Question 3

Question 1

Does this student suffer from test anxiety?

Answer 1

No, undergirded by these parameters related to TA.
A. comparing self-performance to peers
B. catastrophizing the consequences of failure
C. low levels of self-efficacy
D. excessive worry over evaluation
E. negative parental evaluation
F. feeling unprepared for tests
G. loss of self-worth
The fact that he was shocked suggests he overestimated his abilities and underestimated test difficulty.

Question 2

What do you believe is likely the source of the test failure/performance ABFNC

Answer 2

Academic Self-efficacy
Baddley Model
Feature Model (Naire)
Neath and Suprenant
Cognitive load

Question 3

Academic Self efficacy

Answer 3

ASE describes beliefs in the ability to select, undertake, and succeed in activities related to learning. Furthermore, learning activities require student interest, motivation, attention, and commitment, all of which ASE can afford.

Question 4

Baddley Model

Answer 4

A. information is held in different modalities
B. rehearsal and attention
C. central executive functioning
D. interference
E. control and coordinating attention
F. reduce distractions
G. focus, attention, and engagement

Question 5

Feature Model (Naire)

Answer 5

A. Cue driven (distinctiveness, ambiguity)
B. Constellation of cues
C. 2 types of features in memory (modality dependent/independent)
D. Interference

Question 6

Neath and Suprenant

Answer 6

A. Memory is contingent on the convergence of encoding/retrieval conditions and cues.
B. Proactive and Retroactive interference

Question 7

What additional information would be useful in developing greater certainty in your conclusions?

Answer 7

1. The fact that he was shocked by his score suggests a discrepancy between his perception and conclusion regarding the word “salient” and what the professor would consider salient.
2. What was his level of engagement (scrutiny, questioning, dialoging, etc VS passive reception of information).
3. What constitutes “reviewing” the materials after class and before the test?
4. what was the lapse in time between his second to last review and the last review before the day of the exam? How many highlights are there?
5. What were his note taking strategies?

Question 8

What learning strategies would you suggest for this student? CES. Describe 3 strategies and discuss their theoretical underpinnings.

Answer 8

Learning strategies are cognitive plans oriented toward successful task performance.

1. Comprehension monitoring (self regulation theory. You can use Vygotsky’s theory (scaffolding, private/inner speech)
2. Elaboration interrogation strategy (information processing theory (increase attentional capacities, resistance to interference, keeps information in the phonological loop (phonological store and articulatory processing) and of working memory longer)
3. Self generated note taking (Generative learning model)

Question 9

What research supports the use of these strategies?

Comprehensive monitoring

Answer 9

Using a hypermedia learning environment with middle- and high-school students, Greene and Azevedo (2009) found that monitoring activities (e.g., self-questioning and think aloud protocols asking students to verbalize their thinking) significantly enhanced students’ understanding of complex science topics.

Question 10

What research supports the use of these strategies?

Self generated note taking

Answer 10

3 Groups
a. Summary group (experimental)
I. Took notes during 21 min. lecture
II. Wrote summaries during 4 min. pauses
b. Pause group
I. Only reviewed (no summaries) during pauses
c. Control group
I. No summary no pauses just took notes

Immediately after lecture = post test
12 days later = free recall question
Post-test

Results: The summary group scored significantly higher than the control group on the free recall question and 12 day post-test, suggesting summary writing (self generated note taking) results in more durable learning.

Question 11

What research supports the use of these strategies?

Elaboration interrogation strategy

Answer 11

Group 1 prompt: The Swift Fox’s favourite place to find a home is near grassy areas. Why would this fact be true? Participants generated an answer to the why questions
Group 2: provided with explanatory elaborations
Groups of students in the provided elaboration condition were instructed to discuss whether the provided elaboration for each fact was a good or poor elaboration.
Group 3: the participant selected the study strategy.
Groups of students in the self-study condition were told to study the way they would normally
Group 4: control (repetitions)
RESULTS
Those who generated the elaborations remembered more information. The active generation of elaborations maximizes learning.