1
Pedagogy
Positive transfer of learning occurs when:
A
Prior learning hinders new learning
B
Prior learning helps new learning
C
No prior learning exists
D
Learning is completely forgotten
2
Pedagogy
Negative transfer of learning occurs when:
A
Prior learning helps new learning
B
Prior learning interferes with new learning
C
No learning has occurred
D
Learning improves automatically
3
Pedagogy
Zero transfer of learning refers to a situation where:
A
Prior learning has no effect on new learning
B
Prior learning fully determines new learning
C
All learning is negative
D
Learning is impossible
4
Pedagogy
Teaching general principles rather than isolated facts is most likely to promote:
A
Negative transfer
B
Positive transfer to new situations
C
Complete forgetting
D
Zero transfer only
5
Pedagogy
Vertical transfer of learning refers to:
A
Applying skills across unrelated subjects only
B
Using basic skills as a foundation for learning more advanced skills
C
Complete failure to apply skills
D
Transfer only within the same lesson
6
Pedagogy
Lateral transfer of learning refers to applying learned skills:
A
To more advanced tasks only
B
To tasks of similar complexity in different contexts
C
Only within the same exact task
D
Never to new situations
7
Pedagogy
The theory of identical elements, proposed by Thorndike, suggests transfer occurs when:
A
Two tasks share no similarities
B
Two tasks share common elements or features
C
Learning is entirely random
D
No practice has occurred
10
Pedagogy
Short-term memory is also commonly referred to as:
A
Sensory memory
B
Working memory
C
Procedural memory
D
Semantic memory
11
Pedagogy
According to research, the average capacity of short-term memory is approximately:
A
2 items
B
7 plus or minus 2 items
C
20 items
D
Unlimited items
12
Pedagogy
Long-term memory is generally characterized by:
A
Very limited capacity and short duration
B
Large capacity and long duration
C
No capacity for storage
D
Only sensory information
13
Pedagogy
The Ebbinghaus forgetting curve illustrates that:
A
Memory improves steadily over time without review
B
Information is forgotten rapidly at first, then more slowly
C
Forgetting never occurs
D
All memories are equally retained
14
Pedagogy
Rehearsal, as a memory strategy, primarily helps to:
A
Erase information from memory
B
Transfer information into long-term memory through repetition
C
Prevent all learning
D
Reduce attention span
15
Pedagogy
Chunking as a memory technique involves:
A
Forgetting information deliberately
B
Grouping individual pieces of information into larger meaningful units
C
Repeating information without organization
D
Avoiding memory strategies entirely
16
Pedagogy
Retrieval failure as a cause of forgetting suggests that information is:
A
Permanently erased from memory
B
Still stored but temporarily inaccessible
C
Never learned in the first place
D
Only forgotten during sleep
17
Pedagogy
Interference theory explains forgetting as resulting from:
A
Complete decay of memory traces
B
Competition between old and new memories
C
Lack of sensory input
D
Excessive rehearsal
18
Pedagogy
Providing meaningful context and connections when teaching new material primarily helps to:
A
Increase forgetting
B
Improve long-term retention and recall
C
Reduce comprehension
D
Eliminate the need for review
19
Pedagogy
Charles Spearman proposed the concept of general intelligence, often referred to as:
A
Emotional quotient
B
The 'g' factor
C
Multiple intelligences
D
Fluid intelligence only
20
Pedagogy
Robert Sternberg's Triarchic Theory of Intelligence includes which three components?
A
Verbal, spatial, and musical
B
Analytical, creative, and practical
C
Emotional, social, and physical
D
Fluid, crystallized, and general
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