Nathaniel Stoll, 2015 12 16

Professor Wang, Introduction to Educational Psychology

Final Project: Test Development
I. Multiple Choice
Chapter 5
1. What kinds of factors play a role in language development?
a. Biological, Cultural, Experiential
b. Biological, Experiential, Dietary
c. Experiential Cultural, Artistic Exposure
d. It's Purely Hereditary
2. By what age have most children mastered the sounds of their language?
a. 3
b. 5
c. 7
d. 11
3. Some researchers estimate that children may learn up to how many words per day?
a. 5
b. 10
c. 20
d. 100
4. Which kind of vocabulary describes the words a child can understand, though they may not be
able to speak them?
a. Psycholinguistic
c. Expressive
d. Receptive
e. Retentive
5. Which of the following words demonstrates overregulation by a child?
a. Footses (for Feet)
b. Dwink (for Drink)
c. Meece (for Mice)
d. both A and C

6. Which word describes an understanding of the appropriate use of language to use in social
situations?

a. Pragmatics
b. Syntax
c. Semantics
d. Balrog
7. Which of the following is a Category 2 oral language skill?
a. Decoding sounds
b. Knowing letters have names
c. Storytelling
d. A grasp of a second language
8. What two activities are critical to emergent literary skills?
a. Exposure to baby talk and independent reading
b. Learning to walk and conversations with adults
c. Exposure to baby talk and joint reading
d. Conversations with adults and joint reading
9. What percentage of students who had reading disabilities in early grades still had troubles a
decade later?
a. 10-20 %
b. 40-50 %
c. 70-80 %
d. 100 %
10. In emergent literacy, when the letters and the sounds have consistent, predictable connections
and few exceptions or irregular spellings, which of these is the case?
a. Decoding skills develop more slowly
b. Decoding skills develop more easily
c. Decoding skills are present from birth
d. This has no impact on decoding skill development
11. What percentage of a child's language input must be a second language in order to make it
likely the child will learn the second language?
a. 5 percent
b. 15 percent
c. 25 percent
d. 45 percent
12. What cognitive penalty is there for children who learn and speak two languages?
a. There is a significant cognitive penalty
b. There is a minor cognitive penalty

c. There is a cognitive penalty, but only in students with other developmental issues
d. There is no cognitive penalty
13. Which of the following can halt benefits usually gained from bilingualism in students?
a. When children are expected to abandon their first language
b. When the second language is acquired after the age of five.
c. When there is a negative stigma attached to bilingualism
d. both A and C
14. What is the word for the language spoken by a student at home or in their larger cultural
community, outside of school?
a. Their ancillary language
b. Their proto-language
c. Their mother tongue
d. Their heritage language
15. Which of the following are true of both signed and spoken languages?
a. Each have complex grammar
b. Each must emerge in the child's first year
c. Each have extensive vocabularies
d. both A and C
16. In the US from 1995 to 2005, by roughly what percentage did the number of students
speaking Asian derived languages increase?
a. 10 percent
b. 30 percent
c. 60 percent
d. 100 percent
17. Which of the following is a myth about being bilingual?
a. Children need to use both languages in many contexts
b. Reading is the skill that transfers most readily
c. Reading and speaking in L1 is detrimental to learning L2
d. All these are true

18. Proficiency in L2 consist of what two facets?

a. Face to face and academic language
b. Face to face and conversational language
c. Academic and spoken word language

d. High and low dialects

19. Which of the following is a variety of a specific language spoken in a particular culture?
a. L1 acquisition
b. Dialect.
c. Accent
d. Phonemic variation
20. Which of the following is generally true about genderlects?
a. girls tend to be quieter and more reserved
b. boys tend to shout more
c. boys tend to ask more questions
d. girls tend to be more talkative and affiliative in their speech
II. Matching
Chapter 7
Match the reinforcement schedule to the expected response pattern:
1. Continuous (d)
a. Rapid response rate; pause after reinforcement
2. Fixed Interval (b)
3. Variable Interval (c)
4. Fixed Ratio (a)
5. Variable Ratio (e)

b. Response rate increases as time for reinforcement

approaches, then drops after reinforcement
c. Slow, steady rate of responding; very little
pause after reinforcement
d. Rapid learning of response
e. Very high response rate; little pause after
reinforcement

Chapter 8
Match the type of cognitive load with its descriptor:
1. Intrinsic (c)
a. Avoidable or Manageable
2. Extraneous (a)

b. Desirable

3. Germane (b)

c. Unavoidable

Match the kind of knowledge to its example:

1. Declarative (c)
a. When to skim or read carefully
2. Procedural (b)

b. How to drive a car

3. Self Regulatory (a)

c. When the Starbucks opens

III. Fill in the Blank

Chapter 9
1. Fox and Riconscente define metacognition simply as knowledge or awareness as self as
knower.
2. Working to improve metacognitive skills may be especially important for students who have
trouble in schools.
3. Many instructors use a 3-part before, during, and after reading exercise called a KWL to guide
reading and understanding.
4. The first step of effective learning is that students must be cognitively engaged.
5. Concept maps are graphical tools for organizing and representing knowledge and
relationships within a particular field or on a given topic.
6. A production deficiency is when a student learns a strategy, but fails to apply when he or she
could or should.
7. A problem has an initial state, a goal, and path for reaching that goal.
8. Problem solving is usually defined as formulating new answers, going beyond the simple
application of previously learned rules to achieve a goal.
9. An algorithm is a step by step prescription for achieving a goal.
10. A heuristic is a general strategy that might lead to a right answer.