1. Which of the following most accurately describes short-term memory
A. A fleeting memory that records sensations that are immediately experienced
B. A permanent memory that retains information indefinitely
C. An active memory that is used when holding information in an available state Correct
D. An abundant memory that can retain large amounts of information
Explanation
Short-term memory acts as a temporary workspace where information is actively held and manipulated for immediate use, such as remembering a phone number long enough to dial it; this is why option C is correct because it captures the 'working' aspect where data is available but not yet stored permanently. Option A is wrong as it describes sensory memory, which is even briefer and registers raw sensations before they fade. Option B is incorrect because long-term memory is the permanent storage system that can retain information indefinitely, not short-term. Option D is mistaken since short-term memory has limited capacity (typically 7±2 items) and does not hold large amounts, unlike long-term memory which is vast.
2. In a government class, a teacher asks the students, 'What could Congress do to reduce the foreign trade deficit?' The teacher is promoting student engagement in which of the following types of thinking
A. Sequential
B. Convergent
C. Evaluative
D. Divergent Correct
Explanation
The open-ended question encourages multiple creative solutions and ideas without a single right answer, which defines divergent thinking as generating diverse possibilities; this makes D correct for fostering brainstorming and innovation in policy options. Option A is incorrect because sequential thinking involves step-by-step logical processes, like following a recipe, not idea generation. Option B is wrong as convergent thinking narrows down to one best answer, such as in multiple-choice tests. Option C is mistaken since evaluative thinking judges or critiques ideas based on criteria, not primarily generating new ones.
3. The skills and information to be taught, along with the order in which they will be delivered, reflect a group of processes known as
A. scope and sequence Correct
B. curriculum mapping
C. instructional models
D. curricular orientation
Explanation
Scope refers to the content and skills to be covered, while sequence is the logical order of delivery to build knowledge progressively, making A the precise term for this structured planning process. Option B is incorrect because curriculum mapping visually aligns standards, assessments, and lessons across a year or grade but does not inherently dictate order. Option C is wrong as instructional models are teaching strategies like direct or inquiry-based, not content ordering. Option D is mistaken since curricular orientation describes broad philosophies like student-centered or subject-centered, not specific skills and sequencing.
4. Vicarious learning is associated with which of the following social learning theorists
A. Bandura Correct
B. Piaget
C. Dewey
D. Bruner
Explanation
Albert Bandura's social learning theory emphasizes learning through observing others' behaviors and consequences without direct experience, known as vicarious learning (e.g., modeling in the Bobo doll experiment), which directly ties to A. Option B is incorrect because Piaget focused on cognitive stages and individual construction of knowledge through assimilation and accommodation, not observation. Option C is wrong as Dewey promoted experiential, hands-on learning in democratic settings. Option D is mistaken since Bruner emphasized discovery learning and scaffolding in cognitive development.
5. Which of the following best illustrates the Socratic method of questioning
A. Corey, what are the three key points of the passage you just read
B. Susie, given the information you just read, what overall statement can you make Correct
C. Corey, what is the definition of this word on line 3
D. Susie, how does this issue relate to current world events
Explanation
The Socratic method uses probing questions to draw out deeper understanding and generalizations from students, making B correct as it pushes for synthesizing information into a broader statement. Option A is wrong because recalling key points is recall-level, not probing assumptions. Option C is incorrect as defining a word is factual recall. Option D is mistaken since relating to events encourages application but not the dialectical probing central to Socratic dialogue.