38.Learning or practicing information or operations to the point where : 1200715

38.Learning or practicing information or operations to the point where : 1200715.


38.Learning or practicing information or operations to the point where they can be used with little mental effort is referred to as:






39.We read a convoluted statement such as, “I know that you are not unaware of my inability to speak German.” Of the following, which statement best explains why we struggle to try to figure out exactly what the speaker meant?

a.The statement exceeds the capacity of sensory memory.

b.The statement imposes a heavy cognitive load on working memory.

c.The statement exceeds the capacity of long-term memory.

d.The statement cannot be processed by our central executive.


40.Research indicates that expert teachers have their students practice routines, such as how to turn in papers, make transitions, and line up for lunch and dismissal, to the point where they can perform the routine essentially without thinking about it. Using the model of human memory as a basis, which of the following is the best explanation for the effectiveness of well-established routines?

a.The routines increase the capacity of sensory memory.

b.The routines are forms of declarative knowledge that are encoded into the students’ central executive.

c.The routines create an improved link between the teacher’s and the students’ sensory memories and working memories.

d.The routines reduce the cognitive load on the teacher’s and the students’ working memories.






41.You’re driving home from class, and when you get close to home you realize that you don’t remember making some of the turns necessary to get home. Which of the following is the best explanation for why you can’t remember making the turns?

a.Your route home never made it into long-term memory, so you are unable to retrieve the information.

b.Your phonological loop in working memory didn’t make the decision about making the turns.

c.You made the turns automatically, so you are unable to remember the process of turning.

d.Driving imposed too heavy a cognitive load on your working memory, so you can’t remember making the turns.


42.According to the model of human memory, we encode to and retrieve information from:

a.semantic sensory memory.

b.episodic sensory memory.

c.long-term memory.

d.working memory.


43.We store the information that holds our personal experiences in our:

a.sensory memory.

b.semantic memory.

c.working memory.

d.episodic memory.


44.The form of knowledge that includes concept names, facts, dates, and other organized bodies of information is best described as learning:

a.declarative knowledge.

b.procedural knowledge.

c.situational knowledge.

d.conditional knowledge.


Use the following information for items 45-47.


Steve knows the rule “To make plural nouns possessive, you add an apostrophe if the noun ends in s, and you add an apostrophe s if the noun doesn’t end in s.” As part of an essay he included the sentence, “The students’ art work was displayed in the front hall of the art gallery, and the women’s and men’s work was displayed behind them.”


45.Knowing the rule required what kind of knowledge?

a.Procedural knowledge

b.Imagery knowledge

c.Declarative knowledge

d.Episodic knowledge


46.When Steve realized that the apostrophe should follow the s in students’ but should precede the s in women’s and men’s, he was demonstrating:

a.episodic knowledge.

b.conditional knowledge.

c.long-term knowledge.

d.sensory knowledge.


47.The kind of knowledge Steve displayed when he wrote his sentence is:

a.procedural knowledge.

b.working knowledge.

c.declarative knowledge.

d.planning knowledge.





38.Learning or practicing information or operations to the point where : 1200715

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