Chapter 1

Question 1

Many people believe that their intellectual ability is …………… from birth.
(programmé)

Answer 1

hardwired

Question 2

………… the learning of basic knowledge against the development of creative thinking is a false choice.

Opposer

Answer 2

Pitting

Question 3

In an effort …. ……. ……. …… ……. between basic knowledge on learning in cognitive psychology and its application in education.

Pour mieux combler le fossé

Answer 3

In an effort to better bridge the gap between basic knowledge on learning in cognitive psychology and its application in education.

Question 4

This book …… in part from a collaboration among eleven cognitive psychologists.

surgit/émane

Answer 4

This book arose in part from a collaboration among eleven cognitive psychologists.

Question 5

If learners ………… their study of a topic, returning to it periodically over time, they remember it better.

(étaler)

Answer 5

If learners spread out their study of a topic, returning to it periodically over time, they remember it better.

Question 6

Similarly, if they ………. the study of different topics, they learn each better than if they had studied them one at a time in sequence.

(intercaler)

Answer 6

Similarly, if they interleave the study of different topics, they learn each better than if they had studied them one at a time in sequence.

Question 7

We also write for lifelong learners nearing middle age or older who want to …… their skills so as to stay in the game.

(Perfectionner/affiner)

Answer 7

We also write for lifelong learners nearing middle age or older who want to hone their skills so as to stay in the game.

Question 8

Matt has been …. ….. with piston engines since he was old enough to hold a wrench, and he knew he had a problem.

(s’occupe)

Answer 8

Matt has been messing around with piston engines since he was old enough to hold a wrench, and he knew he had a problem.

Question 9

There are some ……. aspects of learning that we can probably all …….. …

(immuables)

(sur lesquels nous pouvons tous nous entendre)

Answer 9

There are some immutable aspects of learning that we can probably all agree on.

Question 10

We can’t ….. through middle school without some mastery of language arts, math, science, and social studies.

(progresser)

Answer 10

We can’t advance through middle school without some mastery of language arts, math, science, and social studies.

Question 11

Rereading text and massed practice of a skill or new knowledge are …… the preferred study strategies of learners of all ……, but they’re also among the least productive.

(de loin)

(de tous bords)

Answer 11

Rereading text and massed practice of a skill or new knowledge are by far the preferred study strategies of learners of all stripes, but they’re also among the least productive.

Question 12

Retrieval …….. the memory and interrupts forgetting.

renforce

Answer 12

Retrieval strengthens the memory and interrupts forgetting.

Question 13

We’re all susceptible to illusions that can …… our judgment of what we know and can do.

(détourner)

Answer 13

We’re all susceptible to illusions that can hijack our judgment of what we know and can do.

Question 14

Il est sage d’être sceptique.

Answer 14

It’s wise to be skeptical.

Question 15

Pourtant, tous les conseils ne sont pas fondés sur la recherche, loin de là.

Answer 15

Yet not all advice is grounded in research, far from it.

Question 16

De nombreux travaux de recherche renversent cette croyance.

Answer 16

Much research turns this belief on its head.

Question 17

The most effective way to master a new skill is to give it ……. ,
………. ……… focus, practicing over and over until you’ve …….. .

(de s’y consacrer avec ténacité)

(un seul objectif)

(jusqu’à ce qu’elle soit acquise)

Answer 17

The most effective way to master a new skill is to give it dogged, single-minded focus, practicing over and over until you’ve got it down.

Question 18

You needn’t look far to find training systems that …… …….. on the conviction that mere exposure leads to learning.

(qui s’appuient forcément)

Answer 18

You needn’t look far to find training systems that lean heavily on the conviction that mere exposure leads to learning.

Question 19

dix heures par jour

Answer 19

Ten hours a day

Question 20

Context can …… memories.

déclencher

Answer 20

Context can unleash memories.

Question 21

The narrator …… …… his inability to recall the days of his adolescence.

(pleurer sur)

Answer 21

grieves over

Question 22

Psychologists have ……….. a curious inverse relationship between the ease of retrieval practice and the power of that practice to …….. learning.

(découvert)

(ancrer)

Answer 22

uncovered

entrench

Question 23

……… , the more effort you have to expend to retrieve knowledge or skill, the more the practice of retrieval will ……. it.

(inversement)

(ancrer)

Answer 23

Conversely

entrench

Question 24

At the end, when the players’ hitting was ………..

évaluer

Answer 24

assessed

Question 25

Un éventail plus large de situations

Answer 25

A broader range of situations

Question 26

Favoriser l’apprentissage conceptuel

Answer 26

Fostering conceptual learning

Question 27

Learning to identify …………. ……….. of the examples within a species .

(les points communs sous-jacents)

Answer 27

underlying commonalities

Apprendre à identifier les points communs sous-jacents des exemples au sein d’une espèce

Question 28

But the interleaved strategy, which was more difficult and felt ……. , produced superior discrimination of differences between types, without …….. the ability to learn commonalities within a type.

(maladroite)

(entraver)

Answer 28

But the interleaved strategy, which was more difficult and felt clunky, produced superior discrimination of differences between types, without hindering the ability to learn commonalities within a type.

Question 29

Yet when text on a page in a font that is a little difficult to …………… , people recall the content better.

(déchiffrer)

Answer 29

Yet when text on a page in a font that is a little difficult to decipher, people recall the content better.

Question 30

When letters are …………… from words in a text, requiring the reader to supply them, reading is slowed, and retention improves.

(omises)

Answer 30

When letters are omitted from words in a text, requiring the reader to supply them, reading is slowed, and retention improves.

Question 31

Of course, learning will not improve if the difficulty completely ……………. the meaning or cannot be overcome.

(masque)

Answer 31

Of course, learning will not improve if the difficulty completely obscures the meaning or cannot be overcome.

Question 32

In testing, …….. ………… …………. ………. an answer rather than select from multiple choice provides stronger learning benefits.

(le fait d’être obligé de fournir)

Answer 32

In testing, being required to supply an answer rather than select from multiple choice provides stronger learning benefits.

Question 33

………… with the question, you …………. your brain for something that might give you an idea.

(se débattant)
(vous vous creusez)

Answer 33

Wrestling with the question, you rack your brain for something that might give you an idea.

Question 34

You may get curious, even …….. or frustrated and ………. ……….. of the hole in your knowledge that needs filling.

(perplexe)
(conscience aiguë)

Answer 34

You may get curious, even stumped or frustrated and acutely aware of the hole in your knowledge that needs filling.

Question 35

……………. …………… to solve a problem encourage ……….. ……………… of the answer when it is later supplied, creating fertile ground for its encoding, in a way that simply reading the answer cannot.

(les tentatives infructueuses)
(traitement profond)

Answer 35

Unsuccessful attempts to solve a problem encourage deep processing of the answer when it is later supplied, creating fertile ground for its encoding, in a way that simply reading the answer cannot.

Question 36

Il est préférable de résoudre un problème que de mémoriser la solution.

Answer 36

It’s better to solve a problem than to memorize the solution.

Question 37

Il est préférable de tenter une solution et de fournir une réponse incorrecte que de ne pas essayer.

Answer 37

It’s better to attempt a solution and supply the incorrect answer than not to make the attempt.

Question 38

Les élèves devaient répondre à des questions qui évaluaient leur compréhension des concepts clés qu’ils avaient travaillé à apprendre.

Answer 38

The students were asked questions that assessed their understanding of the key concepts that they had worked on learning.

Question 39

Because of the vast capacity of long-term memory, having the ability to …….. and …… what you know when you need it is key.

(localiser et se rappeler )

Answer 39

Because of the vast capacity of long-term memory, having the ability to locate and recall what you know when you need it is key.

Question 40

When you recall it after some time …. …….

s’est écoulé

Answer 40

When you recall it after some time has elapsed.

Question 41

We …….. to fit the events of our lives.

s’efforcer

Answer 41

We strive to fit the events of our lives…

Question 42

suggestibility can be very …….

subtile

Answer 42

suggestibility can be very subtle.

Question 43

La police attrape un suspect.

Answer 43

The police nab a suspect.

Question 44

A woman was watching television ….. when she heard a knock on the door.

(à midi)

Answer 44

A woman was watching television in midday when she heard a knock on the door.

Question 45

What psychologists call the curse of knowledge is our tendency to ……….. how long it will take another person to learn something new or perform a task that we have already mastered.

(sous-estimer)

Answer 45

What psychologists call the curse of knowledge is our tendency to underestimate how long it will take another person to learn something new or perform a task that we have already mastered.

Question 46

These memories are thought to be ……. , burned into our minds.

(indélébile)

Answer 46

These memories are thought to be indelible, burned into our minds.

Question 47

minutieusement reporté

Answer 47

thoroughly reported

Question 48

Your memory may not necessarily be ……..

juste/précis

Answer 48

Your memory may not necessarily be accurate.

Question 49

She has long ago …….. into one unified mental model.

rassembler

Answer 49

She has long ago bundled into one unified mental model.

Question 50

Une erreur de jugement

Answer 50

A misjudgment

Question 51

We can be …….. by these models.

piégé

Answer 51

We can be tripped by these models.

Question 52

We …… …… a solution to address it that doesn’t work.

(On sort une solution)

Answer 52

We pull out a solution to address it that doesn’t work.

Question 53

Their research showed that incompetent people overestimate their own competence and failing to sense a ……… between their performance and what is desirable, see no need to try to improve.

(une discordance)

Answer 53

Their research showed that incompetent people overestimate their own competence and failing to sense a mismatch between their performance and what is desirable, see no need to try to improve.

Question 54

La plupart des domaines de la vie

Answer 54

Most realms of life

Question 55

Each of us is an astounding …… of perceptual and cognitive abilities, coexisting with the seeds of …… …… …….

(paquet/concentré)
(de notre propre perte)

Answer 55

Each of us is an astounding bundle of perceptual and cognitive abilities, coexisting with the seeds of our own undoing.

Question 56

L’intention est louable.

Answer 56

The intent is laudatory.

Question 57

……. , the process serves ….. …. ….. for the instructor of how well the students are assimilating the material and in what areas more or less work is needed.

(de même)

(dans quelle mesure)

Answer 57

Likewise, the process serves as a gauge for the instructor of how well the students are assimilating the material and in what areas more or less work is needed.

Question 58

De plus

Answer 58

Moreover

Question 59

Pour cadrer notre argument

Answer 59

To help frame our argument.

Question 60

Doris gave him a ……

une fessée

Answer 60

Doris gave him a spanking.

Question 61

…………, people who ….. ….. …… concepts from the less important information they encounter in new material and who link these key ideas into a mental structure are most successful learners.

(de même)
(distinguent les concepts principaux)

Answer 61

Likewise, people who single out salient concepts from the less important information they encounter in new material and who link these key ideas into a mental structure are most successful learners.