Q&A Hero

Q: Which of the following statements about the "digital divide" is true? A)Girls are more likely than boys to use screen media to download music and for social communication. B)Low-SES children devote more time to Internet use than their higher-SES counterparts. C)Boys are more likely than girls to engage in writing computer programs and creating Web pages. D)Overall, girls spend more time with screen media than boys.

Q: Which of the following statements is supported by research on computers and academic learning? A)Most U.S. low-SES families with school-age children and adolescents do not have computers or Internet access. B)Children who use word processing products tend to struggle with spelling and grammar, because they worry less about making mistakes. C)Computer-written word processing products tend to be shorter and of lesser quality than handwritten products. D)The more low-SES middle-school students use the Internet for personal information gathering, the better their reading achievement.

Q: Computer programming projects in the classroom promote A)problem solving and metacognition. B)use of memory strategies. C)recursive thinking skills. D)reduced aggression and bullying.

Q: Compared to homogeneous groups of above-average students, heterogeneous groups A)often engage in poorer-quality interaction. B)progress at a slower pace. C)get more drill on basic facts and skills. D)engage in less discussion.

Q: Which of the following statements about integration in American schools is true? A)School integration has increased dramatically since the 1990s. B)When minority students attend ethnically mixed schools they typically do so with other minorities. C)Asian-American children are more segregated than African-American children. D)The racial divide in American education has all but disappeared.

Q: Which type of child-teacher relationship is most likely to lead to a negative self-fulfilling prophecy? A)a quiet, withdrawn student with a teacher in a constructivist classroom B)a low-achieving student with a teacher who publicly compares children C)a high-achieving student with a teacher in a traditional classroom D)a low-achieving student with a teacher in a constructivist classroom

Q: Phoebe's teacher thinks she has a behavior problem. As a result, Phoebe starts to believe that she is a troublemaker and begins to act out in the classroom. This is an example of A)an educational self-fulfilling prophecy. B)cultural bias. C)a stereotype threat. D)behavior conduct disorder.

Q: Which of the following statements about teacher-student relationships is true? A)Well-behaved, high-achieving students typically get less support from teachers because they are not as needy as other students. B)Overall, low-SES students have more sensitive and supportive relationships with teachers. C)Warm, low-conflict teacher-student relationships have an especially strong impact on the achievement of children at risk for learning disabilities. D)Teachers tend to interact in the same way with all children, regardless of student behavior or achievement.

Q: Many U.S. teachers-especially those in schools with many students from low-income families-emphasize A)the application of abstract concepts to real-life situations. B)repetitive drill over higher-level thinking. C)summarizing and retelling of reading texts. D)analysis and synthesis of new information.

Q: Miss Tessier guides the overall process of learning in her classroom, but no other distinction is made between adult and child contributors: All participate in joint endeavors and have the authority to define and resolve problems. Miss Tessier is using a __________ approach to instruction. A)traditional B)communities of learners C)constructivist D)reciprocal teaching

Q: Reciprocal teaching focuses on which four cognitive strategies? A)discussion, practice, segment, and reading B)elaboration, rehearsal, chunking, and repetition C)challenging, digesting, comparing, and evaluating D)questioning, summarizing, clarifying, and predicting

Q: Which of the following is an example of reciprocal teaching? A)Ella, a talented math student, works on a multiplication worksheet with Caleb, a struggling student. B)Katianna presents a geography project first to her own third-grade class and then to a second-grade class. C) Nicco, Tyler, and their teacher read a passage on ecosystems and take turns leading dialogues on it. D)Angela, a gifted student, visits a resource room where Ms. Dailey shows her computer programming techniques.

Q: In Ms. Adkin's classroom, children participate in a wide range of challenging activities with teachers and peers, with whom they jointly construct understandings. As children appropriate the knowledge and strategies generated through working together, they become competent, contributing members of their classroom. Ms. Adkin has a __________ classroom. A)social-constructivist B)traditional C)constructivist D)Piagetian-based

Q: Holly's birthday is two days before the cutoff date for kindergarten enrollment. Her parents are considering delaying her school entry by one year. They should know that research reveals that A)there are long-term academic benefits from delaying school entry. B)school readiness cannot be cultivated through classroom experiences. C)there are long-term social benefits from delaying school entry. D)younger first graders outperform same-age children a year behind them.

Q: Which of the following statements about traditional versus constructivist classrooms is true? A)Older elementary school children in constructivist classrooms have a slight edge in achievement test scores. B)In traditional classrooms, students are evaluated by considering their progress in relation to their own prior development. C)Constructivist classrooms are associated with gains in critical thinking, greater social and moral maturity, and more positive attitudes toward school. D)Preschool and kindergarten students in traditional classrooms have a significant advantage in achievement test scores.

Q: Traditional classrooms have become increasingly pronounced as a result of the A)trend towards magnet schools in poor neighborhoods. B)FAPE (Free Appropriate Public Education) Act. C)U.S. No Child Left Behind Act. D)Brown v. Board of Education decision.

Q: Mrs. Finkbiner's classroom includes richly equipped learning centers, as well as small groups and individuals solving self-chosen problems. She guides and supports in response to children's needs. Mrs. Finkbiner has a(n) __________ classroom. A)constructivist B)traditional C)inclusive D)collectivist

Q: Mr. Selkie's classroom includes students whose desks face the front of the classroom, arranged in rows. The students are relatively passive-listening to Mr. Selkie, who is the sole authority for knowledge, rules, and decision making. Mr. Selkie does most of the talking, though students are expected to respond when called on. Mr. Selkie has a(n) __________ classroom. A)constructivist B)traditional C)authoritative D)social-constructivist

Q: In a study of the impact of class size on elementary school children, placing teacher's aides in regular-size classes A)raised math scores. B)raised reading scores. C)had no impact. D)predicted higher graduation rates.

Q: Elena moved to the United States from Guatemala when she was 6 years old. Research shows that if her school curriculum integrates both Spanish and English, she will A)be semilingual. B)gradually lose her ability to speak Spanish. C)fall behind in reading skills. D)acquire English more easily.

Q: Bilingual children A)develop denser white matter in areas of the right hemisphere. B)gradually lose their first language. C)outperform others on tests of selective attention. D)often experience difficulties in reading achievement.

Q: Miguel is bilingual. He sometimes speaks sentences in English that contain one or more Spanish words without violating the grammar of either language. Miguel engages in A)a topic-focused style of communication. B)a classic form. C)a topic-associating style of communication. D)code switching.

Q: Eight-year-old Goran immigrates to the United States with his family. About how long will it take Croatian-speaking Goran to attain speaking and writing skills in English on a par with his English-speaking agemates? A)1 to 2 years B)3 to 5 years C)5 to 7 years D)until he is an adult

Q: White children's narratives are usually __________ than those of African-American children. A)shorter and less complex B)longer and more complex C)about the same length as D)more focused on social relationships

Q: Ms. Setzer provides her second graders with opportunities to communicate in many situations. Her students show gains in the communicative side of language. Ms. Setzer emphasizes A)pragmatics. B)semantics. C)grammar. D)syntax.

Q: When asked to define "bicycle," Emi said, "It's got wheels, a chain, and handlebars." Emi is probably a A)preschooler. B)first grader. C)fourth grader. D)sixth grader.

Q: Which of the following statements about vocabulary and reading is true? A)Preschoolers' reading habits strongly predict later vocabulary size into high school. B)Avid readers are exposed to more than 4 million words per year. C)On average, children learn about 10 new words each day. D)Children who rarely read encounter only about 600,000 words per year.

Q: In middle childhood, children's attitude toward language undergoes a fundamental shift as they develop A)metalinguistic awareness. B)linguistic reasoning. C)a theory of language. D)systemic linguistics.

Q: Which of the following interventions is useful in reducing cultural bias in testing? A)community programs promoting collaborative approaches to homework B)social programs promoting tolerance and less bullying of minorities C)school programs promoting self-affirmation for minority children D)media programs emphasizing metalinguistic awareness for all children

Q: When assessing students, Mrs. Carter introduces purposeful teaching into the testing situation to find out what the child can attain with social support. Mrs. Carter is using A)dynamic assessment. B)disengagement. C)static assessment. D)componential analysis.

Q: Over middle childhood, Neveah, an African American, became increasingly conscious of ethnic stereotypes. By early adolescence, she stopped caring about her grades and said that school was not important to her. Neveah's attitude is an example of A)self-fulfilling prophecy. B)educational bias. C)motivational anxiety. D)disengagement.

Q: Mrs. Noneman directs her children to each carry out an aspect of a task. Each child is expected to work independently. Mrs. Noneman prefers a(n) __________ style of communication. A)collaborative B)hierarchical C)abstract D)authoritarian

Q: Javier's father works together with him in a coordinated, fluid way. Each focuses on the same aspect of a problem. Javier's father prefers a(n) __________ style of communication. A)collaborative B)hierarchical C)abstract D)authoritarian

Q: Large, environmentally induced gains in IQ present a major challenge to the assumption that A)gender variations in IQ are genetic. B)societal contributions to IQ are unimportant. C)ethnic variations in IQ are genetic. D)IQ is a valid measure of school learning potential.

Q: According to the Flynn effect, IQs have __________ from one generation to the next. A)increased steadily B)decreased steadily C)fluctuated D)remained virtually the same

Q: Research on African-American children adopted into economically well-off white homes during the first year of life suggests that A)these children score similarly in IQ to children who remain in low-SES homes. B)poverty severely depresses the intelligence of ethnic minority children. C)genetic factors have a powerful impact on African-American children's IQs. D)environmental factors have little impact on African-American children's IQs.

Q: Adoption studies consistently reveal that A)about three-quarters of the differences in IQ among children can be traced to their genetic makeup. B)when young children are adopted into caring, stimulating homes, their IQs rise substantially. C)adopted children of low-IQ biological mothers score below average on IQ tests during the school years. D)adopted children score, on average, 15 to 20 points lower in IQ than their nonadopted agemates.

Q: Arthur Jensen's "How Much Can We Boost IQ and Scholastic Achievement?" claims that __________ is largely responsible for individual, ethnic, and SES variations in intelligence. A)heredity B)educational opportunity C)child rearing D)culture

Q: Which of the following statements about group differences in IQ scores of American children is true? A)American white children score, on average, 4 to 8 IQ points below American black children. B)American black children fall midway between white and Hispanic children in average IQ score. C)Although the difference in IQ scores between black and white children has been shrinking over the past several decades, a substantial gap remains. D)The difference in IQ scores between black and white children has grown significantly over the past several decades.

Q: Gardner's __________ and __________ intelligences include a set of skills for accurately perceiving, reasoning about, and regulating emotion that has become known as emotional intelligence. A)linguistic; musical B)spatial; bodily-kinesthetic C)interpersonal; intrapersonal D)interpersonal; social

Q: Gardner believes that each intelligence A)is rooted in early environmental experiences. B)has a biological basis. C)has a similar course of development. D)has a unique neurological basis.

Q: Kyle recognizes and classifies all varieties of animals and plants. According to Gardner, Kyle excels in __________ intelligence. A)spatial B)naturalist C)linguistic D)logico-mathematical

Q: Benedicte has the ability to use her body skillfully for expressive as well as goal-directed purposes and the ability to handle objects easily. According to Gardner, Benedicte has a strong __________ intelligence. A)bodily-kinesthetic B)interpersonal C)naturalist D)musical

Q: Rosanna scores highly in Gardner's spatial intelligence. Based on these test results, which of the following occupations might Rosanna be best suited for? A)writer B)engineer C)sculptor D)biologist

Q: According to Sternberg, A)the gap between middle-SES and low-SES children-about 9 points-accounts for some of the ethnic differences in IQ, but not all. B)each intelligence has a unique biological basis, a distinct course of development, and different expert, or "end-state," performances. C)flexible attention, memory, and reasoning strategies are as important as efficient thinking in predicting IQ. D)intelligence tests can easily underestimate, and even overlook, the intellectual strengths of some children, especially ethnic minorities.

Q: Which of the following parents is most likely to mention cognitive traits when asked for their idea of an intelligent first grader? A)Boupha, a Cambodian immigrant to the United States B)Lupe, a Mexican immigrant to the United States C)Chi, a Vietnamese immigrant to the United States D)Cindy, a Caucasian American

Q: __________ intelligence reminds us that intelligent behavior is never culture-free. A)Analytical B)Creative C)Practical D)Experiential

Q: Andrei skillfully adapts his thinking to fit with both his desires and the demands of his everyday world. When he cannot adapt to a new situation, Andrei tries to shape it to meet his needs. According to Sternberg, Andrei excels in __________ intelligence. A)analytical B)creative C)practical D)experiential

Q: Noah thinks more skillfully than others when faced with novelty. Given a new task, Noah applies his information-processing skills in exceptionally effective ways, rapidly making these skills automatic so that working memory is freed for more complex aspects of the situation. According to Sternberg's theory, Noah's strengths lie in __________ intelligence. A)analytical B)creative C)practical D)experiential

Q: Nianzu quickly applies learning and memory strategies to new situations and engages in self-regulation. According to Sternberg, Nianzu excels in __________ intelligence. A)analytical B)creative C)practical D)experiential

Q: Sternberg's triarchic theory of successful intelligence is comprised of which of the following three broad, interacting intelligences? A)experiential, interpersonal, and academic B)fluid, crystallized, and social C)contextual, verbal, and spatial D)analytical, creative, and practical

Q: A major shortcoming of the componential approach is that it A)focuses too much on cultural bias in intelligence testing. B)regards intelligence as entirely due to causes within the child. C)has not generated enough research. D)does not try to uncover the underlying basis of IQ.

Q: Which of the following is a good predictor of IQ? A)well-developed gross-motor skills B)flexible attention strategies C)slow, steady nervous system function D)REM brain-wave patterns during sleep

Q: Professor Diaz is conducting a study to determine whether a child's information-processing speed is related to her intelligence test score. He is conducting a A)functional assessment. B)factor analysis. C)componential analysis. D)dynamic assessment.

Q: __________ was designed to downplay culture-dependent information, which is emphasized on only one factor (verbal reasoning). A)The Stanford-Binet Intelligence Scales, Fifth Edition, B)The Wechsler Intelligence Scale for Children-IV (WISC-IV) C)Sternberg's triarchic theory of successful intelligence D)Gardner's theory of multiple intelligences

Q: The __________ factors on the Stanford-Binet Intelligence Scales, Fifth Edition, are assumed to be __________ culturally biased. A)quantitative reasoning; less B)visual-spatial processing; less C)basic information-processing; more D)working-memory; more

Q: Which of the following statements about intelligence tests is true? A)Individually administered intelligence tests are primarily used for instructional planning and for identifying children who require more extensive evaluation. B)Both group-administered and individually administered tests can be given by teachers with minimal training. C)With individually administered tests, the examiner not only considers the child's answers but also observes the child's behavior. D)Group-administered tests include observations of the child's behavior, such as attention to and interest in the tasks.

Q: Group-administered IQ tests are useful for __________ and for __________. A)reading evaluation; identifying zones of proximal development for a particular classroom B)research design; identifying areas for future investigational studies C)instructional planning; identifying children who require more extensive evaluation with individually administered tests D)identifying children's specific learning deficiencies; providing information to improve their learning environments

Q: Test designers use __________ to identify the various abilities that intelligence tests measure. A)normative data B)observational studies C)confidence intervals D)factor analysis

Q: IQ often enters into educational decisions because it A) is an accurate representation of a child's information-processing speed. B) is the best way to understand why certain children have difficulty in mathematics. C) identifies children who will excel in art and music. D) predicts school performance and educational attainment.

Q: Encouraging students to __________ and making sure they __________ are essential for solid mastery of basic math. A)memorize math facts; remember them B)apply strategies; know why certain strategies work C)memorize math rules; have a calculator D)have calculators; know how to use them

Q: With regards to teaching mathematics, research finds that __________ is most beneficial. A)rote memorization of math facts and rules B)computation drills alone C)"number sense" alone D)a blend of drill in computing and "number sense"

Q: Which of the following statements about the development of reading is true? A) Around age 3 to 4, children become able to decode simple, one-syllable words. B) Middle childhood marks the time when most children first show interest in books and printed words. C) Around age 7 to 8, there is a shift where children go from "learning to read" to "reading to learn." D) Older learners tend to become set in their ways and have trouble adjusting the way they read to fit their current purpose.

Q: Yolanda entered school low in phonological awareness. Without __________, Yolanda will probably be behind her agemates in text comprehension skills by third grade. A)early phonics training B)reading across the curriculum C)metacognitive training D)special education services

Q: The phonics approach to reading A)claims that if reading is kept meaningful, children will be motivated to discover the specific skills they need. B)stresses the relationship between letters and sounds, thus enabling children to decode words. C)stresses an appreciation for word concepts in a story context. D)allows children to decipher meanings of words by reading the words around them.

Q: When teachers __________, first graders show greater literacy progress. A)focus on reading aloud without stopping to concentrate on comprehension B)rely exclusively on the whole-language approach C)rely exclusively on the phonics approach D)combine real reading and writing with teaching of phonics

Q: Mrs. Markie, a first-grade teacher, believes that, from the beginning, children should be exposed to text in its complete form so that they can appreciate the communicative function of written language. Mrs. Markie takes a __________ approach to teaching reading. A)whole-language B)phonics C)reciprocal D)hierarchical

Q: As children make the transition from emergent literacy to conventional reading, __________ continues to facilitate their progress. A)whole-language instruction B)private speech C)phonological awareness D)reciprocal teaching

Q: Children who __________ develop a sense of academic self-efficacy. A)have high IQ scores. B)acquire academic integrity. C)acquire effective self-regulatory skills D)use abstract, logical thought.

Q: Aili is aware that she should attend closely to her teacher's directions, group items when memorizing, and reread a complicated paragraph to make sure she understands it. But she does not always engage in these activities. Aili is not yet good at A)selective attention. B)applying memory strategies. C)cognitive self-regulation. D)metacognition.

Q: The ability to view a situation from at least two perspectives is called A) recursive thought. B) cognitive self-regulation. C) seriation. D) reciprocal awareness.

Q: Appreciation of __________ enables children to pinpoint the reasons that another person arrived at a certain belief. A)theory of mind B)second-order false belief C)elaboration D)cognitive self-regulation

Q: Children who are expert in an area A)are usually highly motivated. B)acquire knowledge slowly, but accurately. C)know the information inherently, without prior experience. D)have difficulty organizing information.

Q: During middle childhood, the long-term knowledge base grows larger and becomes organized into A) information-processing frameworks. B)basic cognitive schemas. C)hierarchically structured networks. D)concrete operational webs.

Q: Elaboration is a later-emerging memory strategy because it requires A)considerable effort and space in working memory. B)concrete pieces of information. C)combining rehearsal and organization. D)a greater digit span.

Q: When studying for a test, Peter remembers the unrelated words cellular and canine by generating the following mental image, "The canine is talking on a cellular phone." Which memory strategy is Peter using? A)rehearsal B)organization C)elaboration D)chunking

Q: Which of the following students is using organization as a memory strategy? A)Bruce, who groups explorers by country of origin B)Jacob, who associates names of explorers with foods they remind him of C)Samuel, who repeats the names of explorers several times D)Levi, who creates a funny song that includes names of explorers

Q: Stimulant medication prescribed to treat attention-deficit hyperactivity disorder (ADHD) seems to __________ activity in the __________, thereby improving the child's capacity to sustain attention and to inhibit off-task and self-stimulating behavior. A)increase; hypothalamus B)decrease; hypothalamus C)increase; prefrontal cortex D)decrease; prefrontal cortex

Q: Children with attention-deficit hyperactivity disorder (ADHD) A)tend to score higher in IQ than other children. B)are often asymptomatic before age 7. C)find it hard to ignore irrelevant information. D)have no difficulty with planning or reasoning.

Q: Kelsey, age 10, is impulsive. During school, he drops his pencil, rearranges the papers inside his desk, and yells at people across the room. Kelsey fails to follow the rules when he plays games and lashes out with hostility when he is frustrated. He suffers from both academic and social problems. Kelsey most likely has A)Down syndrome. B)an anxiety disorder. C)autism. D)attention-deficit hyperactivity disorder (ADHD).