague. “They may not say or do anything to hurt one of their classmate’s feelings. Kids need to feel safe, or they won’t be willing to speak up.” If we view this as an ethical matter, the English teacher is operating at which moral stage? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Social contract 126. Consider the example of a person who picks up a beer “for the road” in spite of an “Open Container Law” (a law prohibiting open containers of alcohol in motor vehicles). He no longer does this when his kids are along. “I don’t think it’s a good idea anymore,” he concludes. “I don’t want to set a bad example for the kids.” His reasoning in this case would best be described as being at what stage? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Law and order 127. You’ve found that a student is reasoning at Kohlberg’s Stage 3, and you want to deter him from inappropriate behavior. Using Kohlberg’s work as a basis, which of the following would be the best way to handle an incident? a. Punish the behavior. b. Suggest that if he will refrain from the behavior for a certain period, he will receive a reward. c. Ask if his friends encourage or tolerate such behavior. d. Discuss with him what kind of a chaotic society we would live in if people behaved the way he did. 128. Jon steals a canned soft drink in a convenience store after school, but afterward when his parents learn of the incident, he thinks, “That was awful. I shouldn’t have done it. My parents were really hurt that I would do such a thing.” In the absence of any further information, which of the following best describes the stage of moral development at which Jon is reasoning? a. Punishment and obedience b. Market exchange c. Interpersonal harmony d. Law and order 129. Karen Johnson, a middle school teacher, says the rules we establish are agreements that we make that are good and fair for all students, and therefore we must honor them. Which of Kohlberg’s stages does this best illustrate? a. Market exchange b. Interpersonal harmony c. Law and order d. Social contract 79 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 3: Personal, Social, and Moral Development

130. Billy gives Cal a candy bar in return for a comic book. If Billy were at Kohlberg’s Stage 3 [interpersonal harmony], he would view the behavior as “ethical” if it was: a. rewarding for him. b. rewarding for both him and Cal. c. what he thought was expected of him. d. consistent with a principle about fairness. 131. Montel, in response to reading about the declining morals in this country, states, “I’m going to pay my income tax anyway. What would happen to the country if everybody cheated?” His reasoning best illustrates which stage? a. Punishment and obedience b. Market exchange c. Law and order d. Social contract Use the following information for questions 132 and 133. Bill, during the course of a tennis match in a local tournament, develops a severe blister on his right foot. He asks James, his opponent, if James would mind if he goes to his car to get some tape to put on the blister. Bill says it will take less than 5 minutes. “I’m sorry,” James responds. “The book says only a 2-minute injury timeout in a match.” 132. James feeling justified in responding the way he did suggests that his thinking is at which stage of moral reasoning? a. Market exchange b. Interpersonal harmony c. Law and order d. Social contract 133. If James had said, “Sure, go ahead. I know it’s no fun playing with a blister,” he would have been operating at which of the following stages of moral reasoning? a. Market exchange b. Interpersonal harmony c. Law and order d. Social contract

Chapter 3: Personal, Social, and Moral Development

Use the following information for Questions 134 and 135. Mrs. Ossi solicits and receives significant input from her students on her classroom rules. “These are what we agreed upon,” she emphasizes, “so it is important that we all honor them as the guidelines for our behavior in here. This will help us all learn as much as we can.” 134. Mrs. Ossi’s thinking best illustrates which of the following stages? a. Market exchange b. Interpersonal harmony c. Law and order d. Social contract 135. According to Kohlberg’s theory, Mrs. Ossi is likely to be most successful if she teaches: a. first graders. b. third graders. c. fifth graders. d. eighth graders. Use the following information for items 136 and 137. Ashley, Donna, Paige, and Charlotte are planning a sleep over, and they are considering who else they should ask. “How about Jasmine?” Ashley wonders. “No, she talks too much,” Charlotte counters. “I’d feel really bad if you had a sleep over and didn’t invite me,” Paige adds. “Her feelings will really be hurt.” “So?” Charlotte shrugs. “Plus, she’ll never find out.” “I think it’s okay,” Donna adds. “She’s actually funny, and I like her.” 136. Based on the evidence in the vignette, the one whose moral development is most advanced is: a. Ashley. b. Paige. c. Charlotte. d. Donna. 137. Based on the evidence in the vignette, the one whose moral development is least advanced is: a. Ashley. b. Paige. c. Charlotte. d. Donna.

Chapter 3: Personal, Social, and Moral Development

Essay Items 138. Explain the differences between the moral, conventional, and personal domains, and provide an example to illustrate these differences. Use the following vignette for items 139-141. You’re a teacher, and you’re in an informal conversation with a group of students in your room. The kids are comfortable with you and are very open about their behaviors in their classes. The discussion happens to turn to the issue of cheating. “I have to admit that I cheat in there,” Leroy admits, in reference to Mrs. Cosby’s class. “Everybody is doing it.” “So do I,” Tanya shrugs. “Cosby is always grading papers or something when we have tests. We could cheat right under her nose, and she'd never catch us.” “I don’t,” Antonio says. “When Mrs. Cosby talked to us about rules at the beginning of the year, she had us help her with our rules for the class, and we agreed that we would be honest and never cheat.” “I don’t either,” Jasmine adds. “‘Behave honestly at all times’ is on our list of rules.” The discussion continued. 139. Which student (or students) best illustrates Piaget’s description of external morality? Explain. 140. Which student (or students) best illustrates Piaget’s description of autonomous morality? Explain. 141. Identify Kohlberg’s stage of moral reasoning for each of the students in the vignette. Explain. 142. Describe Gilligan’s primary criticism of Kohlberg’s work, and offer an example to illustrate the criticism. 143. Explain how emotions relate to moral development. 144. Describe four suggestions teachers can apply for promoting moral development in students, and provide an example of each.

Chapter 4: Learner Diversity

CHAPTER FOUR LEARNER DIVERSITY Culture Knowledge-Level Items 1.

The group and individual differences we see in our students is best described as: a. ethnicity. b. socioeconomic status. c. culture. d. learner diversity.

Of the following, which is the best definition of culture? a. A person’s ancestry and the way individuals identify with the nation from which they or their ancestors came b. The knowledge, attitudes, values, and customs that characterize a social group c. Beliefs, values, and behaviors that reject the values of mainstream society d. The anxiety experienced by members of a group resulting from concern that their behavior might confirm a stereotype

Individuals’ ancestral heritage, language, value system, and customs best describe which of the following? a. Diversity b. Culture c. Ethnicity d. Race

Shared biological traits, such as bone structure and skin, hair, and eye color, best describe which of the following? a. Culture b. Race c. Ethnicity d. Genetics

Which of the following statements illustrates the relationship between culture and ethnicity? a. Culture and ethnicity are unrelated. b. Culture and ethnicity are the same thing. c. Culture is a part of ethnicity. d. Ethnicity is a part of culture.

Chapter 4: Learner Diversity

Which of the following is not a component of ethnicity? a. Customs and traditions b. Language c. Value systems d. Socioeconomic status

People who migrate to another country, typically with the intent of living there permanently best describe which of the following? a. Members of cultural minorities b. Refugees c. English language learners d. Immigrants

Which of the following is the most accurate statement describing the relationship between immigrants and crime rate? a. Immigrants commit significantly more crimes per capita than do people born in the United States. b. Immigrants commit about the same number of serious crimes, such as armed robbery, as people born in the United States, but they commit significantly more minor crimes, such as petty theft. c. Immigrants are less likely to commit crimes than people born in the United States. d. The crime rate for immigrants and people born in the United States is about the same.

Which of the following best describes the impact of immigration on our country? a. Our country needs immigrants; their impact is generally positive. b. Immigrants will often do work native born people are unwilling to do, but they are a drain on our country’s social services. c. Immigrants don’t have a significant impact on our country one way or the other. d. Our country should restrict immigration; their impact is generally negative.

10.

People who come to the United States because they are fleeing unsafe conditions in their home countries best describe which of the following? a. Immigrants b. Refugees c. Members of cultural minorities d. Migrants

Chapter 4: Learner Diversity

11.

If they fit general patterns identified by research, which of the following parents are most likely to provide their children with supplementary science materials? a. African Americans b. Hispanic Americans c. Chinese Americans d. Native Americans

12.

According to research examining student achievement, which of the following is the best explanation for the high academic achievement of Vietnamese and Laotian refugees when they settle in the United States? a. Their parents communicate values that emphasize achievement. b. They have high levels of native intelligence. c. They have learning styles that are compatible with instruction as it typically occurs in American classrooms. d. They typically enter the United States fluent in English, so language is not a problem for them.

13.

The tendency of some groups to adopt beliefs, values and behaviors that reject the values of mainstream culture best describes: a. minority alienation. b. cultural inversion. c. accommodation without assimilation. d. oppositional peer cultures.

14.

Which of the following is the most accurate statement describing the existence of oppositional peer cultures? a. Some research supports the contention that oppositional cultures exist and impede the achievement of Black and Hispanic students, but most does not. b. Research generally supports the contention that oppositional peer cultures exist in high poverty areas with significant populations of Back and Hispanic students. c. Research indicates that oppositional peer cultures are common in schools with large numbers of students who are members of cultural minorities. d. No evidence of any kind supports the contention that oppositional peer cultures exist.

15.

Research indicates that which of the following is most strongly correlated with the lower achievement of members of cultural minorities? a. The existence of oppositional peers cultures among members of cultural minorities b. The lack of effective school leadership in schools with higher percentages of cultural minorities c. The existence of stereotype threat in schools with higher percentages of cultural minorities d. Poverty rate differences between White and Black students’ schools

Chapter 4: Learner Diversity

16.

Which of the following tend to be characteristics of schools in high poverty areas attended by high percentages of minority students? 1. They are often staffed by inexperienced teachers who lack the professional knowledge and skills needed to meet the unique needs of minority students. 2. Schools may lack adequate facilities, and incidents of violence and disruption are more frequent. 3. Parents of students in these schools may have fewer resources that can be used to benefit their children’s education. 4. Teachers in these schools sometimes have low expectations for students of color. a. 1, 2, 3, 4

17.

b. 1, 2, 4

c. 2, 3, 4

d. 3, 4

For which of the following groups is stereotype threat likely to be the most pernicious? a. Minority students who form oppositional peer cultures b. Minority students who are high achievers in an area, such as math c. Nonminority boys in an area where minorities typically excel, such as basketball d. Girls in athletics, such as tennis or soccer

Higher-Level Items 18.

Pedro is a boy living in a small Mexican village. Every day he rises early, for he must walk the 2 miles to his school. He has breakfast of beans and bread made from ground corn, leaves the house, and begins his trek. He likes the walk, because he can wave to Papa toiling daily in the cornfields that provide the food and income for the family. When Pedro comes home from school, he often plays soccer with his friends in the village, and after dinner his mother usually plays songs on a guitar while Papa sings. The activities Pedro is involved in, such as playing soccer and listening to his mother and father play and sing, best illustrate which of the following? a. His culture b. His ethnicity c. Stereotype threat d. Oppositional peer culture

Use the following information for items 19 and 20. Rafael, a recent immigrant from Mallorca, an island in the Mediterranean off the coast of Spain, is very proud of his Spanish heritage. He usually speaks Spanish at home and loves evenings and weekends where he basks in the laid-back, relaxed lifestyle and lack of concern about time that are characteristic of the way he grew up. However, he never misses school, turns in all his assignments, is always on time for school and is doing very well in his classes. 19.

Rafael’s Spanish heritage and identification with Mallorca best describes his: a. race. b. ethnicity. c. diversity. d. assimilation. 86 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 4: Learner Diversity

20.

Of the following, Rafael is best illustrating: a. a resistance culture. b. accommodation without assimilation. c. stereotype threat. d. a cultural mismatch.

Use the following information for items 21and 22. Mrs. Henderson states to her second graders, “All right everyone, let’s put our math papers away now.” Don, a White student, puts his math materials away, while David, an African American student, does not. 21.

According to research examining cultural differences, if the students’ behavioral patterns are typical of White and African American students, which of the following is the most likely explanation? a. David is more likely to be disobedient than is Don, so he is more likely to disregard the directive. b. David is more likely to “misread” Mrs. Henderson’s directive, not interpreting it as a command, than is Don. c. David is less likely to be attentive than is Don, so he is more likely to not hear the directive. d. David is more likely to socialize with his peers than is Don, so he is more likely to be off-task than is Don.

22.

Of the following, which is the most important factor causing the issue in Mrs. Henderson’s classroom? a. Stereotype threat b. A resistance culture c. A cultural mismatch d. Cultural bias

23.

Kirsten is experiencing a great deal of anxiety about her first Algebra II test. “I know that Mr. Dade has a reputation for being tough, and everyone thinks that girls are no good in math. I’ll do terrible, and he’ll think, ‘Sure, she’s a girl; she can’t do math.’ I can hardly breathe.” Kirsten is experiencing: a. a resistance culture. b. a cultural mismatch. c. gender bias. d. stereotype threat.

Chapter 4: Learner Diversity

24.

Which of the following is the most effective statement for countering the possibility of stereotype threat with a group of high-achieving African American students? a. Nice job on the quiz everyone. More than half the class got an A or a B, and the rest of you will probably do as well on our next quiz. b. Keep up the good work. You’re all smart kids, and it is showing in your test scores. c. Keep studying as hard as you’ve been studying. We’re going to show the school what a great class this is. d. Nice job on the quiz, everyone. Your effort is paying off, and you’re continuing to improve your understanding.

Essay Item 25.

Research indicates that schools with high concentrations of Black and Hispanic students tend to serve high poverty areas, and students in these schools achieve at lower rates than do their White and Asian peers. Cite four aspects of these schools that can help account for the lower achievement of the students attending them.

Linguistic Diversity Knowledge-Level Items 26.

Students who participate in language assistance programs to help ensure that they attain English proficiency and meet the same academic content and achievement standards that all students are expected to meet best describe which of the following? a. Cultural minority students b. English language learners c. Diverse students d. Oppositional peer culture students

27.

Of the following, which is the best description of English language learners (ELLs)? a. Students who are skilled in speaking, reading, and writing English b. Children who are bilingual c. Students who understand basic grammar, punctuation, and spelling in English d. Students whose first or home language is not English

28.

The number of students attending American P-12 schools, whose first language is not English, is rapidly increasing. Projections estimate that by the year 2030 the numbers will be: a. slightly less than 20% of the school population. b. more than a third of the school population. c. more than half of the school population. d. more than three fourths of the school population.

Chapter 4: Learner Diversity

29.

Three of the following programs are types of ELL programs. The one that is not an ELL program is a(n): a. immersion program. b. assimilation EL program. c. maintenance EL program. d. ESL pullout program.

30.

One type of ELL program is called immersion. When using immersion: a. teachers instruct learners only in their native tongue. b. teachers instruct learners in both languages. c. teachers instruct learners only in English. d. teachers instruct learners in their native tongue and then transition to English.

31.

Which of the following is the most accurate description of maintenance bilingual programs? a. It builds on language skills that children already bring with them to class through their native language. b. It can be used effectively when several different languages are spoken in a classroom or school. c. It maximizes language development, although studies show initial losses in math and reading due to the catch-up time involved in learning English. d. It will be needed less and less in the future as the influx of non-English-speaking students decreases.

32.

Which of the following best describes the primary disadvantage of maintenance bilingual programs? a. They maintain the native language at the expense of English. b. They require teachers who speak two languages. c. They place unreasonable learning demands on students. d. They maintain outmoded and ineffective ways of thinking about the world.

33.

Teachers adapting content instruction to best meet the learning needs of ELL students best describe which of the following? a. Maintenance programs b. Transitional programs c. Sheltered English programs d. Immersion programs

34.

Programs that build on language skills that children already bring with them to class through their native language best describes which of the following? a. Maintenance programs b. Immersion programs c. Transitional programs d. ESL pullout programs

Chapter 4: Learner Diversity

35.

Which of the following best describes the primary advantage of maintenance bilingual programs? a. Students become literate in two languages. b. Students have increased exposure to English. c. It is an easy program to deliver. d. It helps students learn content.

36.

An ELL program in which students learn to read in first language, and teachers give supplementary instruction in English as a second language best describes which of the following? a. An immersion program b. A maintenance program c. A transitional program d. A sheltered English program

37.

A variation of standard English that is distinct in vocabulary, grammar, or pronunciation refers to: a. an accent. b. a dialect. c. a deviation. d. an inflection.

38.

Of the following, the best definition of a dialect is: a. a variation in English usage that lacks both the structure and complexity of standard English. b. a variation in English usage that lacks the structure but not the complexity of standard English. c. a variation in English usage that is an immature form of standard English. d. a variation in English usage that is distinct in vocabulary, grammar, or punctuation.

39.

According to research examining linguistic diversity, which of the following is the best practice for dealing with children who use nonstandard English dialects in your classroom? a. Accept the children’s use of dialects without correcting them to prevent feelings of rejection. b. Accept the children’s use of dialects until you think they are comfortable in the class, and from that point on, correct them when their English is nonstandard. c. Accept the children’s use of dialects, and then offer alternatives that are standard English usage. d. Require correct use of standard English as part of your classroom routines, and reinforce students when they use standard English.

40.

Bidialecticism is best defined as: a. the ability to switch back and forth between two forms of a language. b. the ability to understand two forms of a language. c. the ability to recognize two forms of a language. d. the ability to talk in one form of a language but write in another. 90 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 4: Learner Diversity

41.

Ogbu’s concept of accommodation without assimilation is best described as: a. the view that minority students can experience school success while retaining the characteristics of their culture. b. the view that members of cultural minorities are most successful if they combine the characteristics of their culture with White American values. c. the view that cultural minorities are most successful if schools adapt instruction to accommodate their unique learning styles. d. the view that minority students are most successful if they acquire the learning styles of White American students.

Higher-Level Items 42.

David Nalbandian, a third grader, has recently come to the United States from Armenia. He is quickly learning English on his own, since all of his instruction is in English and his school provides him with no extra support with learning English. The EL program he is in is best described as: a. an immersion program. b. a transitional EL program. c. a sheltered English program. d. a maintenance EL program.

43.

Estella, a native Spanish speaker who is in the first grade, is learning to read in both Spanish and English. Her teacher also teaches science in Spanish part of the time and in English at other times. The EL program she is in is best described as: a. an immersion program. b. a transitional EL program. c. a sheltered English program. d. a maintenance EL program.

44.

Andrei, whose native language is Russian, gets all of his instruction in English except for one period a day. During that period he goes to another room and works with a teacher who helps him with pronunciation, grammar, vocabulary, and oral comprehension in English. The EL program he is in is best described as: a. an immersion program. b. an ESL pullout program. c. a sheltered English program. d. a maintenance EL program.

Chapter 4: Learner Diversity

Use the following information for items 45 and 46. About a third of Susan Fisher’s students are not native English speakers. When students encounter new terms in their reading, such as cave, party, tarmac, or exciting, she illustrates them with concrete examples, and she has labeled common objects around the room, such as table, chair, clock, bulletin board, window, wall, and others in both their native languages and in English. She speaks slowly and clearly when she reads her students stories, and she refers to pictures in the books as additional examples. Susan also frequently comments on how lucky they are to have so much diversity in their backgrounds and emphasizes how much they learn from each other. 45.

Her efforts best illustrate what kind of ELL program? a. An immersion program b. An ESL pullout program. c. A sheltered English program d. A maintenance EL program

46.

Susan’s emphasis on how lucky they are and how much they learn from each other can also be described as an attempt to implement: a. a transitional ELL program. b. culturally responsive teaching. c. bilingual education. d. an immersion program.

Essay Items 47.

Mrs. Bodin, a 7th grade teacher with a large number of cultural minorities in her classes, has “Food Friday” twice a month. On “Food Friday” students bring in a food item of their choice that is an authentic part of their culture. The students also make a short presentation about the item, and other information about their culture. She then conducts a discussion of the presentation with questions such as, “What is one thing you learned from the presentation?” directs the questions to a variety of students, and gives them plenty of time to answer. After the discussion she comments, “Just think about everything we learn from each other. We’re very fortunate to have so many different cultures represented in our class.” She then comments, “You all earned your promptness points for the day. Very well done.” She has a system where students earn points that can be used for privileges if they are in class and working on a “Do Now” exercise that she posts at the beginning of each period when the bell rings. Based on the information in the case study, describe three actions that Mrs. Bodin demonstrated that applied suggestions for capitalizing on culturally responsive teaching with her students.

48.

Describe and illustrate four suggestions for capitalizing on culturally responsive teaching with your students and provide an example of each.

Chapter 4: Learner Diversity

Gender Knowledge-Level Items 49.

Which of the following are characteristics of girls? 1. They are more extroverted than boys. 2. They have slightly higher self-esteem than boys. 3. They develop motor skills at an earlier age than boys. 4. They are more trusting than boys. a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 2, 4

d. 1, 3, 4

50.

With respect to gender, research suggests that three of the following are characteristic of the school curriculum and boys’ experiences. Which one is not a characteristic of the school curriculum and boys’ experiences? a. Boys are portrayed in stories as warm and sensitive. b. The main characters in video games are usually male. c. Computer programs are strongly oriented toward boys. d. Male characters in literature are described as strong and adventurous.

51.

Culturally and socially constructed conceptions of what it’s like to be female or male and how each behaves best describes which of the following? a. Gender identity b. Gender role c. Gender stereotype d. Gender behavior

52.

In terms of genetic differences between boys and girls that could impact their learning in various subjects, which of the following is most accurate according to research? a. Boys are innately superior in math but are innately inferior in reading. b. Girls are innately superior in elementary school but fall behind later. c. Girls are innately superior in most subjects but are discriminated against in school. d. Innate differences between boys and girls are very small.

53.

Which of the following are true gender-related differences in achievement? 1. Girls generally score higher on the SAT than do boys. 2. In math, girls are initially better at basic skills such as counting, arithmetic computation, and basic concepts, but fall behind boys later on. 3. Girls score higher on measures of reading and writing ability than do boys. 4. More bachelor’s degrees are earned by men than by women. a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 3, 4

d. 2, 3

Chapter 4: Learner Diversity

54.

Which of the following is not true according to research on gender differences? a. Males are more likely to be found in remedial and special education classes. b. Males receive lower grades in school. c. Males score lower on tests such as the SAT and ACT. d. Males earn proportionally fewer bachelor’s and master’s degrees.

55.

Research indicates which of the following contribute to girls’ gender-stereotyped belief that they aren’t supposed to excel in math? 1. Their past performance in math 2. Their mothers’ gender-stereotyped attitudes 3. Their fathers’ gender-stereotyped attitudes 4. The behavior of their teachers a. 1, 2, 3, 4

56.

b. 2, 3, 4

c. 1, 2, 4

d. 1, 2, 3

Which of the following are examples of sexual harassment? 1. Touching of a sexual nature 2. Making comments, jokes, or gestures that have sexual overtones; 3. Displaying sexually explicit pictures 4. Spreading sexual rumors, such as suggesting that an individual had been involved in some sex act a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 2, 4

d. 1, 3, 4

57.

A form of sexual violence involving non-consensual sexual touching or a forced sex act, such as rape, forced oral sex, or sodomy best describes which of the following? a. Sexual harassment b. Sexual stereotype c. Sexual assault d. Sexual predation

58.

Which of the following best characterizes sexual harassment and particularly sexual assault? a. It is an abuse of power. b. It is the lack of self-regulation. c. It is the result of gender stereotyping. d. It is moral underdevelopment

Higher-Level Items 59.

Albert believes that since he is a boy he is supposed to be strong and in charge, but he isn’t supposed to reveal uncertainties about himself. This belief is best described as: a. gender stereotyping. b. gender-role identity. c. gender self-efficacy. d. gender-specific behavior. 94 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 4: Learner Diversity

60.

Kelli and John are prekindergartners. If the children are consistent with patterns of development identified by research, which of the following would be the most valid prediction? a. Kelli’s verbal ability will be superior to John’s. b. John’s verbal ability will be superior to Kelli’s. c. Their verbal abilities will be about equal. d. No prediction of verbal ability differences can be made as early as prekindergarten.

61.

Sandra and Robert are both fourth graders. If their math achievement fits typical patterns for boys and girls, which of the following is most likely? a. Their achievement will be about even now, but Sandra will fall behind when they are in high school. b. Sandra’s achievement will be slightly higher than Robert’s now, but she will fall behind later in school. c. Robert’s achievement will be higher now, and the gap will be wider when they are in high school. d. Their achievement will be about even now, and it will remain about even through high school.

62.

Janet and Peter are in the second grade. If their reading achievement fits typical patterns for boys and girls, which of the following is most likely? a. Janet is slightly more likely to have problems with reading than is Peter. b. Janet is much more likely to have problems with reading than is Peter. c. Peter is much more likely to have problems with reading than is Janet. d. They are equally likely to have problems with reading.

63.

Don James, a chemistry teacher, attended a series of workshops designed to make him aware of gender stereotypes in secondary math and science. As a result, he makes a conscious effort to eliminate the stereotype of math and science as the domain of male students, and he consciously makes an effort to improve his female students’ attitudes toward math and science. If his results are consistent with research outcomes in the area, which of the following is most likely? a. His female students’ attitudes toward math and science are likely to become more positive. b. His female students’ attitudes toward math and science are likely to become more negative. c. No change in the attitudes of his female students is likely. d. His female students’ attitudes toward math and science are likely to become more positive, but at the same time his male students’ attitudes will become more negative.

Essay Item 64.

Describe three suggestions that can help teachers as they attempt to eliminate gender bias and gender stereotyping in their teaching, and provide an example of each.

Chapter 4: Learner Diversity

Socioeconomic Status Knowledge-Level Items 65.

Three of the following are included in the definition of socioeconomic status (SES). Which of the following is not included within the definition? a. Parents’ level of education b. Parents’ intelligence c. Parents’ occupation d. Parents’ income

66.

Which of the following statements related to socioeconomic status and inequality are true? 1. The divorce rate for college graduates is much lower than the rate for people without college degrees. 2. Out-of-wedlock births are much lower for college graduates than for women with only a high school education. 3. The out-of-wedlock birth rate for college educated African American women has fallen, but the rate for high school educated Whites has risen. 4. Children in low SES families are more likely to have high levels of lead in their blood. a. 1, 2, 3, 4

b. 1, 3, 4

c. 1, 2, 4

d. 1, 2, 3

67.

Socioeconomic status exerts the most powerful influence on learning and achievement at which level? a. Upper class b. Middle class c. Working class d. Lower class

68.

Which of the following best describes the percentage of families below the poverty line in the United States compared to other industrialized nations? a. Much greater in the United States than in other industrialized nations b. About the same in the United States as in other industrialized nations c. Slightly less in the United States than in other industrialized nations d. Much less in the United States than in other industrialized nations

69.

Which tends to be true of students from lower socioeconomic status homes? a. They have fewer school-related background experiences than students from higher SES backgrounds. b. They are unable to learn in general education classrooms and usually are placed in classes for students with exceptionalities. c. They tend to gravitate to activities out of the academic mainstream, such as sports, music, and art. d. They tend to have more fully developed social lives than students from higher SES backgrounds.

Chapter 4: Learner Diversity

70.

Of the following, low SES parents tend to place the greatest emphasis on: a. autonomy and initiative. b. affiliation and sensitivity. c. achievement and independence. d. conformity and obedience.

71.

According to research, which of the following generalizations is the most accurate comparison of high- and low-SES parents? a. In interacting with their children, low-SES parents are more likely to give reasons for their directions than are high-SES parents. b. In interacting with their children, low-SES parents are less likely to give reasons for their directions than are high-SES parents. c. In interacting with their children, low- and high-SES parents are equally likely to give reasons for their directions.

72.

According to research, what is the most common characteristic of parents of highachieving students? a. The parents talk to their children about their expectations for achievement. b. The parents restrict the number of extracurricular activities that their children are allowed to participate in. c. The parents help their children with their homework. d. The parents communicate with school officials to be certain that their children are not placed in classes beyond their ability.

73.

The lack of enough material possessions or money to maintain an adequate quality of life best describes which of the following? a. Low SES b. Underclass c. Homeless d. Poverty

74.

Of the following, which is the most significant factor leading to homelessness? a. Member of cultural minority b. Non-native English speaker c. Poverty d. Working class

75.

The description “students who are in danger of failing to complete their education with a level of skills necessary to succeed in today’s society” best describes which of the following? a. Low-SES students b. Cultural minority students c. Students with ineffective learning styles d. Students at risk

Chapter 4: Learner Diversity

76. Which of the following best explains why educators prefer the term at risk to the term underachiever? a. The term underachiever suggests that an inherent deficiency exists in the character of the students. b. The term at risk has the political advantage of being able to solicit increased school funding. c. The term underachiever places an inappropriate emphasis on high grades and performance compared to others. d. The term at risk more nearly describes the long-term consequences of school failure. 77.

If they fit general patterns identified by research, which of the following are factors related to students at risk? 1. Female 2. Member of a cultural minority 3. Low SES 4. Non-native English speaker a. 1, 2, 3, 4

b. 1, 3, 4

c. 2, 3, 4

d. 3, 4

78.

Of the following, which most strongly contributes to the development of resilience? a. The nurturing of a caring adult. b. A variety of experiences in the preschool years. c. Positive identity with cultural attitudes and values. d. An instinctive desire to succeed.

79.

Of the following, which school practice is most likely to promote resilience? a. Uncompromising academic standards b. Clear and focused lectures c. Ability grouping in all grades d. Direct instruction practices

80.

Which of the following school characteristics is not related to student resiliency? a. High and uncompromising academic standards b. Strong personal bonds between teachers and students c. Extracurricular activities d. Emphasis on authoritarian discipline

81.

Which of the following is the most significant factor in promoting student resilience? a. The teacher-student relationship b. An authoritarian classroom management style c. An interactive teaching style d. Close communication with parents

Chapter 4: Learner Diversity

Higher-Level Items Use the following vignette for items 82 and 83. Jackie is a fifth grader at Landmark Elementary School—a school near an affluent neighborhood in a suburb of a major city. Jackie, who lives with her divorced mother—a high school dropout with a steady job as a $10/hour minimum wage housekeeper—has a limited experiential background. In a discussion of the “Old West,” for example, she asked what a saddle horn was, as Mrs. Markham talked about the western saddles the cowboys used. Also, she had never heard of the wild turkey, thinking of turkey as what we eat on Thanksgiving. However, Jackie “picks up” new ideas in class more quickly than most of her classmates, and she periodically asks questions atypical of fifth graders, such as, “Wouldn’t our country be better off if some of the money we spent on war materials was spent on educating poor people instead?” 82.

Based on the information in the case study, we would conclude that Jackie’s socioeconomic status is: a. lower class. b. working class. c. middle class. d. upper class.

83.

Based on information in the case study and research on school dropouts, if Jackie fits patterns typical for students with her background and socioeconomic status, which of the following is the most valid prediction? a. She is much less likely to drop out of school than is a typical classmate. b. She is slightly less likely to drop out than is atypical classmate. c. The likelihood of Jackie dropping out is about the same as that of a typical classmate. d. Jackie is more likely to drop out than is a typical classmate.

84.

Marcella’s mom graduated from high school, beauty school, and got a job in a salon. The two, Marcella and her mom, live in an apartment that they rent and make do with her mom’s $19,000 yearly salary. To which of the following socioeconomic classes does Marcella’s family belong? a. lower class. b. working class. c. middle class. d. upper class.

Chapter 4: Learner Diversity

85.

Jan Healy, a new teacher, is hired to teach in an urban school and wants to know what she should emphasize as she attempts to promote resilience in her students placed at risk. Which of the following is most important for her to emphasize? a. Allow the students to work individually, such as on worksheets and computer drilland-practice activities. b. Help students acquire understanding and skills using interactive teaching. c. Expect student apathy and boredom; be prepared to maintain high levels of classroom discipline. d. Decrease expectations to ensure that students will be successful.

86.

Gerry Giordano is teaching in a school with a large number of students placed at risk. Which of the following interventions is likely to be most effective for promoting resilience in his students? a. Increase the number of quizzes given, and provide detailed feedback for all items. b. Emphasize the importance of getting A’s and B’s, and praise the students for their high grades. c. Slightly relax the standards for classroom management and discipline, and tell the students you understand where they’re coming from. d. Give the students more opportunity to work individually and respond to written materials, such as worksheets.

Use the following information for items 87 and 88. Donna Keenan, Enita Barrett, Keith Van Nagel, and Joe Lynch all teach in an urban school with large numbers of students who are at risk. Donna works very hard with her students. She carefully explains each of her topics, and gives the students plenty of seat work to provide them with practice with the topics they’re studying. Enita attempts to provide her students with successful experiences, so she tells them exactly what will be on all of her homework and quizzes. She is careful to avoid exercises and quiz items that might be too hard for the students, and she emphasizes that once they have something memorized, they have it forever. Keith attempts to motivate his classes by using the most successful students as role models for the others. He posts the students’ scores for each quiz on the board and reminds the students that if they work hard, they could also have their name on the board. He says that learning to work on their own will help them learn self-discipline, so he has the students spend much of their class time on individual seat work. Joe starts his lessons with a question or problem taken from the school or neighborhoods around the school. He then uses questioning to guide his students into an understanding of the concept or skill he is trying to help is students develop. He gives the students a quiz each Thursday, and they discuss the quizzes in detail on Fridays.

Chapter 4: Learner Diversity

87.

If the students’ achievement in each class is consistent with patterns identified by research, the teacher who is most likely to be successful in in promoting resilience in his or her students is: a. Donna. b. Enita. c. Keith. d. Joe.

88.

If the students’ achievement in each class is consistent with patterns identified by research, the teacher who is least likely to be successful in promoting resilience is: a. Donna. b. Enita. c. Keith. d. Joe.

Essay Items 89.

Research in neuroscience indicates that children growing up in poverty have high levels of the stress hormone cortisol in their systems. Explain how the presence of cortisol impacts student learning and development.

Use the following vignette for items 90 and 91. Henry Martinez, whose native language is Spanish, is a fifth grader who came to Roni Davidson’s class a month after school began. As she did with any new student, Roni checked on Henry’s background, so she could try to better meet any special needs that he might have. She found that his parents were divorced shortly after they had immigrated to this country from the Philippines. Henry lives with his mother, who is transferred regularly in her job as a government liaison for minority federal programs. Henry has attended four different schools in the last 3 years. In a letter to the school, Mrs. Martinez expressed concern over the frequent moves, but said she couldn’t afford to give up her $40,000-a-year job. She also proudly pointed out that Henry was an all-star on his youth soccer team at the last school he attended. Henry speaks of her and his two younger sisters often, frequently citing examples of some of the fun things they do together on the weekends and the interesting stories his mother reads to them in the evenings. 90.

Consider the description of Henry Martinez. Identify two characteristics that tend to make Henry a student at risk.

91.

Now identify one characteristic for Henry that is unlike typical students at risk. The response should state that Henry comes from a middle class socioeconomic background. This is atypical for students at risk.

92.

Describe four suggestions you can apply for promoting resilience in your students, and provide an example of each.

Chapter 5: Learners with Exceptionalities

CHAPTER FIVE LEARNERS WITH EXCEPTIONALITIES Intelligence Knowledge-Level Items 1.

The statement “the ability to acquire and use knowledge, solve problems and reason in the abstract, and adapt to new situations in the environment” most closely relates to a description of: a. intelligence. b. learning style. c. field dependence/independence. d. achievement.

Which of the following factors has the greatest influence on intelligence test performance? a. Experience b. Gender c. Birth order d. Temperament

Which theorist suggests that intelligence consists of eight relatively independent factors? a. Binet b. Sternberg c. Gardner d. Guilford

Of the following, which best describes the difference between fluid intelligence and crystallized intelligence? a. Fluid intelligence is a single-trait theory of intelligence, whereas crystallized intelligence is a multiple-trait theory of intelligence. b. Fluid intelligence is culture independent, whereas crystallized intelligence is culture dependent. c. Fluid intelligence strongly depends on background experience, whereas crystallized intelligence doesn’t consider background experience. d. Fluid intelligence places primary emphasis on the environment, whereas crystallized intelligence places primary emphasis on heredity.

Using Gardner’s theory as a basis, which of the following would be most necessary for effective counselors? a. Logical-mathematical intelligence b. Linguistic intelligence c. Visual-spatial intelligence d. Interpersonal intelligence

Chapter 5: Learners with Exceptionalities

Which of the following would be Gardner’s primary criticism of existing intelligence tests? a. They are too difficult for most students. b. They are culturally biased against certain minorities. c. They are not developmentally appropriate. d. They ignore certain important dimensions.

Of the following, which is the primary criticism of Gardner’s theory of multiple intelligences? a. Evidence doesn’t exist to support the idea of multiple intelligences. b. Gardner’s theory fails to consider the role of a centralized working memory. c. Gardner’s theory fails to consider the role of experience in intelligence. d. Gardner’s theory fails to consider the role of personal learning style in intelligence.

Intelligent behavior has two important characteristics—the ability to cope effectively with novel experiences and the ability to solve problems efficiently and automatically. This best describes the views of which of the following people? a. Gardner b. Guilford c. Sternberg d. Binet

In his more recent work, Robert Sternberg emphasizes three distinct types of intelligence. These types include: a. artistic, functional, and evaluative. b. theoretical, conceptual, and functional. c. analytic, creative, and practical. d. analytical, functional, and evaluative.

10.

Which of the following would be Sternberg’s primary criticism of existing intelligence tests? a. They place too much emphasis on logical thinking. b. They ignore strategies for adapting to the environment. c. They de-emphasize essential facts that all students need to know. d. They disregard cultural differences among students.

11.

Which of the following is the most accurate statement of Sternberg’s view of intelligence? a. Intelligence is made up of fluid and crystallized abilities uninfluenced by school and culture. b. Schools should be sure that all students know factual information that is part of our day-to-day culture. c. The ability to function in the real world is an indicator of intelligent behavior. d. Nature is more important than nurture in shaping intelligence.

Chapter 5: Learners with Exceptionalities

12.

Consider the issue of “nature/nurture” in intelligence. Which of the following statements is most accurate according to researchers? a. Intelligence is determined primarily by genetics, and it is only minimally alterable by experience. b. Intelligence is determined primarily by the environment, with genetics having only a minimum impact. c. Genetics and the environment both make major contributions to intelligence. d. Intelligence is determined primarily by genetics when children are young (such as preschool age), but later the environment is much more important.

13.

Consider attempts to improve intelligence by providing enrichment experiences. According to researchers, which of the following is the most accurate statement? a. Attempts to improve intelligence have been largely unsuccessful. b. Attempts to improve intelligence have resulted in short-term improvement, but long-term effects on intelligence have been negligible. c. Attempts to improve intelligence have been reasonably successful with adults but not with school-aged or preschool children. d. Attempts to improve intelligence have been reasonably successful with adults, school-aged, and preschool children.

14.

Within-class ability grouping is most commonly used in which of the following? a. Reading b. Writing c. Social studies d. Science

15.

Of the following, which is the most accurate summary regarding teachers’ beliefs about ability grouping? a. Most elementary teachers endorse the Joplin plan. b. Most elementary teachers endorse the practice of ability grouping. c. Most elementary teachers feel that ability grouping hinders their instruction. d. Most elementary teachers argue that ability grouping hurts students’ self-esteem.

16.

Consider the effects on students of being labeled “intellectually slow” or “academically weak,” compared to students with similar characteristics who are not labeled. Which of the following is the most accurate statement according to research? a. Labeled students achieve higher than comparable peers because of the extra help they receive in special programs. b. Labeled students achieve about the same as comparable peers who have not been labeled. c. Labeled students achieve lower than comparable peers who have not been labeled.

Chapter 5: Learners with Exceptionalities

17.

Consider teachers’ reactions to students labeled “intellectually slow” or “academically weak,” compared to students with similar characteristics not so labeled. Based on research, which of the following is the most accurate statement? a. Because they’re identified, teachers’ provide more attention and support for labeled students than for comparable peers. b. Teachers provide less attention and support for labeled students than for comparable peers. c. Teachers provide about the same structure and support for labeled students and their comparable peers.

18.

Research indicates that ability grouping often has negative effects on students placed in low-ability groups, resulting in lower than expected achievement. Which of the following best explains these results? a. Organizing instruction is more difficult for low-ability students than it is for highability students, and as a result, achievement is lowered. b. Low-ability students are usually more fearful of their teachers, and as a result, achievement is lowered. c. Teachers tend to have lowered expectations for low-ability students, and as a result, their instructional efforts are lowered. d. Teachers of low-ability students tend to have less access to materials that enhance learning, and as a result, achievement is lowered.

19.

Consider the engagement rates of low- and high-ability groups. Based on research results, which of the following is most accurate? a. Low-ability students spend more time than high-ability students in on-task behaviors. b. Low-ability and high-ability students tend to spend about the same amount of time in task-related behaviors. c. Low-ability students tend to spend less time than do high-ability students in taskrelated behaviors.

20.

Placing middle and high school students in different curricula on the basis of aptitude and achievement, best describes which of the following? a. Between-class ability grouping b. Within-class ability grouping c. Cross-class ability grouping d. Tracking

21.

Which of the following is not a problem associated with ability grouping? a. Low-ability groups are stigmatized by peers as well as teachers. b. There is potential for placement in the wrong group. c. Placement in a group tends to be inflexible. d. Low-ability groups are often given work that is too difficult.

Chapter 5: Learners with Exceptionalities

22.

Which of the following are commonly expressed criticisms of ability grouping? 1. Within-class grouping creates logistical problems, because different lessons and assignments are required. 2. Improper placements occur, which tend to become permanent. 3. Members of low-ability groups are often stigmatized by being labeled as low achievers. 4. Grouping students by ability makes them less successful. a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 3, 4

c. 1, 3

23.

“Students’ approaches to learning, problem solving and processing information” best describes: a. intelligence. b. culture. c. socioeconomic status. d. learning style.

24.

From the perspective of learning styles, which of the following approaches is best described as viewing information being studied or the problems being solved as a means to understanding the content? a. Metacognitive approaches to processing information b. Deep approaches to processing information c. Surface approaches to processing information d. Developmental approaches to processing information

25.

From the perspective of learning styles, research indicates that performance goals are most closely associated with which of the following? a. Surface approaches to processing information b. Deep approaches to processing information a. Metacognitive approaches to processing information d. Developmental approaches to processing information

26.

Based on research, which of the following is the most valid implication of learning style research for the way we teach? a. We should be aware that students are different and vary the way we teach. b. We should try to match our instruction to the individual learning styles of our students. c. We should assess our students’ learning styles and group students according to the assessment results. d. We should try to do as much cooperative learning as possible, to capitalize on learning style differences.

Chapter 5: Learners with Exceptionalities

Higher-Level Items 27.

Stacy Drew uses a considerable amount of cooperative learning in her class. As often as possible, she also has her students both write about the topics they study and draw pictures of some aspect of the topic. Of the following theorists, whose work is she most nearly attempting to apply? a. Piaget b. Binet c. Gardner d. Sternberg

28.

We have all met people who seem to be very adept at getting along with other people, even though our perception is that they are only modestly “bright.” Which of the following provides the most valid explanation for this phenomenon? a. Socioeconomic factors strongly influence students’ school achievement and the likelihood of their success after the school years. b. Gardner’s theory of multiple intelligences suggests that the eight different intelligences he describes are relatively independent. c. Some people score high on the verbal component of intelligence tests, but low on performance components. d. Sternberg’s theory of intelligence emphasizes adaptive ability as an indicator of intelligent behavior.

29.

A teacher who is attempting to use Sternberg’s triarchic theory of intelligence as a basis for thinking about student ability would be most likely to do which of the following? a. Emphasize reading and math, even if it means slightly less emphasis on content areas, such as social studies, art, and music. b. Include more music, drama, and art into the curriculum. c. Use carefully prescribed ability grouping. d. Emphasize the real-world aspects of the topics being taught.

Use the following case study for items 30-32. Tony, a high school junior, has a somewhat difficult time in school compared to his peers, particularly with complex reading, math—and particularly word problems—as well as other areas that aren’t concrete and tangible. In spite of high motivation, he still struggles, and new situations and problems “throw him” more than they do his classmates. In order to succeed, he needs a lot of practice, and his approach is somewhat more “mechanical” than that of his peers. He comments, “I need to be able to ‘see it’ to understand it. Some of these ideas are just too abstract for me. Who cares about what would have happened if the Crusades had been more successful for Christianity? I can get it though, if I get enough practice.” When he gets frustrated, he retreats to his room, where he plays his guitar, and he has even done some of his own arrangements. Tony is also very skilled at working with people, and some of his peers turn to him as an arbitrator when clashes occur in club and other organizational meetings. 107 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 5: Learners with Exceptionalities

30.

If we were asked to assess Tony’s intelligence according to researchers’ and experts’ traditional conceptions of intelligence, which of the following is the most valid prediction? a. He will probably score lower on a test of intelligence than his typical peers. b. He will probably get a score on an intelligence test that is similar to that of his typical peers. c. He will probably score higher on an intelligence test than his typical peers. d. We don’t have enough evidence in the case study to assess his intelligence based on researchers’ traditional conceptions of intelligence.

31.

Consider Tony’s intelligence according to Gardner’s theory of intelligence. Based on information in the case study and Gardner’s work, which of the following statements is most valid? a. Tony would be described as low in intelligence according to each of Gardner’s dimensions of intelligence. b. Tony would be described as high in intelligence according to each of Gardner’s dimensions of intelligence. c. Tony would be described as high in intelligence for some of Gardner’s dimensions and unintelligent for the rest of the dimensions. d. Tony would be described as low in intelligence for some dimensions, high in intelligence for others, and information is lacking for the rest of the dimensions.

32.

Consider Tony’s intelligence according to Sternberg’s triarchic theory of intelligence. Based on the case study and Sternberg’s work, which of the following statements is most valid? a. He is probably a bit lower in intelligence than his peers. b. His intelligence is probably about similar to that of his peers. c. He is probably a bit higher in intelligence than his peers. d. His intelligence is much higher than his peers.

Use the following case study for items 33 and 34. Jackie is a fifth grader at Landmark Elementary School—a school near an affluent neighborhood in a suburb of a major city. Jackie, who lives with her divorced mother—a high school dropout with a steady job as a minimum wage housekeeper—has a very limited experiential background. In a discussion of the “Old West,” for example, she asked what a saddle horn was, as Mrs. Markham talked about the western saddles the cowboys used. Also, she had never heard of the wild turkey, thinking of turkey as what we eat on Thanksgiving. However, Jackie “picks up” new ideas in class more quickly than most of her classmates, and she periodically asks questions atypical of fifth graders, such as, “Wouldn’t our country be better off if some of the money we spent on war materials was spent on educating poor people instead?”

Chapter 5: Learners with Exceptionalities

33.

Based on the information in the case study, which of the following is the most valid prediction? a. Jackie will get a lower score than will her peers on some sections of traditional intelligence tests. b. Jackie will score about the same as typical fifth graders on all sections of intelligence tests. c. Jackie will score higher than typical fifth graders on all sections of intelligence tests. d. We can’t make any predictions about Jackie’s performance on an intelligence test based on the information in the case study.

34.

Based on the information in the case study and traditional conceptions of intelligence, which of the following is the best description? a. Jackie is lower in intelligence than most of her peers. b. Jackie’s intelligence is about comparable to that of her peers. c. Jackie is higher in intelligence than most of her peers. d. We don’t have enough evidence in the case study to assess Jackie’s intelligence.

Essay Items 35.

Describe the primary difference between traditional (psychometric) views of intelligence and views offered by researchers, such as Gardner and Sternberg.

36.

Describe four ways in which teachers can apply the research on ability grouping in their classrooms.

The Legal Basis for Working with Students Having Exceptionalities Knowledge-Level Items 37.

Public Law 94-142 is referred to as the: a. No Child Left Behind Act. b. Education for all Children: Birth to 21 Act. c. Individuals with Disabilities Education Act. d. Student Support Services for Success Act.

38.

The Individuals with Disabilities Education Act was passed in: a. 1955. b. 1975. c. 1995. d. 2005.

39.

Which of the following is not a provision under IDEA? a. Free and Appropriate Public Education b. Educate children in the least restrictive environment. c. Develop an individualized education program of study for each student. d. Provide extra before- and after-school assistance for all special needs learners. 109 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 5: Learners with Exceptionalities

40.

The guarantee of parents’ rights to be involved in identifying and placing their children in special programs, to access school records, and to obtain an independent evaluation if they are not satisfied with the one conducted by the school is referred to under IDEA as: a. legal aid. b. least restrictive environment. c. due process. d. individual education program.

41.

Which of the following is the most accurate description of the Individuals with Disabilities Education Act (IDEA)? a. Students with exceptionalities should be taught in as normal a school setting as possible that still meets the students’ special academic, social, and physical needs. b. Students with exceptionalities should be given as much extra academic assistance as necessary to accommodate their special learning needs and help them compete acceptably with non-exceptional students. c. Students with exceptionalities should be provided with the extra counseling services needed to help them maintain self-esteem and learn to cope with their physical, emotional, and academic exceptionalities. d. Students with exceptionalities must be taught by teachers with the special education and training needed to help these students reach their maximum potential.

42.

Three of the descriptions below are provisions that fall within amendments to IDEA. Which one is not a provision of these amendments? a. Reduce the special education paperwork burden by deleting short-term objectives and benchmarks from IEPs. b. Conduct instruction for non-native-English-speaking students with learning problems in their native languages. c. Create discipline provisions that allow districts to remove students who “inflict serious bodily injury” from the classroom to an alternative setting during the appeals process. d. Establish methods to reduce the number of students from culturally and linguistically diverse backgrounds who are inappropriately placed in special education.

43.

Of the following which is the most controversial provision of IDEA 2004, the third amendment to IDEA? a. The provision for allowing districts to remove students who may injure other students b. The provision for allowing veteran teachers to demonstrate their qualifications by means other than a test c. The provision that calls for including students with disabilities in accountability systems d. The provision for establishing methods to reduce the number of students from diverse backgrounds who are inappropriately placed in special education.

Chapter 5: Learners with Exceptionalities

44.

The process of placing students with exceptionalities in the school’s academic curriculum, extracurricular activities, and other experiences alongside students not having exceptionalities best describes which of the following? a. Inclusion b. Home-school placement c. Adaptive fit d. Natural proportions

45.

The process of designing instructional materials and activities to make content accessible to all learners best describes which of the following? a. Adaptive fit b. Inclusion c. Mainstreaming d. Universal design for learning

46.

The process of having general education teachers, special educators, outside services providers, and families work as a team to provide services for learners with exceptionalities best describes which of the following a. The home-school placement component of inclusion b. The restructuring teaching and learning component of inclusion. c. The age- and grade-appropriate placement component of inclusion d. The principle of natural proportions component of inclusion

47.

The process of educating all students in the grade they would be in if they didn’t have an exceptionality best describes which of the following? a. The home-school placement component of inclusion b. The restructuring teaching and learning component of inclusion c. The age- and grade-appropriate placement component of inclusion d. The provide multiple means of engagement principle of UDL

48.

The process of having learners with exceptionalities attend the same school they would have attended if they didn’t have an exceptionality best describes which of the following? a. The principle of natural proportions component of inclusion b. The home-school placement component of inclusion c. The provide multiple means of engagement principle of UDL d. The provide multiple means of representation principle of UDL

49.

The process of making content relevant to students’ lives, emphasizing choice and autonomy, when possible, and creating a learning environment that’s safe, orderly, and free of distractions best describes which of the following? a. The principle of natural proportions component of inclusion b. The provide multiple means of representation principle of UDL c. The age- and grade-appropriate placement component of inclusion d. The multiple means of engagement principle of UDL

Chapter 5: Learners with Exceptionalities

50.

Which of the following is a provision of inclusion? a. Students with special needs will be placed on a regular school campus. b. Students with special needs will be placed in separate school campus settings. c. Students with special needs will be given paraprofessionals for each of their classes. d. Students with special needs will be given free and available legal advice as needed.

51.

The design of buildings, environments, and products to ensure that all people can access the building or environment, or use the product best describes which of the following? a. Inclusion b. Access for exceptionalities c. Universal design d. Adaptive fit

52.

Of the following, which is the best description of an individualized education program (IEP)? a. A written statement describing the process of making content relevant to students’ lives and creating a learning environment that’s safe, orderly, and free of distractions b. A written statement that provides a framework for delivering a free and appropriate education to every eligible student with a disability best describes which of the following c. The process of designing instructional materials and activities to make content accessible to all learners d. The process of having general education teachers, special educators, outside services providers, and families work as a team to provide services for learners with exceptionalities

53.

The process of looking for differences between (1) intelligence- and achievement test performance, (2) intelligence-test scores and classroom achievement, or (3) subtests on either intelligence or achievement tests best describes which of the following in attempting to identify learners who may have exceptionalities. a. The discrepancy model of identification b. The response to intervention model of identification c. The inclusion model of identification d. The universal design for learning model of identification

54.

The process of first using instruction documented as effective for all students, then providing extra support when a learning problem surfaces, and then including intensive one-to-one help and perhaps a special needs assessment, in attempting to identify learners who may have exceptionalities best describes which of the following? a. The discrepancy model of identification b. The response to intervention model of identification c. The restructuring teaching and learning model of identification d. The universal design for learning model of identification

Chapter 5: Learners with Exceptionalities

Higher-Level Items Use the following case study to answer Items 55-59. Mr. Roberts’s observations of Hector Sanchez, one of his sixth graders, indicate that Hector may have a learning disability. Hector, a native-Spanish-speaking child who speaks hesitant English, is given a widely used and validated intelligence test in English by certified special education officials to diagnose his possible exceptionality. Because he scores low on the vocabulary section of the test compared to the other sections, he is diagnosed as having a learning disability. An IEP for Hector is prepared by Mr. Roberts and the exceptional student specialists in the school, and it is immediately implemented to help Hector as much as possible. Part of the IEP calls for Hector being placed in a resource reading program for one hour a day. (He is mainstreamed the rest of the day.) Hector’s mother meets with the school officials, learns about the IEP, and objects to the placement, saying, “There’s nothing wrong with my boy.” She requests Hector’s school records and test results. The school offers the name of a person who could do an independent evaluation of Hector but refuses to release their test results on the grounds of keeping the test administrator’s identity confidential. 55.

According to IDEA, the school’s refusal to release the records was: a. against the law because of the provision guaranteeing parental involvement. b. against the law because of the provision guaranteeing minority protection, since Hector is a cultural minority. c. within the law, since Hector was found to have a disability. It would have been against the law if no disability was found. d. within the law, since Hector was mainstreamed for most of the school day (only in a resource program for an hour a day).

56.

The school officials violated a specific provision of IDEA in their handling of Hector’s case. Of the following, the best description of the violation is: a. placing Hector in a resource reading program. b. officials’ offering the name of an independent evaluator. c. mainstreaming Hector for most of the day. d. giving Hector the test in English.

Chapter 5: Learners with Exceptionalities

57.

Consider the school officials’ use of an intelligence test as a basis for making their assessment of Hector. Based on IDEA, which of the following is the most accurate statement about using intelligence tests for placement in special programs? a. The use of intelligence tests is within the law if the tests are validated and widely used. b. The use of intelligence tests is against the law for purposes of making decisions about placement in special programs. c. The use of intelligence tests is within the law if they are supplemented by other measures, such as classroom performance. d. The use of intelligence tests is within the law if they are given by certified personnel.

58.

Consider the school officials’ offering of an independent evaluator to diagnose Hector’s possible exceptionality. Based on IDEA, which of the following is the most accurate statement? a. The offer was within the law. b. The offer is prohibited by the law. c. The law doesn’t speak to the offer of an independent evaluation.

59.

Consider the development and implementation of Hector’s IEP. Based on IDEA, which of the following is the most accurate statement? a. The development and implementation of the IEP were done according to the law. b. The development of the IEP was against the law, since Mr. Roberts—a regular teacher rather than a certified special education specialist—was involved in the process. c. The development and implementation of the IEP were against the law, since it called for Hector being removed from the general education classroom for part of the day. d. The development and implementation of the IEP were against the law, since Hector’s mother didn’t participate in its development.

60.

Ryan, a 4th grader, has severely impaired motor skills, so handwriting is very difficult for him. As an accommodation, he is provided with voice-recognition software as an alternative means of personal expression. Which of the following is best illustrated by this accommodation? a. The multiple means of action and expression principle of Universal Design for Learning b. The multiple means of representation principle of Universal Design for Learning c. The restructuring teaching and learning component of inclusion d. The multiple means of engagement principle of Universal Design for Learning

Chapter 5: Learners with Exceptionalities

61.

Tonya Allen, a general education teacher, has 24 students in her third grade class, 5 of whom are learners with exceptionalities. Upon further analysis, school officials then remove two of her students with exceptionalities, and place them in a different third grade class. With respect to the components of inclusion, which of the following is best illustrated by placing two of her students with exceptionalities in a different class? a. Home-school placement b. The principle of natural proportions c. Age- and grade-appropriate placements d. Restructuring teaching and learning

62.

Mrs. Morgan has found that Layla appears to be struggling in her class. She has provided Layla with extra-small group support, but Layla continues to struggle. She then provides Layla with one-to-one help, and also has her teaching assistant work with Layla. In spite of her efforts, Layla is still not keeping up with her classmates, so Mrs. Morgan initiates a referral with school leaders. Which of the following is best illustrated by the process Mrs. Morgan has followed? a. The multiple means of engagement principle of UDL b. The restructuring teaching and learning component of inclusion c. The discrepancy model of identifying students with exceptionalities d. The response-to-intervention model of identifying students with exceptionalities

Essay Items 63.

Describe and explain the five provisions of the Individuals with Disabilities Education Act.

64.

Describe and explain the four components of inclusion.

65.

Describe and explain the three principles on which Universal Design for Learning is grounded.

Exceptionalities and Learning Problems Knowledge-Level Items 66.

A general malfunction of mental, physical, or psychological processes is the definition of which of the following terms? a. Handicap b. Disability c. Disorder d. Dysfunction

Chapter 5: Learners with Exceptionalities

67.

A condition imposed on a person’s functioning that restricts the individual’s abilities is the definition of which of the following terms? a. Handicap b. Disability c. Disorder d. Dysfunction

68.

If your class is consistent with the typical patterns in the school population, as a “regular” classroom teacher, you can expect about what percentage of your students to receive special education services? a. 3% b. 13% c. 23% d. 33%

69.

If you have students with exceptionalities in your classes, into which of the following categories are they most likely to fall? a. Students with visual impairments b. Students with intellectual disability c. Students with learning disabilities d. Students with behavioral disorders

70.

Approximately what proportion of learners with exceptionalities are diagnosed as having learning disabilities? a. About 1 of 10 b. About 1 of 5 c. More than a fourth d. More than a third

71.

Students who display brain-based difficulties in reading, writing, math, organization, focus, listening comprehension, social skills, motor skills or a combination of these are best described as displaying which of the following? a. Learning disabilities b. Intellectual disabilities c. Emotional and behavior disorders d. Disorders on the autism spectrum

72.

Of the following, which is the best description of students with attentiondeficit/hyperactivity disorder (ADHD)? a. Students who display serious and persistent age-inappropriate behaviors that result in social conflict and personal unhappiness b. Students who are impulsive, have difficulties maintaining attention, and have an inordinate need for supervision c. Students who have significant limitations both in intellectual functioning and in adaptive behavior d. Students who have difficulty with reading, writing, reasoning, listening, or math 116 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 5: Learners with Exceptionalities

73.

A cluster of problems characterized by communication deficits and impaired social relationships and skills best describes which of the following? a. Specific learning disabilities b. Intellectual disabilities c. Autism spectrum disorders d. Emotional and behavior disorders

74.

According to the American Association on Intellectual and Developmental Disabilities, which of the following is the best description of intellectual disabilities? a. Subaverage general intellectual functioning b. Impairment in ability to adapt to the requirements of the everyday world c. Subaverage general intellectual functioning and impairment in ability to adapt to the requirements of the everyday world d. Subaverage general intellectual functioning or impairment in ability to adapt to the requirements of the everyday world

75.

Adaptive behavior consists of which of the following? 1. Conceptual skills, such as concepts of time and number and basic literacy 2. Practical skills, such as personal and health care, use of money, schedules and routines, and basic safety. 3. Basic physical skills, such as the ability to walk on a balance beam and skip rope 4. Social skills, such as basic interpersonal skills, social awareness and social problem solving a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 2, 3

d. 1, 2, 4

76.

Which of the following statements is the most accurate description of students who have emotional and behavior disorders? a. Serious and persistent age-inappropriate behaviors that result in social conflict and personal unhappiness b. Persistent inattention and hyperactivity often associated with difficulty in a single skill area, such as reading c. Persistent classroom management problems often leading to or resulting from school failure d. Persistent impairment in ability to adapt to the requirements of the everyday world, often associated with low self-esteem

77.

Which of the following are characteristic of an externalizing behavior disorder? 1. Uncooperativeness 2. Social withdrawal 3. Hyperactivity 4. Defiance a. 1, 2, 3, 4

b. 1, 3, 4

c. 1, 2, 4

d. 1, 4

Chapter 5: Learners with Exceptionalities

78.

Which of the following are characteristic of an internalizing behavior disorder? 1. Anxiety 2. Guilt 3. Depression 4. Hostility a. 1, 2, 3, 4

b. 2, 3, 4

c. 1, 2, 3

d. 1, 3

79.

Although estimates vary, which of the following is the best estimate of the percentage of children ages 3–21 served under IDEA are diagnosed with this emotional and behavior disorders? a. About 5% b. About 10% c. About 15% d. About 20%

80.

Which of the following are indicators of potential suicide? 1. An abrupt decline in the quality of schoolwork 2. Comments about the glory of an afterlife 3. Withdrawal from friends and school activities 4. Neglect of personal appearance and personality changes a. 1, 2, 3, 4

b. 1, 2, 3

c. 1, 3, 4,

d. 2, 3, 4

81.

A condition characterized by alternative episodes of depressive and manic states is best described as: a. a learning disability. b. bipolar disorder. c. autism spectrum disorder. d. emotional disorder.

82.

Another term used for speech disorders is: a. expressive disorders. b. receptive disorders. c. language disorders. d. learning disorders.

83.

Approximately what percentage of the total population has some sort of vision loss? a. 10 b. 20 c. 30 d. 40

Chapter 5: Learners with Exceptionalities

84.

Which of the following is not an instructional adaptation that researchers suggest for students with hearing disabilities? a. Frequently checking for understanding b. Increased self-regulatory journaling c. Incorporating more hands-on experiences d. Orienting yourself so students can see your face.

Higher-Level Items 85.

Jennifer was born hearing impaired, which was diagnosed when she was an infant. She has been wearing a hearing aid since she was 2 years old, and her hearing impairment hasn’t affected her school achievement. Of the following, which best describes Jennifer’s condition? a. She has a handicap. b. She has a disability and a handicap. c. She has disability but not a handicap. d. She has neither a disability nor a handicap.

86.

Adam’s score on the WISC-III (an individualized intelligence test) is above average, but he tends to be disorganized and often fails to complete assignments. He also sometimes reverses words, such as reading was when the word is actually saw, and he frequently loses his place when he reads. Of the following, which is his most likely learning problem? a. A learning disability b. Mild intellectual disability c. Attention deficit/ hyperactivity disorder d. A behavior disorder

Use the following vignette to answer Items 87 and 88. Mark has a learning disability in math. He is the only student with a learning disability in Mrs. Radecki’s third-grade class. In an effort to help Mark (and the rest of the class), Mrs. Radecki strongly encourages the class to be "strategic" in memorizing their multiplication facts. She comments, "Now we all know the twos, threes, and fours. All the fives either end in a five or a zero. So take a minute each morning, and have your mom or dad review the twos, threes, and fours, and then spend five more minutes going over the sixes and sevens. Tomorrow, I’ll tell you how to practice on the eights and nines." She then sends a letter home with the students describing what she wants the parents to do in working with their children.

Chapter 5: Learners with Exceptionalities

87.

Which of the following is the most assessment of Mrs. Radeki’s actions? a. Mrs. Radecki’s approach will be effective with Mark but it will be ineffective with the rest of the class. b. Mrs. Radecki’s approach will be effective with both Mark and with the rest of the class. c. Mrs. Radecki’s approach will be ineffective with Mark but it will be effective with the rest of the class. d. Mrs. Radecki’s approach will be relatively ineffective with both Mark and the rest of the class.

88.

Suppose Mrs. Radecki encourages the students to learn their multiplication facts but doesn’t offer a "strategy." Which of the following is the most accurate assessment of this action? a. Out of necessity, Mark would probably develop some strategies on his own, while the rest of the class would not. b. Both Mark and the rest of the class would likely develop some strategies on their own. c. Neither Mark nor the rest of the class would be likely to develop strategies on their own. d. The rest of the class would be likely to develop some strategic behaviors on their own, while Mark would not.

89.

Donna and John are two students in your second-grade class. If they are consistent with patterns identified by research, which of the following is the most accurate statement? a. Donna and John are about equally likely to be diagnosed as having ADHD (attention-deficit/hyperactivity disorder). b. Donna is slightly more likely than John to be diagnosed as having ADHD. c. John is slightly more likely than Donna to be diagnosed as having ADHD. d. John is much (three to four times) more likely than Donna to be diagnosed as having ADHD.

90.

You notice that Krista, one of your students, rarely finishes her homework. In class, you notice that she is often squirming in her seat and looking around the room while you’re talking, and she sometimes "drifts off" even when you’re speaking directly to her. Concerned, you check her records and talk to her previous teachers. You see that she was given the WISC-III (an individualized intelligence test), and her score was slightly above average. Her other teachers comment that the patterns you’ve observed existed in their classes as well. Based on this information, which of the following most accurately describes the patterns you’ve observed in Krista’s behavior? a. She is mildly intellectually handicapped. b. She is behaviorally disordered. c. She has a communication disorder. d. She has an attention-deficit/hyperactivity disorder.

Chapter 5: Learners with Exceptionalities

91.

Rodney, a new student in your school, is described as having a mild intellectual disability and he is in your class. If he fits the characteristics for this description, which of the following is the most accurate statement? a. His intellectual functioning will be about average, but he will have difficulty with a particular basic skill, such as reading, and his IEP will focus on extra assistance in this area. b. While his intellectual functioning will be about average, he will have trouble functioning effectively in the general education classroom, and his IEP will focus on helping him develop basic social skills. c. His intellectual functioning will be significantly limited, and his IEP will focus on his mastering basic academic skills—reading, writing, and math. d. His intellectual functioning will be limited, and his IEP will focus both on basic academic skills—reading, writing, and math—as well as the skills needed to function in society.

92.

Tony is a shy fifth grader who is very reluctant to speak in class even when called on by the teacher. He seems somewhat withdrawn, and his mother, in a concerned phone call to Mrs. Stoddard, Tony’s teacher, said Tony often describes himself as “sad.” His grades are quite low. However, Tony always obeys the classroom rules and rarely has any conflicts with his classmates. Based on this information, the best description of Tony’s characteristics is that: a. he has an emotional and behavior disorder. b. he has an attention-deficit/hyperactivity disorder. c. he has a learning disability. d. he has a communication disorder.

93.

Tristan gets into frequent scuffles with his classmates but doesn’t seem to be aware that he is often hurtful and behaves in socially unacceptable ways. He struggles with his studies but can handle them if provided with enough structure. When he becomes frustrated, he will be disruptive and doesn’t consider the feelings of his classmates. His teacher often places him in timeout because he is unable to follow classroom rules. Which of the following is Tristan’s most likely problem? a. He has a learning disability. b. He has an attention-deficit/hyperactivity disorder. c. He is mildly intellectually handicapped. d. He has an emotional and behavior disorder.

Chapter 5: Learners with Exceptionalities

94.

In a class of 30 students is Almaro Gonzalez, a Cuban-American boy, whose parents make a combined income of $48,000 per year; Sonja Jackson, an African American student, whose mother is an administrative assistant and whose father is an electronics technician, who make a combined income of $55,000 a year; Walter Johnson, an African American student whose parents are divorced and whose mother is a janitor making $25,000 a year, and Christopher Montecino, a Mexican-American boy whose parents make a combined income of $50,000 as language specialists. If this class is consistent with statistical patterns identified by research, the student least likely to be classified as having an exceptionality would be: a. Almaro. b. Sonja. c. Walter. d. Christopher.

95.

You have a student in your class who has been diagnosed with bipolar disorder. If he fits patterns identified by research, which of the following is most likely? a. He will also have a learning disability in reading and writing. b. He will also have a learning disability in math. c. He will also have attention-deficit/hyperactivity disorder. d. He will also be mildly intellectually handicapped.

Use the following information for items 96 and 97. 96.

Erin has trouble with communication, and her language is underdeveloped. She insists on doing basic activities, such as the way she starts writing on her paper, in exactly the same way every time. She also hangs her coat inside out on the hanger in the classroom every day. Of the following, Erin’s behavior most nearly suggests which of the following? a. A learning disability b. Mild intellectual disability c. Autism spectrum disorder d. Bipolar disorder

97.

As Erin’s teacher, which of the following is the most important initial adaptation that you can make to best meet her needs? a. Do as much cooperative learning as possible to help her develop her communication abilities. b. Develop a set of routines to make the classroom environment as predictable as possible. c. Work with her one-on-one to help her develop her language. d. Have an older student work with her in a peer-tutoring situation.

Chapter 5: Learners with Exceptionalities

98.

You notice that Maya, one of your second graders, rarely speaks, even on the playground when she is with other children. In fact, rather than speaking, she will often use a gesture. Her behavior suggests that she might have: a. a language disorder. b. a learning disability. c. bipolar disorder. c. autism spectrum disorder.

99.

Gitana, a girl in your first-grade classroom, often says a “b” sound in place of an “l” sound. Which of the following is the most valid conclusion about Gitana’s disability? a. She has a hearing loss. b. She has an a fluency disorder. c. She has a voice disorder. d. She has an articulation order.

100. Kyra, one of your students, seems to be attentive in class, but she continues to ask about the directions you’ve given, even when you have written them on the board. You also notice that she tends to be less attentive when you work problems or exercises on the chalkboard. Based on this information, which of the following is the best possible explanation for Kyra’s behavior? a. She is behaviorally disordered. b. She has ADHD. c. She has a learning disability. d. She has a visual impairment. 101. Sophie, one of your students, has a visual disability. You have seated her at the front of the room, and she has a magnifying aid that she uses for her reading. Which of the following should you be careful to avoid in working with Sophie? a. Having her work with other students, where her disability will be obvious b. Doing things for her that she can, with training, do alone c. Having her participate in outside activities where she could fall and get hurt d. Having her participate in learning activities where she might be unsuccessful 102. Keon, one of your students, seems confused when you are giving directions or explanations (he frowns and looks puzzled) but seems much more certain when you write the information on the chalkboard. He is also quite reluctant to participate in question-andanswer activities in class, although his reading and writing are at least average. Based on this information, which of the following is the best explanation for Keon’s behavior? a. He is hearing impaired. b. He is mildly intellectually handicapped. c. He has a learning disability d. He has ADHD.

Chapter 5: Learners with Exceptionalities

Essay Items 103. Explain why special educators use people-first language when discussing learners with exceptionalities. 104. Define disability and handicap. Provide an example that illustrates how they are different. 105. Describe the controversy related to the over- or under-representation of members of cultural minorities in special education. Students Who Are Gifted and Talented Knowledge-Level Items 106. Which of the following characteristics is most likely to be found in students who are gifted and talented? a. High personal standards for achievement b. Low motivation for challenging tasks c. Decreased social skills d. Increased emotional disorders 107. Louis Terman and his colleagues found several characteristics of people who were gifted. Which of the following is not one of those characteristics? a. The gifted people were healthier than were their peers. b. The gifted people were more likely to be loners than were their peers. c. The gifted people’s language skills were more developed than were the skills of their peers. d. The gifted people were better able to work independently than were their peers. 108. Which of the following is a myth surrounding gifted and talented students? a. Gifted and talented students learn abstract ideas more quickly than their peers. b. Gifted and talented students have better memories than their peers. c. The language skills of gifted and talented students is more advanced than their peers. d. Gifted and talented students don’t have the social and emotional needs typical of their peers.

Chapter 5: Learners with Exceptionalities

Higher-Level Items 109. Based on characteristics of students who are gifted and talented, which of the following students is least likely to be gifted? a. When Josh, a second grader, reads a narrative story that he has written, his characters are complex, and he uses similes and other vivid language in his descriptions. b. Audrey enjoys being alone, but she is healthy, well adjusted, and enjoys doing difficult Sudoku puzzles. c. Jim, a third grader, periodically makes comments in class that are not typical for a student his age, such as, d. Angela, a fourth grader, has well-developed self-regulation skills and good study strategies. She always goes in her room after evening meal and does her homework without having to be reminded by her parents, and she gets excellent grades. 110. John, a White student, and Dario, a Hispanic student in Mrs. Stevens fifth-grade class, both do high-quality schoolwork. John, in fact, is a model student. He follows directions, his work is extremely neat, and he is never a management problem. Dario, although a bit sloppy in some of his homework, has a great imagination, and often offers a perspective that the other students don’t think of in discussing problems and issues. He can be slightly disruptive, although not a serious management problem. John and Dario scored similarly on achievement tests in the fourth grade. Based on this information, if Mrs. Stevens’s class is consistent with patterns identified by research, which of the following is most likely? a. John is more likely to be identified as gifted than is Dario. b. Dario is more likely to be identified as gifted than is John. c. John and Dario are equally likely to be identified as gifted. d. Neither John nor Dario is likely to be identified as gifted, since we have no evidence that either has taken an intelligence test. 111. Programs for the gifted often focus on acceleration. Which of the following is the best example of an acceleration program? a. Learning centers in science for first graders b. Dual-enrollment courses in high school c. Academic competitions, such as math competitions between schools d. Independent studies where teachers work with students one-on-one Essay Item 112. Describe the two most common programs for gifted and talented students. Provide an example of each.

Chapter 5: Learners with Exceptionalities

Teachers’ Responsibilities in Inclusive Classrooms Knowledge-Level Items 113. General education classroom teachers have three important responsibilities in working with students who have exceptionalities. Which of the following is not one of those responsibilities? a. Collaborating with special education professionals to best meet the needs of learners with exceptionalities b. Specifying the number of learners with exceptionalities who will be in their classes c. Modifying their instruction to best meet the needs of students with exceptionalities in their classes d. Promoting social integration and development of learners with exceptionalities 114. Before a student with a possible learning problem is referred for a special education evaluation, the general education classroom teacher is expected to: a. analyze the problem and try alternative instructional strategies. b. check the student’s records for evidence of previous problems, referrals, or evaluations. c. form a prereferral team to evaluate the problem. d. plan testing strategies to solve the problem. 115. Three of the following choices are involved in the process of identifying students who may have exceptionalities. Which one is not part of that process? a. Assessing students’ performance in specific areas of the curriculum b. Documenting learning problems and attempts to solve them c. Assessing the extent to which students can perform everyday school tasks, such as completing assignments d. Implementing classroom management plans for students with behavior disorders 116. Of the following, which best describes students with exceptionalities with respect to their self-regulatory skills? a. Learners with exceptionalities have generally well-developed self-regulatory skills, largely as strategies they use to accommodate their disabilities. b. Learners with exceptionalities have poorly developed self-regulatory skills, and they are usually pulled out of regular education classes in an effort to help compensate for the lack of these skills. c. Learners with exceptionalities have poorly developed self-regulatory skills, but with patience and support they can acquire these skills. d. Learners with exceptionalities have poorly developed self-regulatory skills, and it is unlikely that they can develop these skills, so alternative steps to support their learning should be used.

Chapter 5: Learners with Exceptionalities

117. With respect to instruction that is effective for students with exceptionalities, which of the following statements is most accurate? a. Effective instruction for students with exceptionalities requires more seatwork than instruction that is effective with other students. b. Effective instruction for students with exceptionalities needs to be one-on-one, whereas effective instruction for other students can be conducted in both large and small groups. c. Effective instruction for students with exceptionalities involves avoiding calling on these students to prevent their exceptionality from being exposed to other students. d. Classroom management and instruction approaches that are effective with students having exceptionalities tend to be the same ones that are effective with other students. 118. Three of the following are effective teaching strategies for working with students having exceptionalities. Which not an effective strategy? a. Modeling solutions to problems and assignments b. Teaching in small steps and providing detailed feedback on assessments c. Putting students with exceptionalities in the same group when doing groupwork activities d. Calling on students with exceptionalities as often as you call on other students during learning activities 119. Which of the following statements best describes effective instruction for students with exceptionalities? a. With extra support such as one-on-one help, instruction that is effective with students in general is also effective with students having exceptionalities. b. Instruction that is effective with students in general is also effective with students having exceptionalities if a special education specialist is in the room to supervise the instruction. c. Instruction that is effective with students in general is also effective with students having exceptionalities, and students are expected to adapt their learning strategies so they can succeed. d. Effective instruction for learners with exceptionalities is different from effective instruction in general, and teachers need special training to learn how to conduct this instruction.

Chapter 5: Learners with Exceptionalities

120. Three of the following choices are adaptations that research indicates are effective for working with students having exceptionalities. Which one is not considered to be an effective adaptation? a. Carefully model solutions to problems and other assignments. b. Teach in small steps, and provide detailed feedback on homework. c. Teach learning strategies, such as outlining, summarizing, and self-questioning. d. Avoid calling on students with exceptionalities to prevent possible embarrassment. 121. Students with exceptionalities sometimes lack the social skills needed to interact effectively with their classmates. Which of the following is likely to be the most effective way to help them initially acquire these skills? a. Praise them, and provide other rewards when they display acceptable behaviors. b. Use accepted forms of punishment, such as timeout, when they fail to display the skills. c. Call parents, and solicit the parents’ help when the students fail to behave in acceptable ways. d. Model social skills for students, and coach them as they practice the skills. Higher-Level Items 122. Which of the following best describes the likelihood of you, as a regular education teacher, having students with exceptionalities in your classes? a. It is somewhat unlikely unless you teach in a school with large numbers of lowincome students. b. It is somewhat likely if you teach in an urban school, but unlikely if you teach in a suburban school. c. It is highly likely if you teach in an urban school, but unlikely if you teach in a suburban or a rural school. d. It is a virtual certainty regardless of whether you teach in an urban, a suburban, or a rural school. 123. Because of his uneven academic performance in your class, you suspect that Justin, one of your students, has a learning disability. Of the following, which is the first step you should take in attempting to get additional help for him? a. You must first report your findings to the exceptional student specialists in your school. Once you have filed your report, your responsibility has been met. b. You must first report your findings to the exceptional student specialists in your school, and if diagnosis confirms an exceptionality, Justin will be removed from your classroom and placed in a special class. You will be expected to accommodate his needs the best you can until he is removed. c. You must first report your findings to the exceptional student specialists in your school. If diagnosis confirms an exceptionality, you will be expected to accommodate your instruction to meet Justin’s needs as effectively as possible. d. You must first describe the problem including how it is affecting Justin’s academic performance, strategies you’ve tried to solve it, and how well the strategies have worked. 128 Copyright © 2020, 2016, 2013 Pearson Education, Inc. All Rights Reserved

Chapter 5: Learners with Exceptionalities

124. Which of the following is the most accurate illustration of curriculum-based assessment? a. In order to help in making the decision about whether or not to place Kelly in a resource class for exceptional students, she is given an individualized intelligence test. b. In an effort to assess Ron’s reading comprehension, he is given a test that consists of a series of paragraphs in which he is asked to find the main idea. c. In an effort to assess Jeff’s understanding of science concepts, Mrs. Grimm goes to Jeff’s records and looks at his Stanford Achievement Test results in science. d. Suspecting that P.J. may have a vision problem, he is given a vision screening test by a county health official. 125. Don has had a problem with staying on task, completing assignments, using effective learning strategies, and controlling the impulse to shout out in the middle of his teacher’s explanations. He finally overcomes these issues, however, and now his achievement is quite high. Which of the following is the best explanation for Don’s behaviors? a. Don initially lacked self-regulation. b. Don has an intellectual disability. c. Don was misclassified as a student with an exceptionality. d. Don has an externalizing behavior disorder. Use the following information for items 126 and 127. Four teachers each have learners with exceptionalities in their classrooms, and each is attempting to adapt instruction to best meet the students’ needs. Mr. Robinson works hard to help his students learn study strategies, such as outlining, highlighting descriptions of examples in the information his students read, summarizing, and self-questioning. Mrs. Lake goes over each math homework assignment with her students and gives the students feedback on problems that are frequently missed. After completing learning activities, Mrs. Weber gives her students a seatwork assignment, and then works with her students having exceptionalities in a small group to help them complete the seatwork assignment. Mr. Edwards is careful to no call on his students with exceptionalities when he is conducting learning activities because he is concerned about damaging their self-esteem if they are embarrassed when they’re unable to answer. 126. The teacher who is most effective in adapting instruction to meet the needs of his or her students with exceptionalities is: a. Mr. Robinson. b. Mrs. Lake. c. Mrs. Weber. d. Mr. Edwards

Chapter 5: Learners with Exceptionalities

127. The teacher who is least effective in adapting instruction to meet the needs of his or her students with exceptionalities is: a. Mr. Robinson. b. Mrs. Lake. c. Mrs. Weber. d. Mr. Edwards 128. Morton, a student in Mr. Mussi’s secondary social studies class has a learning disability in writing. Writing is a critical component of his class plan. Which of the following is not an adaptation that experts would consider desirable for Morton? a. He might decide to keep writing assignments for Morton to a minimum. b. He might provide Morton with additional time to write. c. He might allow Morton to type on a computer as opposed to handwriting assignments. d. He might allow Morton to dictate his “writing” into a tape recorder. Items 129 and 130 are related. 129. Greg, one of your students, has been diagnosed as having an exceptionality. If your class is typical of patterns identified by research, which of the following is the best description of your other students’ attitudes toward Greg? a. The other students are unlikely to notice that Greg has an exceptionality. b. The other students will know that Greg has an exceptionality, but this knowledge won’t impact their behavior one way or the other. c. The other students will know that Greg has an exceptionality, and they will react negatively to him. d. The other students will know that Greg has an exceptionality, and they will react sympathetically to him, treating him with compassion. 130. If Greg’s confidence and self-esteem are typical of patterns for students with exceptionalities as identified by research, which of the following is the most likely description? a. Greg will be virtually unaware of his exceptionality and will behave as a typical fifth grader. b. Greg will be aware of his exceptionality, but it won’t significantly impact his confidence and self-esteem one way or the other. c. In an effort to compensate for his exceptionality, Greg’s confidence and self-esteem are likely to be slightly higher than that of average students in his class but lower than the brightest students in his class. d. Greg will be aware of his exceptionality, and his confidence and self-esteem are likely to be adversely affected by the negative attitudes of his peers.

Chapter 5: Learners with Exceptionalities

131. Tommy, one of your students, stutters. His exceptionality has been identified, and he works with a speech therapist twice a week. Which of the following is the most important responsibility you have in working with Tommy? a. Model behaviors indicating that Tommy is an integral part of the class and should be accepted as such. b. Avoid ever calling on Tommy for fear of embarrassing him in case he will be unable to form the words for the answer. c. Avoid any discussion of students with exceptionalities to prevent attention being focused on Tommy’s speech problem. d. Be sure that verbal interaction in the class is limited to prevent Tommy from being put at a disadvantage. 132. Promoting the social integration and development of students with exceptionalities is an important role for the general education classroom teacher. Which of the following is likely to be the most important strategy for promoting social integration of students with exceptionalities? a. Avoid any discussion of exceptionalities in your classroom, and behave as if all students are very similar. b. Openly discuss and provide information about exceptionalities, and remind students that learners with exceptionalities want to have friends and be accepted just as everyone does. c. Identify and quickly reprimand any student who mistreats a student with an exceptionality, and use this student as an example of unacceptable behavior in your classroom. d. During cooperative learning activities, place your students with exceptionalities together, so they will feel comfortable in offering their ideas in the group activity. 133. You have six students with exceptionalities in your class of 24. You are designing a cooperative learning activity, and you want to break your class into groups of four. Of the following, which is the most desirable way to place your students with exceptionalities in the groups? a. Place one student with an exceptionality into each of the six groups. b. Place two students with exceptionalities into three of the groups, and organize the other three groups as you normally would. c. Place three students with exceptionalities into two groups, and organize the other four groups as you normally would. d. Since you are trying to treat your students with exceptionalities the way you would treat any other student, don’t consider exceptionalities when organizing your groups.

Chapter 5: Learners with Exceptionalities

Essay Items 134. You almost certainly will have learners with exceptionalities in you class or classes. You are responsible for collaborating with other professionals to best meet the needs of these students, and you are also responsible for adapting your instruction when they are mainstreamed into your class. There is a third important responsibility that you have to each of these students. Identify this responsibility, and give a specific, classroom example of how you would meet the responsibility. 135. Explain how effective teaching for students with exceptionalities compares to effective teaching for students at risk. 136. Collaborating with other professionals is one of general education teachers’ responsibilities in working with students having exceptionalities. Describe five different forms in which this collaboration can take place.

Chapter 6: Behaviorism and Social Cognitive Theory

CHAPTER SIX BEHAVIORISM AND SOCIAL COGNITIVE THEORY Behaviorist Views of Learning Knowledge-Level Items 1.

Which of the following is the most valid description of learning from a behaviorist point of view? a. Sensations paired together enough times that they become associated b. Increases in behavior as a result of anticipating desirable consequences c. Changes in behavior as a result of observing similar behaviors in others d. Changes in observable behavior occurring as a result of experience

Which of the following statements is most consistent with a behaviorist theoretical orientation? a. Learners construct their own understanding. b. People strive for equilibrium. c. Learning is contextual. d. Learning is observable.

Of the following, which is most critical to the educator who subscribes to a behaviorist view of learning? a. Observable behavior b. Effective modeling c. Thought processes d. Appropriate emotions

Classical Conditioning Knowledge-Level Items 4.

Classical conditioning most nearly focuses on: a. involuntary responses. b. practiced behavior. c. skilled movements. d. thought processes.

In classical conditioning, the event that causes an instinctive or reflexive physiological or emotional response is referred to as the: a. unconditioned response. b. unconditioned stimulus. c. conditioned stimulus. d. conditioned response.