CONTENTS
Overview of Test Items iv
Chapter 1 Teaching and Educational Psychology 1
Chapter 2 Cognitive and Linguistic Development 12
Chapter 3 Personal and Social Development 35
Chapter 4 Group Differences 58
Chapter 5 Individual Differences and Special Educational Needs 71
S
Chapter 6 Learning, Cognition, and Memory 97
Chapter 7 Complex Cognitive Processes 124
D
Chapter 8 Learning and Cognition in Context 143
AN
Chapter 9 Behaviorist Views of Learning 157
Chapter 10 Social Cognitive Views of Learning 182
Chapter 11 Motivation and Affect 200
SH
Chapter 12 Instructional Strategies 226
Chapter 13 Creating a Productive Learning Environment 248
ES
Chapter 14 Classroom Assessment Strategies that Promote 263
Learning
Chapter 15 Summarizing Students’ Achievements and Abilities 292
C
Chapters 1-15 Multi-Chapter Questions 288
C
Appendix A Describing Associations with Correlation Coefficients 315
Appendix B Determining Reliability and Predictive Validity 317
SU
Answer Key 319
iii
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
,OVERVIEW OF TEST ITEMS
This test bank provides multiple-choice and essay questions for Chapters 1–15 and
Appendices A and B of the textbook. It also includes a set of multi-chapter items that
encompass material from two or more textbook chapters simultaneously.
The items have been developed with numerous possible instructional objectives in mind.
They are categorized to reflect one of two difficulty levels. Level 1 Items, designated by
a single dot (•) in the left margin, are lower-level questions that assess knowledge or
comprehension of material presented in the text. Level 2 Items, designated by double
dots (••) in the left margin, are higher-level questions that assess application or analysis
of material presented in the text.
S
Please consider the objectives and goals you have for your course and select items that
best match those objectives and goals. The cognitive processes students employ in
D
studying academic subject matter depend, in part, on the ways in which they expect to be
assessed. If they know they will need to apply concepts and principles to actual
AN
classroom situations, they will be more likely to think about applications as they study for
their exams—and such elaborative, application-oriented cognitive processing should
almost certainly enable them to make better use of educational psychology in the years to
come.
SH
Multiple Choice Questions
Each multiple-choice question has only one correct answer. Students sometimes like to
have an opportunity to defend the alternatives they choose. You may want to consider
ES
allowing them to write “defenses” on the back of the exam or answer sheet; in our
experience, this procedure minimizes the extent to which students try to make after-the-
fact arguments for incorrect choices.
C
Essay Questions
Some essay questions are relatively structured; others are more open-ended. You may
C
want to provide additional structure for responses—for example, by specifying minimum
or maximum response lengths or describing your grading criteria. You may want to tell
SU
students that you will not read between the lines: They must present a logical train of
thought and be precise in their statements. For many students, such logic and precision
are skills that take time to develop.
Guidelines for Scoring Tests
Scoring criteria are provided for each item. Scoring responses to the multiple-choice
questions should be relatively simple. If you allow students to defend their choices in the
margins, you will have some subjective judgments to make about the appropriateness of
their reasoning behind what are otherwise incorrect choices. Scoring responses to the
essay questions will naturally be more difficult and time-consuming, but the scoring
criteria for each question should help you score them consistently and reliably.
iv
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
, Chapter 1
TEACHING AND EDUCATIONAL PSYCHOLOGY
CHAPTER OUTCOMES RELEVANT TEST BANK ITEMS
1.1 Reflect on and evaluate some of your existing
knowledge and beliefs about human learning and Multiple Choice 1–3
effective instructional practices.
1.2 Use effective strategies when you read and study. Multiple Choice 4–6
S
D
1.3 Develop a long-term plan for gaining expertise as a Multiple Choice 7–11
teacher
AN
1.4 Draw appropriate conclusions from various kinds of Multiple Choice 12–36
research studies Essays 40 - 41
SH
1.5 Describe several strategies for collecting information Multiple Choice 37-39
about your own students. Essay 42
ES
C
C
SU
1
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
, Multiple Choice Questions
• 1. Considering the research findings described in the textbook, only one of the
following is a true statement. Which one is true?
a. Repeating something over and over is usually the most effective way to
learn it.
b. Girls have a noticeable advantage over boys on verbal tasks.
c. For optimal performance, students should never feel the least bit anxious in
the classroom.
d. Students often study differently for different kinds of classroom
assessments.
S
• 2. Considering the research findings described in the textbook, only one of the
following is a true statement. Which one is true?
D
a. Most experts discourage teachers from having children tutor one another.
b. Mathematics is almost exclusively a left-brain activity; music is largely a
AN
right-brain activity.
c. Students who see a classmate rewarded for doing something may engage in
the same behavior themselves.
d. Students are usually the best judges of what they do and do not know.
SH
• 3. Which of the following best explains how college students should gain
knowledge about teaching and learning?
a. Use common sense and logic.
ES
b. Reflect on their own experiences in classrooms.
c. Rely on textbooks like this one.
d. Use credible and consistently replicated research findings.
C
• 4. The textbook offers several suggestions for studying a textbook effectively.
Which one of the following is not necessarily recommended?
C
a. Take detailed notes on the book’s content.
SU
b. Draw inferences from the things you read.
c. Relate new ideas to things you already know.
d. Occasionally stop and check to make sure you understand.
•• 5. Qidi is studying for an upcoming exam in this course. She is struggling to
remember the concept of elaboration, so she searches the Internet for a video of
students using the practice in action. What studying strategy is Qidi using?
a. Qidi is drawing inferences from what she read.
b. Qidi is relating a new idea to something that she already knows.
c. Qidi is making the concept concrete.
d. Qidi is pausing to check her understanding.
2
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
Overview of Test Items iv
Chapter 1 Teaching and Educational Psychology 1
Chapter 2 Cognitive and Linguistic Development 12
Chapter 3 Personal and Social Development 35
Chapter 4 Group Differences 58
Chapter 5 Individual Differences and Special Educational Needs 71
S
Chapter 6 Learning, Cognition, and Memory 97
Chapter 7 Complex Cognitive Processes 124
D
Chapter 8 Learning and Cognition in Context 143
AN
Chapter 9 Behaviorist Views of Learning 157
Chapter 10 Social Cognitive Views of Learning 182
Chapter 11 Motivation and Affect 200
SH
Chapter 12 Instructional Strategies 226
Chapter 13 Creating a Productive Learning Environment 248
ES
Chapter 14 Classroom Assessment Strategies that Promote 263
Learning
Chapter 15 Summarizing Students’ Achievements and Abilities 292
C
Chapters 1-15 Multi-Chapter Questions 288
C
Appendix A Describing Associations with Correlation Coefficients 315
Appendix B Determining Reliability and Predictive Validity 317
SU
Answer Key 319
iii
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
,OVERVIEW OF TEST ITEMS
This test bank provides multiple-choice and essay questions for Chapters 1–15 and
Appendices A and B of the textbook. It also includes a set of multi-chapter items that
encompass material from two or more textbook chapters simultaneously.
The items have been developed with numerous possible instructional objectives in mind.
They are categorized to reflect one of two difficulty levels. Level 1 Items, designated by
a single dot (•) in the left margin, are lower-level questions that assess knowledge or
comprehension of material presented in the text. Level 2 Items, designated by double
dots (••) in the left margin, are higher-level questions that assess application or analysis
of material presented in the text.
S
Please consider the objectives and goals you have for your course and select items that
best match those objectives and goals. The cognitive processes students employ in
D
studying academic subject matter depend, in part, on the ways in which they expect to be
assessed. If they know they will need to apply concepts and principles to actual
AN
classroom situations, they will be more likely to think about applications as they study for
their exams—and such elaborative, application-oriented cognitive processing should
almost certainly enable them to make better use of educational psychology in the years to
come.
SH
Multiple Choice Questions
Each multiple-choice question has only one correct answer. Students sometimes like to
have an opportunity to defend the alternatives they choose. You may want to consider
ES
allowing them to write “defenses” on the back of the exam or answer sheet; in our
experience, this procedure minimizes the extent to which students try to make after-the-
fact arguments for incorrect choices.
C
Essay Questions
Some essay questions are relatively structured; others are more open-ended. You may
C
want to provide additional structure for responses—for example, by specifying minimum
or maximum response lengths or describing your grading criteria. You may want to tell
SU
students that you will not read between the lines: They must present a logical train of
thought and be precise in their statements. For many students, such logic and precision
are skills that take time to develop.
Guidelines for Scoring Tests
Scoring criteria are provided for each item. Scoring responses to the multiple-choice
questions should be relatively simple. If you allow students to defend their choices in the
margins, you will have some subjective judgments to make about the appropriateness of
their reasoning behind what are otherwise incorrect choices. Scoring responses to the
essay questions will naturally be more difficult and time-consuming, but the scoring
criteria for each question should help you score them consistently and reliably.
iv
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
, Chapter 1
TEACHING AND EDUCATIONAL PSYCHOLOGY
CHAPTER OUTCOMES RELEVANT TEST BANK ITEMS
1.1 Reflect on and evaluate some of your existing
knowledge and beliefs about human learning and Multiple Choice 1–3
effective instructional practices.
1.2 Use effective strategies when you read and study. Multiple Choice 4–6
S
D
1.3 Develop a long-term plan for gaining expertise as a Multiple Choice 7–11
teacher
AN
1.4 Draw appropriate conclusions from various kinds of Multiple Choice 12–36
research studies Essays 40 - 41
SH
1.5 Describe several strategies for collecting information Multiple Choice 37-39
about your own students. Essay 42
ES
C
C
SU
1
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
, Multiple Choice Questions
• 1. Considering the research findings described in the textbook, only one of the
following is a true statement. Which one is true?
a. Repeating something over and over is usually the most effective way to
learn it.
b. Girls have a noticeable advantage over boys on verbal tasks.
c. For optimal performance, students should never feel the least bit anxious in
the classroom.
d. Students often study differently for different kinds of classroom
assessments.
S
• 2. Considering the research findings described in the textbook, only one of the
following is a true statement. Which one is true?
D
a. Most experts discourage teachers from having children tutor one another.
b. Mathematics is almost exclusively a left-brain activity; music is largely a
AN
right-brain activity.
c. Students who see a classmate rewarded for doing something may engage in
the same behavior themselves.
d. Students are usually the best judges of what they do and do not know.
SH
• 3. Which of the following best explains how college students should gain
knowledge about teaching and learning?
a. Use common sense and logic.
ES
b. Reflect on their own experiences in classrooms.
c. Rely on textbooks like this one.
d. Use credible and consistently replicated research findings.
C
• 4. The textbook offers several suggestions for studying a textbook effectively.
Which one of the following is not necessarily recommended?
C
a. Take detailed notes on the book’s content.
SU
b. Draw inferences from the things you read.
c. Relate new ideas to things you already know.
d. Occasionally stop and check to make sure you understand.
•• 5. Qidi is studying for an upcoming exam in this course. She is struggling to
remember the concept of elaboration, so she searches the Internet for a video of
students using the practice in action. What studying strategy is Qidi using?
a. Qidi is drawing inferences from what she read.
b. Qidi is relating a new idea to something that she already knows.
c. Qidi is making the concept concrete.
d. Qidi is pausing to check her understanding.
2
Copyright © 2020, 2017, 2014 by Pearson Education, Inc. All rights reserved.
