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Chapter 1
Educational Psychology: A Foundation for Teaching
Multiple Choice Questions
1. Which of the following is an accurate statement about the role of educational psychology in
teacher preparation?
a. Educational psychology is the study of learning theory as it relates to aspects of education
outside of the classroom
b. Educational psychology aims to improve teacher candidates’ subject matter knowledge
c. Educational psychology provides teachers with specific actions to improve classroom
teaching
d. Educational psychology provides teachers with research-based principles to guide their
teaching
2. Pedagogy is the link between which of the following?
a. What the teacher desires students to learn and students’ actual learning
b. What the teacher knows and how students will be assessed
c. What students desire to learn and what they are taught
d. What the teacher plans to teach and how the teacher manages the classroom
3. Teaching with intentionality involves which of the following?
a. Thinking about the outcomes students need to achieve
b. Having an analytical mindset for numeric problem solving
c. Covering material students want to learn
d. Covering the material in the textbook
4. Teacher efficacy is the degree to which teachers do what?
a. Believe they are able to build rapport with colleagues
b. Make effective decisions regarding student learning outcomes
c. Believe their own efforts determine their students’ success
d. Believe the efficacy of student outcomes is curriculum based
5. What do intentional teachers do to achieve a sense of efficacy?
a. Assess their teaching, try new strategies if initial instruction doesn’t work
b. Review students’ IQ scores and make predictions about their success or failure
c. Focus on home life factors that impact the student at school
d. Conduct research to determine what classroom management practices to use
6. Research finds that one of the most powerful predictors of a teacher’s impact on students is:
a. The teacher’s skill in working collaboratively with other teachers
b. The teacher’s academic success in high school and college
c. The teacher’s ability to use technology effectively
d. The teacher’s belief that what he or she does makes a difference
7. What are the Common Core State Standards?
a. A set of standards that focuses on preparing students for success in college and careers
b. Learning outcomes that are established by educators in all fifty states
c. Standards of learning all students must meet in order to graduate from high school
d. Teaching skills that must be mastered to receive a license for teaching
8. The goal of research in educational psychology is:
a. To test theories that guide teachers’ actions
b. To assess student behaviors that interfere with learning
c. To identify learning styles and preferences exhibited by students
d. To improve the efficiency of teaching strategies
9. Research-based professional development opportunities offer teachers:
a. Traditional approaches to education
b. Innovative methods that have yet to be evaluated
c. Methods known to make a difference in children
d. Approaches to a fast-track to learning
10. Mr. Holt wants to know whether a new reading program is effective. Which of the following
is his best source of information for drawing conclusions?
a. Opinions of colleagues
b. Claims made by the producer of the reading program
c. Research that evaluated the level of success of the reading program
d. His own evaluation of the value of the reading program
11. One of the best approaches to becoming an intentional teacher in your beginning years is to:
a. Practice teaching in front of a mirror to perfect your presentation style
b. Seek a mentor who is an intentional teacher to guide you and share ideas
c. Discourage others from observing until you have more experience
d. Keep your successes and failures confidential
12. Ms. O’Malley has a student named Tara in her second hour class. A majority of the time
Tara is quiet and withdrawn. When reviewing Tara’s permanent record, Ms. O’Malley is
surprised to see a long history of academic success. Ms. O’Malley asks herself a number of
questions about this situation, considers some possible outcomes, and plans several
strategies to attempt to draw Tara into classroom activities. Ms. O’Malley is demonstrating
her ability to:
a. accept the limitations of her professional position
b. accept challenges and think productively about them
c. make learning interesting to students who have diverse preferences
d. respect her student’s right to educational privacy
13. Mr. Jenkins, an avid consumer of educational research, has learned that a rapid pace of
instruction increases achievement. However, his students need additional reinforcement in
basic skills before moving forward. Mr. Jenkins slows the pace of instruction to meet
students’ needs. Mr. Jenkins is demonstrating his ability to:
a. teach to the lowest common denominator of ability grouping
b. rely on research findings implicitly without questioning
c. reject research findings outright when classroom conditions do not support findings
d. use common sense and a clear view of student needs in applying research findings
14. Ms. Sanchez is excited about teaching and eager to find more ideas that will help her during
her first year. She is disappointed to find that her colleagues are worn out from years in the
classroom and outside responsibilities. No one seems to have time for her questions. What
should Ms. Sanchez do?
a. Discuss the problem with the principal and ask to be reassigned to a different team
b. seek virtual colleagues and professional development on the Web
c. keep her questions to herself until she meets with her mentor next month
d. look for ways to find fulfillment outside of the classroom
15. Good teaching can be taught, and there are principles of good teaching that teachers need to
know. The major components of good teaching include which of the following?
a. Critical-thinking and problem-solving skills
b. Application of Common Core State Standards
c. Warm, caring disposition and charisma
d. Efficient and effective technological skills
16. The standards adopted by most states require teaching that aligns with which of the
following?
a. Preparing students to become good parents
b. Educating students to solve problems in our global society
c. Teaching students to become civic leaders
d. Preparing students for success in colleges and the workplace
17. Ms. Gomez doesn’t know what to do with Cody. This is the sixth week of school, and he
repeatedly disrupts the class during seatwork. Which of the following actions seems to be
the best solution?
a. Reprimand Cody in front of the class
b. Ignore Cody and hope his behavior changes
c. Find out what is reinforcing Cody’s behavior
d. Create a class rule about staying quiet during seatwork
18. Mr. Chen wants to be an effective middle school math teacher. He just completed all
requirements and obtained his teaching license. His head is full of knowledge he learned in
his classes and information he gleaned from educational research. What formula should he
keep in mind as he launches his teaching career with the goal of effective teaching?
a. Experience = effective teaching
b. Research + common sense = effective teaching
c. Book knowledge + experience = effective teaching
d. Technology + research = effective teaching
Short-Answer Questions (Chapter 1)
1. What personal and professional characteristics contribute to being an effective teacher?
2. As a teacher candidate, how can you develop your teaching skills?
3. Discuss the importance of being an intelligent consumer of educational psychology research
and suggest principles to keep in mind as you make applications of research findings.
4. In the opening scenario for chapter 1 in the textbook, two teachers discuss encouraging
creative writing. Ellen Mathis, a new teacher, visits the classroom of Leah Washington.
Describe activities Leah chooses to use and the rationale for her choices.
5. As you experience success in the classroom, you will find yourself engaged in more
effective practices. As you and your students experience success it is important that you
share your findings. Avenues for dissemination are endless. Discuss ways you might share
your ideas.
Chapter 2
Cognitive Development
Multiple Choice Questions
1. In the context of educational psychology, the term development refers to how people:
a. Learn in response to environmental cues
b. Grow, adapt, and change over the course of their lifetimes
c. Fulfill intellectual potential and promise
d. Respond to demands placed upon them
2. Nurture has a greater effect than nature on which of the following domains of
development?
a. Physical development
b. Reflex development
c. Skill development
d. Motor development
3. Ramona is a first year teacher. She prepared tirelessly all summer for a fifth-grade
position. As school approached she learned the fifth-grade position was eliminated and
instead she would fill a first-grade position. Ramona knows in order to be an effective
teacher at any level she will most need to:
a. Take student physical development into account when arranging the classroom
b. Be careful to model traditional gender roles for such young learners
c. Design instruction to meet the district grade level objectives
d. Take into account her students’ ages and stages of development
4. Continuous theories of development assume that development occurs:
a. In a start and stop progression as individuals interact with the environment
b. Through indirect learning and skill acquisition
c. As a set of predictable and invariant stages unfolds in a sequence
d. In a smooth progression as skills develop and the environment provides experiences
5. Discontinuous theories of development focus on:
a. Inborn factors rather than environmental influences
b. Environmental influences rather than genetic factors
c. The importance of parenting and education
d. The mixture of positive and negative effects of nurturing
6. According to Piaget, how does a child’s cognitive ability develop?
a. Through automatic genetic processes
b. Through association with peers
c. Through automatic natural processes
d. Through a progression of stages
7. Piaget believed that children are born with an innate tendency to make sense of their own
environments by creating
a. Dilemmas
b. Interventions
c. Schemes
d. Reactions
8. According to Piaget, the process of adjusting schemes in response to the environment by
means of assimilation and accommodation is:
a. Adaptation
b. Scheme transition
c. A sensorimotor response
d. A physical response
9. Based on Piaget’s theories, when does assimilation occur?
a. When a baby incorporates new objects into a scheme
b. When a new object does not fit the existing scheme
c. When a baby is using a favorite scheme to explore the environment
d. After a developmental dilemma has been successfully resolved
10. Based on Piaget’s theories, when does accommodation occur?
a. When a baby incorporates new objects into a scheme
b. When a new object does not fit the existing scheme
c. When a baby is using a favorite scheme to explore the environment
d. After a developmental dilemma has been successfully resolved
11. Sometimes, when old ways of dealing with the world simply don’t work, a child might
modify an existing scheme in light of new information or a new experience. This is a
process called:
a. Avoidance
b. Assimilation
c. Accommodation
d. Discontinuous development
12. Piaget’s view of cognitive development as a process in which children actively build
systems of meaning and understanding of reality through their experience and
interactions is known as:
a. Behaviorism
b. Metacognition
c. Interactive theory
d. Constructivism
13. Which of the following best fits the idea that Piaget refers to as disequilibrium?
a. You find that what you expect to happen actually does happen
b. You encounter something that doesn’t make sense
c. You encounter something familiar that you don’t like
d. You know something is wrong but you do it anyway
14. Mr. Nicely often begins his lectures by presenting students with two ideas or
observations that apparently conflict. He feels this method of presenting a paradox
arouses students’ interest. From Piaget’s point of view, the teacher is making use of his
students’ natural response to:
a. Egocentrism
b. Anticipatory set
c. Transitivity
d. Disequilibrium
15. Piaget described cognitive development as a sequence of stages. Which of the following
represents his stages in developmental order?
a. Sensorimotor, preoperational, concrete operational, formal operational
b. Preoperational, sensorimotor, concrete operational , formal operational
c. Concrete operational, sensorimotor, preoperational , formal operational
d. Sensorimotor, preoperational, formal operational, concrete operational
16. Two-year-old DeShawn encounters a squirrel and calls it “mouse.” Which of Piaget’s
terms best describes his thinking?
a. Accommodation
b. Assimilation
c. Immature
d. Sensorimotor
17. If you pour milk from a tall, narrow container into a shallow, wide one, and back again,
in the presence of a preoperational child, the child will firmly believe that the tall glass
has more milk. Which of the following cognitive characteristics explains the difficulty
preoperational children have with this problem (the principle of conservation)?
a. Object permanence
b. Egocentrism
c. Centration
d. Hypothetical thought
18. Emma knows that if 2 + 5 = 7, then 7-5=2. This requires which of the following
cognitive characteristics?
a. Formal thought
b. Reversibility
c. Transitivity
d. Seriation
19. Which of the following is most likely to help a concrete operational child solve
conceptual problems?
a. The problems are explained more than once
b. The problems involve objects and situations that are familiar to the child
c. The child is older than the typical concrete operational learner
d. The child has learned object permanence.
20. Brody’s toy is covered by a blanket, but he does not remove the blanket to look for the
toy. He believes the toy is gone when his sister hides it under the blanket. This scenario
shows an infant’s inability to grasp which idea?
a. Object stability
b. Conservation
c. Seriation
d. Object permanence
21. Zander, a preschooler, explains that a sandwich cut into four pieces is more than a
sandwich cut in half. This response is typical of a child in the preoperational stage. What
characteristic of this stage explains such errors in conservation tasks?
a. Constructivism
b. Equilibration
c. Centration
d. Adaptation
22. Seriation, an important task children learn during the concrete operational stage, is
characterized by which ability?
a. Arranging items with automaticity
b. Arranging things in a logical progression
c. Understanding that objects exist even if they are out of sight
d. Thinking abstractly about problems
23. Transitivity involves the ability to:
a. Move bilaterally
b. Arrange objects in sequence
c. Change direction
d. Infer relationships
24. Piaget believed that preadolescents in the formal operational stage are beginning to be
able to think:
a. Constructively
b. Abstractly
c. Operationally
d. Reasonably
25. You are teaching a tenth-grade class of average ability students. Your lesson involves
abstract ideas. Which of the following would be the most accurate supposition you could
make about your class as you plan activities?
a. Most of your students have not progressed beyond the concrete operational stage
b. Although many students may have reached the formal operational stage of
development, you can’t be sure those who have will be able to apply it to your lesson
c. All of the students should have mastered hypothetical reasoning at this stage and
should be able to handle the abstract concepts of the lesson
d. All of your students are ready to apply formal thought to the different aspects of your
lesson
26. The abilities that make up formal operational thought include:
a. Metacognition, weighing pros and cons, and understanding concepts
b. Thinking abstractly, testing hypotheses, and reasoning about hypothetical situations
c. Brainstorming, working collaboratively, and building concrete objects
d. Thinking critically, engaging in self-evaluation, and solving concrete problems
27. From Vygotsky’s view point, which would be the best description of developmentally
appropriate activities?
a. Teaching to the test so students know what is expected
b. Focusing on skills not yet developed and infuse these into the curriculum
c. Encouraging students to reflect on skills gained independently
d. Selecting tasks students can do with help but cannot do on their own
28. An example of the Vygotsky notion of scaffolding would be:
a. A mother giving her son tips that help him learn to drive a car
b. Students reading the instructions and taking a test
c. A teacher passing out new supplies
d. A father taking his children for a ride in the car
29. The importance of Bronfenbrenner’s bioecological view of development is in
emphasizing:
a. Nested levels of social and institutional influence on a child’s development
b. The social and moral aspects of children’s learning and development
c. The child as a unique individual during development rather than a miniature adult
d. The environmental influences that impact the developmental process
30. Early literacy development depends on:
a. A child’s gender-based preferences for literature
b. A child’s awareness of cultural practices
c. Children’s early experiences with books and letters
d. Children’s social experiences outside the home
