D664 Test exam with precise detailed
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answers
Which |part |of |learning |involves |processing |information |from |sensory |input? |- |correct |answer | |
Encoding
Which |task |is |associated |with |executive |function? |- |correct |answer | |Regulating |Emotions
Which |teaching |strategy |is |used |to |fight |the |common |myth |of |multitasking? |- |correct |answer | |
Assigning |dedicated |time |to |each |activity
What |is |one |appropriate |strategy |to |fight |the |common |myth |of |normality? |- |correct |answer | |
Embracing |variety |and |individual |differences
Which |teaching |strategy |is |used |to |fight |the |common |myth |of |cognitive |rigidity? |- |correct |answer | |
Encouraging |students |to |have |a |growth |mindset
Which |teaching |strategy |is |used |to |fight |the |common |myth |of |the |brain |as |a |computer? |- |correct |
answer | |Embracing |the |embodied |mind |perspective
Which |result |serves |as |proof |that |multitasking |is |not |as |beneficial |learning |habit? |- |correct |answer | |
Impaired |cognitive |functioning
Which |instructional |activity |in |a |high |school |class |aligns |with |Vygotsky's |view |of |development |- |
correct |answer | |Allowing |students |to |discuss |new |ideas |in |groups |of |peers
A |teacher |is |working |with |a |two |year |old |who |is |in |Erikson's |"autonomy |VS |shame |and |doubt" |stage |
of |development. |Which |strategy |should |the |teacher |implement |for |day-to-day |interactions |based |on |
this |stage |of |development |- |correct |answer | |Encouraging |the |independent |performance |of |tasks
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answers
Which |part |of |learning |involves |processing |information |from |sensory |input? |- |correct |answer | |
Encoding
Which |task |is |associated |with |executive |function? |- |correct |answer | |Regulating |Emotions
Which |teaching |strategy |is |used |to |fight |the |common |myth |of |multitasking? |- |correct |answer | |
Assigning |dedicated |time |to |each |activity
What |is |one |appropriate |strategy |to |fight |the |common |myth |of |normality? |- |correct |answer | |
Embracing |variety |and |individual |differences
Which |teaching |strategy |is |used |to |fight |the |common |myth |of |cognitive |rigidity? |- |correct |answer | |
Encouraging |students |to |have |a |growth |mindset
Which |teaching |strategy |is |used |to |fight |the |common |myth |of |the |brain |as |a |computer? |- |correct |
answer | |Embracing |the |embodied |mind |perspective
Which |result |serves |as |proof |that |multitasking |is |not |as |beneficial |learning |habit? |- |correct |answer | |
Impaired |cognitive |functioning
Which |instructional |activity |in |a |high |school |class |aligns |with |Vygotsky's |view |of |development |- |
correct |answer | |Allowing |students |to |discuss |new |ideas |in |groups |of |peers
A |teacher |is |working |with |a |two |year |old |who |is |in |Erikson's |"autonomy |VS |shame |and |doubt" |stage |
of |development. |Which |strategy |should |the |teacher |implement |for |day-to-day |interactions |based |on |
this |stage |of |development |- |correct |answer | |Encouraging |the |independent |performance |of |tasks
