EDUC 210 EXAM QUESTIONS
WITH CORRECT DETAILED
ANSWERS
Myths of examples - 1. using an example helps people multitask
2. examples make the topic interesting
3. making the material relatable or interesting automatically leads to learning
Surface details - often irrelevent for solving the problem
Structural details - typically about the important processes and properties that are
relevant for solving the problem.
situational interest - temporary interest generated by a situation
individual interest - an enduring characteristic of a person that causes them to positively
respond towards a topic and actively seek it out
seductive details - both interesting and irrelevent, but remembered
what actually is focus - selective attention
Myths of focus - 1. ability to focus is inborn: some people have it, some people don't
2. the best way to improve focus on real world tasks is to avoid distractions by finding a
quiet area with nothing to distract you
3. I can still focus, even with my cell phone
4. Getting distracted and letting your mind wander isn't a big deal
Myths of testing - 1. testing only rewards test taking skills and doesn't actually help
students learn
2. testing promotes teaching to the test
3. Testing doesn't actually measure learning
4. There are two types of students: bad test takers and good test takers
5. Testing causes undue anxiety and distress that is harmful to students
Cue - anything that triggers a memory, which is a target
Memory - doesnt actually help us remember the past, but helps predict the future
retrieval - process of rebuilding a memory in order to call information to mind
, interleaving - when students switch between ideas during a study session
test validity - extent to which a test accurately measures what it is supposed to measure
Piaget's first stage of cognitive development - Sensory Motor Stage (0-3)
Cognitive Markers for 1st Stage - object permanence- Piaget thought that kids lacked
this, but train experiment proved it to be false
differed imitation- piaget is right about this one- the kids imitate later
Piagets second stage - pre-operational stage (3-6)
Cognitive markers for second stage - symbolism- something that represents something
else (language and counting is a symbol system)
egocentrism- you can't take the perspective of another person, they cant empathize-
you can't empathize with everyone you need to have shared experiences and kids don't
have a lot of those
animism- piaget said this was a problem- giving living qualities to non- living objects
lack of conservation- kids will fail test but thats because of the way that adults present
the test
Piagets third stage - concrete operational stage- ages 6-12
Cognitive markers for third stage - class inclusion- ability to recognize things that can
belong in multiple categories simultaneously
mental seriation- ability to mentally arrange items along a quantifiable dimension
ability to conserve- they don't fail the conservation test
Piagets 4th stage - Formal- operational stage- ages 12+
Cognitive markers for fourth stage - hypothetical deductive reasoning- if a then b, if b
then c, then a then c- be able to work out without actually having to see it happen
inductive reasoning- making predictions through past events, often correct- bad
reasoning
abstract thought- language referring to an idea rather than an object
5 reasons Piaget's theory is wrong - 1) Theres no stages- development is continuous
2) routinely underestimated children's cognitive development
3) his explanation for why children do things was systematically wrong
4) systematically underestimated role that experience and culture play in development
5) he equated competence with performance
Neuron - Dendrites-cell body- nucleus- myelin sheath- axon terminal- axon- synaptic
vesticles- neurotransmitter
WITH CORRECT DETAILED
ANSWERS
Myths of examples - 1. using an example helps people multitask
2. examples make the topic interesting
3. making the material relatable or interesting automatically leads to learning
Surface details - often irrelevent for solving the problem
Structural details - typically about the important processes and properties that are
relevant for solving the problem.
situational interest - temporary interest generated by a situation
individual interest - an enduring characteristic of a person that causes them to positively
respond towards a topic and actively seek it out
seductive details - both interesting and irrelevent, but remembered
what actually is focus - selective attention
Myths of focus - 1. ability to focus is inborn: some people have it, some people don't
2. the best way to improve focus on real world tasks is to avoid distractions by finding a
quiet area with nothing to distract you
3. I can still focus, even with my cell phone
4. Getting distracted and letting your mind wander isn't a big deal
Myths of testing - 1. testing only rewards test taking skills and doesn't actually help
students learn
2. testing promotes teaching to the test
3. Testing doesn't actually measure learning
4. There are two types of students: bad test takers and good test takers
5. Testing causes undue anxiety and distress that is harmful to students
Cue - anything that triggers a memory, which is a target
Memory - doesnt actually help us remember the past, but helps predict the future
retrieval - process of rebuilding a memory in order to call information to mind
, interleaving - when students switch between ideas during a study session
test validity - extent to which a test accurately measures what it is supposed to measure
Piaget's first stage of cognitive development - Sensory Motor Stage (0-3)
Cognitive Markers for 1st Stage - object permanence- Piaget thought that kids lacked
this, but train experiment proved it to be false
differed imitation- piaget is right about this one- the kids imitate later
Piagets second stage - pre-operational stage (3-6)
Cognitive markers for second stage - symbolism- something that represents something
else (language and counting is a symbol system)
egocentrism- you can't take the perspective of another person, they cant empathize-
you can't empathize with everyone you need to have shared experiences and kids don't
have a lot of those
animism- piaget said this was a problem- giving living qualities to non- living objects
lack of conservation- kids will fail test but thats because of the way that adults present
the test
Piagets third stage - concrete operational stage- ages 6-12
Cognitive markers for third stage - class inclusion- ability to recognize things that can
belong in multiple categories simultaneously
mental seriation- ability to mentally arrange items along a quantifiable dimension
ability to conserve- they don't fail the conservation test
Piagets 4th stage - Formal- operational stage- ages 12+
Cognitive markers for fourth stage - hypothetical deductive reasoning- if a then b, if b
then c, then a then c- be able to work out without actually having to see it happen
inductive reasoning- making predictions through past events, often correct- bad
reasoning
abstract thought- language referring to an idea rather than an object
5 reasons Piaget's theory is wrong - 1) Theres no stages- development is continuous
2) routinely underestimated children's cognitive development
3) his explanation for why children do things was systematically wrong
4) systematically underestimated role that experience and culture play in development
5) he equated competence with performance
Neuron - Dendrites-cell body- nucleus- myelin sheath- axon terminal- axon- synaptic
vesticles- neurotransmitter
