TTC Psychology II

TTC Psychology II

Midterm review

First Language Acquisition (PLLT 20-43)
What is the Behavioristic Approach to language acquisition?
According to the Behaviorists, why is it important to reinforce language behavior?
What is the role of mediation in First Language Acquisition?
How do Nativists explain the First Language Acquisition?
Lennenberg proposed that Language is a “species-specific” behavior, what did he mean?
Within the framework of Nativist Approach, how does Chomsky explain the First Language Acquisition? What characteristics does the LAD have?
Explain how the theory of Universal Grammar explains First Language Acquisition.
Why do Nativists say that a child’s language at any stage is systematic? Explain.
What are Pivot Grammars? Explain
What is the main statement of the Functional Approach when it tries to explain how children acquire their First Language? What’s its main emphasis?
What’s the role of cognition and social interaction in language development according to the Functionalists?
Explain the differences between these aspects to consider on First Language Acquisition:
Competence vs. performance
Comprehension vs. production
Nature vs. nurture
Universals
Sistematicity and Variability
Language and Thought
Imitation
Practice
Input
Discourse

Age and Acquisition ( PLLT 49-73)
Which where the most prominent myths on L1 and L2 acquisition? What method followed these myths?
Using Ausubel’s theory as framework, what were the biggest dangers derived from the Audio Lingual Method?
Which of the following is considered to be the fairest comparison between L1 and L2 acquisition? Explain why.
C1-A1
C1-C2
C2-A2
C2-A1
Explain the implications that the CPH (Critical Period Hypothesis) brings to the understanding of Language Acquisition? What does it focus on?
How can the different neurological considerations explain Language Acquisition? Explain.
Hemispheric lateralization
Biological Timetables
Right-Hemispheric Participation
Anthropological Evidence
What role does Accent play in language acquisition? What do we know about it?
What role does cognition play in language acquisition? Explain.
Inhibitions, language ego, second identity, attitudes, and peer pressure are all affective considerations to language acquisition. How do they influence our learning of the language? Explain
How do linguistic considerations help language acquisition? Explain
Bilingualism
Interference between L1 and L2
Interference in adults
Order of acquisition
How can these aspects of language acquisition be explained from the point of view of a second language acquisition?
Competence-performance
Comprehension-production
Nature-nurture
Universals
Systematicity-variability
Language-thought
Imitation
Practice
Input
Discourse

Learning Styles (Ed. Psy 124-127;130-140;148-153)
What’s a learning style?
Explain the deep- and surface-processing approaches to learning styles-
What’s a learning disability?
How can you tell a student has learning disabilities? What are their main characteristics?
Why is it easier for students with learning disabilities to experience learned helplessness?
What is the Attention-deficit hyperactivity disorder?
Mention some characteristics of students with ADHD
How can you tell a student displays Communication Disorders? What characteristics will you encounter?
Explain some of the most common articulation disorders:
Substituting
Distorting
Adding a sound
Ommiting sounds
What characteristics does a student with Intellectual Disabilities have?
Who are gifted and talented students?
How can you determine whether a student is or isn’t gifted?
Gifted students: nature? Nurture? Both? Explain
What does a teacher of a gifted student need to consider? What kind of activities does s/he need to include?

/ / The difference between learning styles and learning preferences is
/ trivial because they are really the same thing.
/ that learning styles is relevant for elementary instruction and learning preferences is relevant for secondary instruction.
/ that there is more research revealing the benefits of matching instruction to students' learning styles rather than learning preferences.
/ that Woolfolk notes there is still controversy around the benefits of some of the learning styles research and it may be better to focus on students' learning preferences.
/
/ / The term "least restrictive environment" means
/ an environment where there are no rules.
/ removal from the self-contained classroom.
/ the majority of the student's day is spent in the resource room with a specialist.
/ being placed in a setting that is as normal as possible.
/
/ / Linda is a high school student who uses flash cards to remember history dates. This learning approach relies on which type of learning strategy?
/ surface-processing approach
/ learning-preference approach.
/ deep-processing approach
/ visualizer-verbalizer approach.
/
/ / Woolfolk notes that rather than focusing solely on learning styles, which have mixed research results on their predictive validity, teachers should
/ help students become thoughtful, self-monitoring, and self-regulated learners.
/ measure multiple intelligences instead.
/ realize learning styles are genetic and there is not much a teacher can do to work with such individual differences.
/ keep the instructional activities the same for all learners.
/
/ / Which of the following complies with the politically correct usage of person-first language when describing students with exceptionalities ?
/ Tom has a learning disability.
/ The Down Syndrome boy.
/ She is epileptic.
/ Special education children.
/
/ / After the fifth attempt, Jana got so frustrated she gave up and became very discouraged because she could not tie her shoe. She asks other children to tie her shoe, which is a demonstration of ______.
/ lack of intiative.
/ learned helplessness.
/ ADHD
/ her learning disability.
/
/ / The following is an example of a behavior of a student with reading and literacy problems, who shows word recognition errors:
/ cannot answer questions about the basic facts from a passage.
/ frequently loses his or her place when reading.
/ shows anxiety or tension when reading.
/ omits or inserts a word when reading.
/
/ / The different ways people perceive and organize information is called
/ cognitive styles
/ fluid intelligence.
/ triarchic mind set.
/ learning preferences.
/
/ / Students who like to study with music on are demonstrating
/ self-instruction.
/ a learning preference.
/ cognitive style.
/ reflective learning.
/
/ / Students with learning disabilities who, because of previous failures, believe that they cannot control or improve their own learning are demonstrating this kind of expectation:
/ learned helplessness.
/ cognitive self-instruction.
/ impulsive learning.
/ field independence.
/
/ / The following is true about gifted students:
/ Their exceptionalities are genetic.
/ They may learn quickly but they do put forth effort.
/ They are bright and intelligent but they lack creativity.
/ They learn quickly with little or no effort.
/
/ / Which is NOT an example of a good method for teaching gifted students?
/ Activities that require creative thought.
/ Reading a variety of high level books.
/ Learning facts by simple memorization techniques.
/ Problems that require abstract thinking.
/
/ / In terms of accelerating gifted students, Woolfolk notes that
/ gifted students should be able to skip grades in elementary but not high school.
/ skipping a grade has more harmful social effects for gifted boys than for gifted girls.
/ gifted students may not need to skip a grade but it may be beneficial to accelerate them in certain subject areas.
/ gifted students should not be accelerated or permitted to skip grades because of the harmful affects to their social and emotional development.
/

IV. Learning Styles and Strategies (PLLT 112-134)

Explain the difference(s) among process, style, and strategy.
What is a learning style? What is a cognitive style?
Explain the different learning styles:
Field Independence/Dependence
Left- and Right-Brain Functioning. What abilities does a person who is left- or right-brained have?
Ambiguity Tolerance
Reflectivity and Impulsivity
Visual and Auditory styles
Explain hat each of the two strategy types are: learning and communication
What are the three dimensions of learning strategies? Explain
Mention and explain forms of metacognitive strategies
Mention and explain forms of cognitive strategies
Mention and explain forms of socioaffective strategies.
Explain what communication learning strategies are. Explain some forms of Communication strategies.
How could teachers implement learning or communication strategies in the classroom?

VI. Motivation and Emotion (Ed. Psy 371-394)

Explain the difference between extrinsic and intrinsic motivation
What’s locus of causality? Explain
According to behaviorism, what is motivation? What’s the role of rewards and incentives?
According to Maslow’s theory, what motivates a person?
Explain the two types of needs that exist in Maslow’s theory framework.wh
Explain what the expectancy x value theory is. What’s the role of cost?
Explain the sociocultural views of motivation.
What’s legitimate peripheral participation?
Why is it important that a student feels self-determination to keep his/her motivation?
What can teachers do to help students develop their self-determination?
Why is it important to help students set goals in order to keep their motivation? What types of goals are there?
Explain what a work-avoidant student is.
Why are feedback and goal acceptance important?
What’s the difference between hot and cold cognition?
Explain the differences between personal or individual interests, and situational interests
What can teachers do to catch and hold students’ interests?
What role does arousal play to keep students’ motivation?
How are curiosity and arousal interrelated?
Can anxiety ever been positive? Why?
How does anxiety interfere achievement?
What can students do when they face stressful situations? What coping strategies can they use?
Explain what the incremental and entity views of ability are. Explain their characteristics
Explain the attribution theory. Who do high-achieving and low-achieving students attribute their failure or success?
What cautions do teachers need to have in respect with attributions? Why?
Why is it important for students to feel they are efficient? How can they understand their self-efficacy?
How do these factors influence the belief students have about self worth? Why?
Mastery-oriented
Failure-avoiding
Failure-accepting

/ / Which of the following best exemplifies intrinsic motivation?
/ going to your job to earn a paycheck
/ studying really hard to earn an "A"
/ working on a community project to get your name in the paper
/ gardening because you like digging in the dirt
/
/ / Motivation ______behavior.
/ directs
/ arouses
/ maintains
/ All of the above
/
/ / In contrast to behaviorist perspectives, Woolfolk cites a definition of motivation that relies on
/ internal states.
/ extrinsic causes.
/ external reinforcements.
/ irregular schedules of reinforcement.
/
/ / Which of the following situations is related to motivation?
/ Explaining how schemas are retrieved from short-term memory.
/ Explaining why some students are less creative than others based on their learning style.
/ Understanding how confident a student feels during a task and the extent to which they enjoy the task.
/ Understanding why a student has limited working memory capacity.
/
/ / The psychological approach to motivation that emphasizes personal freedom, choice, self-determination, need fulfillment, and striving for personal growth is
/ social learning.
/ cognitive.
/ humanistic.
/ behavioral.
/
/ / A teacher who rewards his class for staying on task with extra time for drawing is providing his students with the opportunity to experience
/ self-determined motivation.
/ locus of causality.
/ extrinsic motivation.
/ intrinsic motivation.
/
/ / We might ask why a student is so determined to practice the piano for hours each day. Is it something internal to the student or external? This question centers around the concept of
/ expectancy x value goals.
/ sociocultural incentives.
/ locus of causality.
/ locus of motivation.
/
/ / According to Expectancy X Value theories for predicting motivation, which of the following scenarios would probably result in a zero level of motivation?
/ a good student who is interested in education, becoming a teacher.
/ a strong-voiced soprano becoming an opera singer.
/ a short woman becoming a professional basketball player.
/ an impoverished, in-debt ghetto dweller becoming a drug dealer.
/
/ / After much debate among researchers, the more recent notion is that
/ extrinsic motivation is the preferred type of motivation for learning if the locus of causality is internal.
/ both intrinsic and extrinsic motivation can affect behavior and there are times when some of each is beneficial for learning.
/ extrinsic motivation has harmful affects on intrinsic motivation.
/ people can only learn via intrinsic motivation.
/
/ / Which of the following best exemplifies extrinsic motivation?
/ mastering Mario Kart on your Super Nintendo.
/ becoming a chef because you like to cook
/ reclining on your couch because it feels good
/ offering to help your teacher so she will give you praise
/
/ / The natural tendency to seek out challenges, find activities rewarding in and of themselves, and to overcome challenges is viewed as
/ extrinsic causality.
/ legitimate peripheral participation.
/ intrinsic motivation.
/ deficiency needs fulfillment.
/
/ / Which one of the following terms does NOT belong?
/ mastery and improvement
/ task-involved learners
/ learning goals
/ performance goals
/
/ / A reward ______; whereas an incentive ______.
/ is based on behaviorist perspectives; is based on a humanist theoretical interpretation.
/ is a consequence of a specific behavior; encourages or discourages a behavior.
/ addresses deficiency needs in Maslow's hierarchy of needs; addresses being needs in Maslow's model.
/ decreases behavior; increases behavior
/
/ / Some teachers may say the experience of teaching leads to self-actualization. In other words teaching makes them feel
/ a strong sense of self-esteem.
/ a sense of being.
/ as if they were fulfilling their potential.
/ they have earned the appropriate amount of status, rewards, and incentives.
/
/ / Which of the following best characterizes Maslow's deficiency needs?
/ Emily is very troubled as her parents are going through a turbulent divorce and custody battle.
/ Walt Whitman has become a favorite request among the poetry class students.
/ The graduate students first encounter Piaget's Theory of Intellectual
/ Jennifer says she knows that she writes well but that given enough time and practice, she knows she can do better.
/
/ / Cognitive theorists believe motivation is not only influenced by rewards and punishment, it is also impacted by our
/ thinking and schemas
/ regulated plans
/ expectations
/ All of the above
/
/ / Ms. Bach, the music teacher, has introduced her class to the incredible flute music of Jean-Pierre Rampal. Whenever they are allowed to select artists, the majority want to hear Rampal. This addresses which level of Maslow's Hierarchy of Needs?
/ aesthetic.
/ esteem
/ need to know and understand
/ belongingness and love needs
/
/ / Which one of the following views of motivation focuses on the extrinsic sources of motivation?
/ humanistic
/ cognitive
/ behavioral
/ sociocultural
/
/ / In addition to paying attention to students' expectations and values, recent motivation researchers (Eccles & Wigfield, 2001) claim we must also pay attention to students' ______.
/ deficiency needs.
/ autonomy and self-determination.
/ need for belongingness.
/ perceived costsassociated with pursuing certain activities.
/
/ / Stacey's need to learn how to ride a bicycle is greater than her need to avoid falling. She is more concerned with mastering her bike skills than she is concerned with how she looks to others. This exemplifies
/ learning goals
/ incremental view of ability
/ task involved orientation
/ All of the above
/
/ / Henry feels good that he "got off easy" and he didn't have to try hard to complete his geography homework assignment. We might describe Henry as ______.
/ a work avoidant learner.
/ a student lacking extrinsic motivation.
/ a student with a strong sense of self-determination.
/ a student who has fulfilled being needs but not deficiency needs.
/
/ / Which view of motivation states that we are motivated to perform in a certain way because we have developed identities consistent with membership within specific communities?
/ humanistic
/ behavioral
/ sociocultural
/ cognitive
/
/ / Results from a study conducted by Vispoel and Austin (1995) with over 200 middle-school students revealed students' lack of interest in the topic
/ was not related to explanations for success or failure.
/ was unrelated to students' academic goal orientation but did predict students' social goals.
/ was the best predictor of students' test anxiety.
/ was the most cited reason for school failures.
/
/ / The following is TRUE about students' social goals:
/ They are the single best predictor of student motivation and achievement.
/ They are detrimental to student motivation, learning, and achievement.
/ They are highest among work avoidant learners.
/ They can both help and hurt student achievement.
/
/ / Theories regarding the impact that individuals' explanations, justifications, and excuses have on their levels of motivation are called
/ entity theories.
/ locus of causality theories.
/ attribution theories.
/ incremental theories.
/
/ / According to Woolfolk, it is insufficient to only consider students' goal orientation. We must also consider
/ whether or not the student is a work avoidant learner.
/ the feedback students receive and the extent to which the stated goal is accepted.
/ the feedback students receive and their level of anxiety.
/ goal acceptance and actual achievement.