D664 learners and learning science practice
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test WGU exam with correct answers
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Which |component |of |the |learning |process |involves |transforming |sensory |input |into |a |usable |form? |- |
correct |answer | |Encoding
Which |term |refers |to |holding |processed |information |for |later |use? |- |correct |answer | |Storage
Which |part |of |learning |involves |receiving |information |about |performance? |- |correct |answer | |Feedback
Which |component |of |the |learning |process |involves |accessing |information |that |is |being |held? |- |correct |
answer | |Retrieval
Which |part |of |learning |involves |understanding |one's |own |thought |processes? |- |correct |answer | |
Metacognition
Which |strategy |for |learning |refers |to |intentionally |remembering |stored |information? |- |correct |answer |
|Retrieval |Practice
What |is |the |strategy |of |learning |that |involves |covering |multiple |types |of |problems |during |one |study |
session? |- |correct |answer | |Interleaving
Students |quiz |each |other |on |important |concepts |to |prepare |for |an |upcoming |exam.Which |strategy |is |
being |demonstrated |by |the |actions |in |this |scenario? |- |correct |answer | |Retrieval |practice
Instead |of |cramming |before |an |exam, |a |student |prepares |by |studying |for |30 |minutes |each |morning |
Which |strategy |is |being |demonstrated |by |the |actions |in |this |scenario? |- |correct |answer | |Spacing
, A |teacher |designs |the |task |for |a |lesson |opener |so |that |students |have |to |use |the |concepts |they |know |
in |a |new |way. |This |presents |just |the |right |amount |of |challenge.What |is |the |strategy |being |used |by |
this |teacher? |- |correct |answer | |Desirable |difficulty
Which |activity |is |enabled |by |executive |function? |- |correct |answer | |Managing |time |effectively
What |is |the |concept |from |neuroscience |that |contradicts |the |myth |of |multitasking? |- |correct |answer | |
Limited |brain |capacity
Which |concept |from |neuroscience |is |used |to |refute |the |myth |of |normality? |- |correct |answer | |
Cognitive |styles
Which |evidence |is |used |to |disprove |the |myth |of |the |brain |as |a |computer? |- |correct |answer | |
Embodied |mind
What |is |one |appropriate |strategy |to |fight |the |common |myth |of |cramming? |- |correct |answer | |
Encouraging |consistent |study |habits
Which |strategy |should |a |teacher |use |to |counteract |the |common |myth |of |normality? |- |correct |answer |
|Using |varied |instructional |methods
A |teacher |wants |to |counteract |the |common |myth |of |cognitive |rigidity. |Which |strategy |should |the |
teacher |use? |- |correct |answer | |Helping |students |face |challenges |with |enthusiasm
A |teacher |wants |to |counteract |the |common |myth |of |the |brain |as |a |computer.Which |strategy |should |
this |teacher |use? |- |correct |answer | |Incorporating |physical |activities |into |learning
Which |result |directly |contradicts |the |myth |of |cramming? |- |correct |answer | |The |brain |needs |time |to |
combine |information |and |process |it.
Which |result |serves |as |proof |that |multitasking |is |not |a |beneficial |learning |habit? |- |correct |answer | |
Impaired |decision-making |abilities
| | | | | |
test WGU exam with correct answers
| | | | |
Which |component |of |the |learning |process |involves |transforming |sensory |input |into |a |usable |form? |- |
correct |answer | |Encoding
Which |term |refers |to |holding |processed |information |for |later |use? |- |correct |answer | |Storage
Which |part |of |learning |involves |receiving |information |about |performance? |- |correct |answer | |Feedback
Which |component |of |the |learning |process |involves |accessing |information |that |is |being |held? |- |correct |
answer | |Retrieval
Which |part |of |learning |involves |understanding |one's |own |thought |processes? |- |correct |answer | |
Metacognition
Which |strategy |for |learning |refers |to |intentionally |remembering |stored |information? |- |correct |answer |
|Retrieval |Practice
What |is |the |strategy |of |learning |that |involves |covering |multiple |types |of |problems |during |one |study |
session? |- |correct |answer | |Interleaving
Students |quiz |each |other |on |important |concepts |to |prepare |for |an |upcoming |exam.Which |strategy |is |
being |demonstrated |by |the |actions |in |this |scenario? |- |correct |answer | |Retrieval |practice
Instead |of |cramming |before |an |exam, |a |student |prepares |by |studying |for |30 |minutes |each |morning |
Which |strategy |is |being |demonstrated |by |the |actions |in |this |scenario? |- |correct |answer | |Spacing
, A |teacher |designs |the |task |for |a |lesson |opener |so |that |students |have |to |use |the |concepts |they |know |
in |a |new |way. |This |presents |just |the |right |amount |of |challenge.What |is |the |strategy |being |used |by |
this |teacher? |- |correct |answer | |Desirable |difficulty
Which |activity |is |enabled |by |executive |function? |- |correct |answer | |Managing |time |effectively
What |is |the |concept |from |neuroscience |that |contradicts |the |myth |of |multitasking? |- |correct |answer | |
Limited |brain |capacity
Which |concept |from |neuroscience |is |used |to |refute |the |myth |of |normality? |- |correct |answer | |
Cognitive |styles
Which |evidence |is |used |to |disprove |the |myth |of |the |brain |as |a |computer? |- |correct |answer | |
Embodied |mind
What |is |one |appropriate |strategy |to |fight |the |common |myth |of |cramming? |- |correct |answer | |
Encouraging |consistent |study |habits
Which |strategy |should |a |teacher |use |to |counteract |the |common |myth |of |normality? |- |correct |answer |
|Using |varied |instructional |methods
A |teacher |wants |to |counteract |the |common |myth |of |cognitive |rigidity. |Which |strategy |should |the |
teacher |use? |- |correct |answer | |Helping |students |face |challenges |with |enthusiasm
A |teacher |wants |to |counteract |the |common |myth |of |the |brain |as |a |computer.Which |strategy |should |
this |teacher |use? |- |correct |answer | |Incorporating |physical |activities |into |learning
Which |result |directly |contradicts |the |myth |of |cramming? |- |correct |answer | |The |brain |needs |time |to |
combine |information |and |process |it.
Which |result |serves |as |proof |that |multitasking |is |not |a |beneficial |learning |habit? |- |correct |answer | |
Impaired |decision-making |abilities
