D664 WGU QUESTIONS WITH
VERIFIED ANSWERS
Encoding - ANSWERSProcess that involves transforming sensory input into useable
information
Storage - ANSWERSHolds processed information for later use.
Feedback - ANSWERSReceiving information about performance.
Retrieval - ANSWERSAccessing information that is being held.
Metacognition - ANSWERSUnderstanding own thought process
Retrieval practices - ANSWERSIntentionally remembering stored information
Interleaving - ANSWERScovering multiple types of problems during ONE study session-
like getting multiple flavors of ice cream in one cup.
Retrieval Practices - ANSWERSStudents quiz one another on important concepts to
prepare for an exam.
Spacing - ANSWERSStudying 30 to 45 minutes every morning.
Desired difficulty - ANSWERSDesigning task for a lesson opener so students have to
use the concepts they already know in a new way. "Right amount of challenge."
Managing time effectively - ANSWERSExecutive function. Think of it as your jobs
executer- expects what? Your time being managed effectively.
Limited brain capacity - ANSWERSConcept from neuroscience that CONTRICDICTS
the myth of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star,
ribbon, garland, ornaments all on at one time.
Cognitive styles - ANSWERSRefute the myth of normality.
Example:
Different cognitive styles offer unique advantages depending on the situation. For
example, someone with a more visual cognitive style might excel in spatial reasoning,
while an individual with a more analytical style might excel in complex problem-solving.
, Embodied mind - ANSWERSdisprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
Encourage consistent study habits - ANSWERSAn appropriate strategy to fight the myth
of cramming.
Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller
bites of food, will not choke you.
Varied instructional methods - ANSWERSStrategy teacher can use to counteract the
common myth of normality
Example: No one learns the same.
Help students face challenges with enthusiasm - ANSWERSA teacher wants to
counteract the myth of cognitive rigidity.
Incorporating physical activity in learning - ANSWERSCounteract the myth of the brain
as a computer.
The brain can not do physical activities.
The brain needs time to combine information and process it. - ANSWERSContradict the
myth of cramming.
Impaired decision-making abilities - ANSWERSProof that multitasking is not a beneficial
learning habit.
Oversimplifies the brains complexity - ANSWERSMyth of the brain as a computer falls
short.
Provides students with opportunities to have a group discussion. - ANSWERSA high
school class uses Vygotsky's theory of development.
Create a safe and loving enviorment to explore. - ANSWERS2 year old class room
teacher uses Erickson's "trust vs. mistrust" What strategy should the teacher use for day
to day interaction for this stage of development?
Offer constructive feedback - ANSWERSErickson's "autonomy vs. shame and doubt"
stage. What strategy should the teacher implement for day-to-day interaction?
Providing opportunities to make choices and lead activities - ANSWERSErickson's
"initiative vs. guilt" development.
VERIFIED ANSWERS
Encoding - ANSWERSProcess that involves transforming sensory input into useable
information
Storage - ANSWERSHolds processed information for later use.
Feedback - ANSWERSReceiving information about performance.
Retrieval - ANSWERSAccessing information that is being held.
Metacognition - ANSWERSUnderstanding own thought process
Retrieval practices - ANSWERSIntentionally remembering stored information
Interleaving - ANSWERScovering multiple types of problems during ONE study session-
like getting multiple flavors of ice cream in one cup.
Retrieval Practices - ANSWERSStudents quiz one another on important concepts to
prepare for an exam.
Spacing - ANSWERSStudying 30 to 45 minutes every morning.
Desired difficulty - ANSWERSDesigning task for a lesson opener so students have to
use the concepts they already know in a new way. "Right amount of challenge."
Managing time effectively - ANSWERSExecutive function. Think of it as your jobs
executer- expects what? Your time being managed effectively.
Limited brain capacity - ANSWERSConcept from neuroscience that CONTRICDICTS
the myth of multitasking..
Think about decorating a tree, you are at limited capacity . You can NOT put star,
ribbon, garland, ornaments all on at one time.
Cognitive styles - ANSWERSRefute the myth of normality.
Example:
Different cognitive styles offer unique advantages depending on the situation. For
example, someone with a more visual cognitive style might excel in spatial reasoning,
while an individual with a more analytical style might excel in complex problem-solving.
, Embodied mind - ANSWERSdisprove the myth of the brain as a computer.
Example:
Brain is connected to BODY and BODY influences. emBODied mind.
Encourage consistent study habits - ANSWERSAn appropriate strategy to fight the myth
of cramming.
Example:
Filling/Cramming mouth full of food can result in chocking. Taking consistent smaller
bites of food, will not choke you.
Varied instructional methods - ANSWERSStrategy teacher can use to counteract the
common myth of normality
Example: No one learns the same.
Help students face challenges with enthusiasm - ANSWERSA teacher wants to
counteract the myth of cognitive rigidity.
Incorporating physical activity in learning - ANSWERSCounteract the myth of the brain
as a computer.
The brain can not do physical activities.
The brain needs time to combine information and process it. - ANSWERSContradict the
myth of cramming.
Impaired decision-making abilities - ANSWERSProof that multitasking is not a beneficial
learning habit.
Oversimplifies the brains complexity - ANSWERSMyth of the brain as a computer falls
short.
Provides students with opportunities to have a group discussion. - ANSWERSA high
school class uses Vygotsky's theory of development.
Create a safe and loving enviorment to explore. - ANSWERS2 year old class room
teacher uses Erickson's "trust vs. mistrust" What strategy should the teacher use for day
to day interaction for this stage of development?
Offer constructive feedback - ANSWERSErickson's "autonomy vs. shame and doubt"
stage. What strategy should the teacher implement for day-to-day interaction?
Providing opportunities to make choices and lead activities - ANSWERSErickson's
"initiative vs. guilt" development.
