ANSWER KEY
for
Educational Psychology: Developing
Learners, 10th edition
D,
Author (s): Jeanne Ellis Ormrod, Eric M. Anderman
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B.
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ST
UV
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, Answer Keys
ANSWER KEY for Chapter 1
Multiple-Choice Questions
1. d 9. b 17. d 25. c 33. b
D,
2. c 10. d 18. d 26. d 34. a
3. d 11. b 19. a 27. c 35. a
HU
4. a 12. c 20. c 28. a 36. b
5. c 13. a 21. d 29. b 37. a
6. c 14 a 22. b 30. c 38. a
7. b 15. c 23. c 31. a 39. d
B.
8. c 16. a 24. d 32. b
_.
Essay Questions
ST
40. Answers to the separate parts of the question are as follows:
a. It is a correlational study because it investigates the extent to which two
variables, abuse and school performance, are associated.
b. The conclusion is not justified. Hard-and-fast conclusions about cause–and–
UV
effect relationships cannot be drawn from correlational studies.
41. Dr. Carey’s conclusion is not warranted because he has failed to control for
other possible explanations for the differences in test scores (class sizes,
educational levels of the students’ parents, etc.
IA
42. Responses will vary. Look for a clear area of focus, a reasonable data collection
plan for a classroom setting, an analysis plan, and distinct actions that students
would take as a result of engaging in the action research process.
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, ANSWER KEY for Chapter 2
Multiple-Choice Questions
1. b 21. a 41. c 61. d 81. b
2. c 22. d 42. a 62. d 82. d
3. a 23. b 43. b 63. d 83. b
4. b 24. d 44. b 64. a 84. c
D,
5. a 25. d 45. a 65. c
6. a 26. b 46. c 66. b
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7. d 27. c 47. d 67. a
8. d 28. a 48. a 68. a
9. a 29. d 49. d 69. c
10. b 30. d 50. b 70. b
B.
11. c 31. b 51. b 71. a
12. c 32. d 52. a 72. d
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13. c 33. c 53. c 73. b
14. a 34. d 54. d 74. a
ST
15. d 35. a 55. c 75. c
16. c 36. b 56. a 76. a
17. c 37. d 57. b 77. b
UV
18. b 38. d 58. c 78. b
19. c 39. b 59. c 79. c
20. a 40. a 60. b 80. a
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Essay Questions
?
85. Although the two hemispheres tend to have different strengths (e.g., the left
?
hemisphere specializes in language and logical thinking, the right hemisphere in
visual and spatial tasks), they constantly collaborate in day-to-day tasks. Even
very simple tasks (e.g., recognizing an object) recruit numerous areas of the
cortex.
86. Answers to the separate parts of the question are as follows:
, a. Conservation is the recognition that if nothing is added or taken away, an
amount stays the same regardless of alterations in shape or arrangement.
b. The student’s response might describe conservation of liquid (e.g., the water-
glasses task), conservation of number (e.g., the pennies task), conservation of
weight (e.g., the balls-of-clay task), or any other conservation task with
which the student is familiar. Responses of preoperational children reflect a
lack of conservation (e.g., “One has more”), whereas those of concrete
operational children reflect an awareness that amounts are still the same.
c. There are a number of possible responses to this question; following are two
D,
examples. (1) In mathematics, conservation of number is essential for an
understanding of numbers; children must realize that “4 is 4 is 4,” no matter
how the four items are arranged. (2) In science, students studying the concept
HU
of weight must understand that weight stays the same regardless of physical
transformations; for example, gas expands when heated, but it still weighs the
same as it did before.
87. Mr. Davis is assuming that his students can formulate multiple hypotheses about
a particular situation and can separate and control variables to test those
B.
hypotheses. According to Piaget, these are abilities that emerge in formal
operations. However, Mr. Davis’s students, being about eight or nine years old,
are probably still in concrete operations.
_.
88. Students’ responses to this item are likely to vary considerably. A response
should list three implications derived either from Piaget’s general assumptions
ST
or from characteristics of the stage in which the age group is likely to be in.
Each implication should be described in both general, abstract terms, and as one
or more specific, concrete teaching practices.
UV
89. Answers to the separate parts of the question are as follows:
a. The zone of proximal development is the range of tasks that a child can do
only with the assistance of a more competent individual. Scaffolding is the
structure that the more competent individual provides to help a child perform
a difficult task successfully; this structure is gradually removed over time as
IA
the child becomes more skillful. The response should include a concrete
example of each of these concepts.
b. Students’ responses will vary considerably depending on the grade level,
topic, and specific form of scaffolding they choose. A response should
?
identify a topic or skill that most students at the grade level identified would
find challenging but not impossible. It should include both an appropriate
?
form of scaffolding (see the bulleted list in the section “Scaffolding” for
possibilities) and a description of how the scaffolding is gradually removed
over time.
90. Students’ responses are likely to vary considerably. However, they should
include reference to at least three of the following ideas:
for
Educational Psychology: Developing
Learners, 10th edition
D,
Author (s): Jeanne Ellis Ormrod, Eric M. Anderman
HU
B.
_.
ST
UV
IA
??
, Answer Keys
ANSWER KEY for Chapter 1
Multiple-Choice Questions
1. d 9. b 17. d 25. c 33. b
D,
2. c 10. d 18. d 26. d 34. a
3. d 11. b 19. a 27. c 35. a
HU
4. a 12. c 20. c 28. a 36. b
5. c 13. a 21. d 29. b 37. a
6. c 14 a 22. b 30. c 38. a
7. b 15. c 23. c 31. a 39. d
B.
8. c 16. a 24. d 32. b
_.
Essay Questions
ST
40. Answers to the separate parts of the question are as follows:
a. It is a correlational study because it investigates the extent to which two
variables, abuse and school performance, are associated.
b. The conclusion is not justified. Hard-and-fast conclusions about cause–and–
UV
effect relationships cannot be drawn from correlational studies.
41. Dr. Carey’s conclusion is not warranted because he has failed to control for
other possible explanations for the differences in test scores (class sizes,
educational levels of the students’ parents, etc.
IA
42. Responses will vary. Look for a clear area of focus, a reasonable data collection
plan for a classroom setting, an analysis plan, and distinct actions that students
would take as a result of engaging in the action research process.
? ?
, ANSWER KEY for Chapter 2
Multiple-Choice Questions
1. b 21. a 41. c 61. d 81. b
2. c 22. d 42. a 62. d 82. d
3. a 23. b 43. b 63. d 83. b
4. b 24. d 44. b 64. a 84. c
D,
5. a 25. d 45. a 65. c
6. a 26. b 46. c 66. b
HU
7. d 27. c 47. d 67. a
8. d 28. a 48. a 68. a
9. a 29. d 49. d 69. c
10. b 30. d 50. b 70. b
B.
11. c 31. b 51. b 71. a
12. c 32. d 52. a 72. d
_.
13. c 33. c 53. c 73. b
14. a 34. d 54. d 74. a
ST
15. d 35. a 55. c 75. c
16. c 36. b 56. a 76. a
17. c 37. d 57. b 77. b
UV
18. b 38. d 58. c 78. b
19. c 39. b 59. c 79. c
20. a 40. a 60. b 80. a
IA
Essay Questions
?
85. Although the two hemispheres tend to have different strengths (e.g., the left
?
hemisphere specializes in language and logical thinking, the right hemisphere in
visual and spatial tasks), they constantly collaborate in day-to-day tasks. Even
very simple tasks (e.g., recognizing an object) recruit numerous areas of the
cortex.
86. Answers to the separate parts of the question are as follows:
, a. Conservation is the recognition that if nothing is added or taken away, an
amount stays the same regardless of alterations in shape or arrangement.
b. The student’s response might describe conservation of liquid (e.g., the water-
glasses task), conservation of number (e.g., the pennies task), conservation of
weight (e.g., the balls-of-clay task), or any other conservation task with
which the student is familiar. Responses of preoperational children reflect a
lack of conservation (e.g., “One has more”), whereas those of concrete
operational children reflect an awareness that amounts are still the same.
c. There are a number of possible responses to this question; following are two
D,
examples. (1) In mathematics, conservation of number is essential for an
understanding of numbers; children must realize that “4 is 4 is 4,” no matter
how the four items are arranged. (2) In science, students studying the concept
HU
of weight must understand that weight stays the same regardless of physical
transformations; for example, gas expands when heated, but it still weighs the
same as it did before.
87. Mr. Davis is assuming that his students can formulate multiple hypotheses about
a particular situation and can separate and control variables to test those
B.
hypotheses. According to Piaget, these are abilities that emerge in formal
operations. However, Mr. Davis’s students, being about eight or nine years old,
are probably still in concrete operations.
_.
88. Students’ responses to this item are likely to vary considerably. A response
should list three implications derived either from Piaget’s general assumptions
ST
or from characteristics of the stage in which the age group is likely to be in.
Each implication should be described in both general, abstract terms, and as one
or more specific, concrete teaching practices.
UV
89. Answers to the separate parts of the question are as follows:
a. The zone of proximal development is the range of tasks that a child can do
only with the assistance of a more competent individual. Scaffolding is the
structure that the more competent individual provides to help a child perform
a difficult task successfully; this structure is gradually removed over time as
IA
the child becomes more skillful. The response should include a concrete
example of each of these concepts.
b. Students’ responses will vary considerably depending on the grade level,
topic, and specific form of scaffolding they choose. A response should
?
identify a topic or skill that most students at the grade level identified would
find challenging but not impossible. It should include both an appropriate
?
form of scaffolding (see the bulleted list in the section “Scaffolding” for
possibilities) and a description of how the scaffolding is gradually removed
over time.
90. Students’ responses are likely to vary considerably. However, they should
include reference to at least three of the following ideas:
