Objective 8.

Essay Question

- Describe the differences between general knowledge and domain-specific knowledge.

Be sure to give examples that apply to each form of knowledge.
- Answer: The difference between general and domain-specific knowledge is the context
of the knowledge. Domain-specific knowledge can only be applied to specific domains.
For example, knowing that the person who throws the football in the American Football
sport is knowledge specific to the domain of American Football. General knowledge
includes an understanding of basic skills like reading and writing.
o Found on Page 291-92
o 8.1 standard
o Difficulty: medium
o Blooms: 2

Short answer question

- _______ is the study of thinking, language, and the brain.

o Answer: cognitive science
o 8.1
o Easy
o Blooms: 1

True-False Question

- The areas of the HUMAN brain that fire when perceiving and performing an action are
known as mirror systems
- Answer: True
o Found on page 291

Objective 8.2

Multiple Choice Question 8.2

- Difficulty: easy
- Of the choices bellow, which of them are kinds of cognitive load

A) Intrinsic

B) Extraneous
 C) Germane

D) A B and C (answer)

E) None of the above

Found on page 300

Essay Question (8.2)

- Difficulty: medium
- Blooms: 2
- Describe the connection between the working memory, sensory memory, and long term
memory.
o Answers should be centered on information processing system explanations. A
rough sketch representation of these systems would be beneficial for the
students as well.

Short Answer Question

- Memories for dramatic or emotional moments in your life are known as __________.
- Answer: flashbulb memories
o Found on page 309

Multiple choice questions

- Difficulty: medium
- Blooms: 1
- When looking at the process of perception, which secondary process uses feature-based
information to gain understanding?
A) Gestalt
B) Top Down
C) Bottom-up
D) Perception
 - Difficulty Medium
- Blooms 1
- How long can the average person hold information in a phonological loop?
a) 1.5-2 seconds
b) 1-2.5 seconds
c) 3.5-4 seconds
d) 1.5-4 seconds

Objective 8.3

- True or False? Because the long-term memory network is actually quite large, large
portions of the system are able to be activated.
o False. The long-term memory network can only run a few small portions at a
time.
o Blooms 1
- True or False? When looking at a subject we use a schema to apply previous
understanding of any given subject.
o True
o Blooms 1
- True or False? A blue jay is an example of a prototype within a category of birds
o False. A blue jay is a specific bird which would make it an exemplar
o Blooms 2

Objective 8.4

Matching Question (8.4)

- Difficulty: medium
- Match the following terms related to teaching long lasting knowledge to their respective
definitions.

1) _D___ Systematic procedures of improving memory (p. 316)

2) __B__ Adding meaning to new information by connecting it to pre-existing

knowledge. (p. 312)

3) _C___ Learning verbally in increments (p. 317)

4) _A___ can lead to cognitive overload, fatigue and lagging motivation. (p.317)
 A) Massed Practice
a. 8.4
B) Elaboration
a. 8.4
C) Rote Memorizing
a. 8.4
D) Mnemonics
a. 8.4

Multiple choice question (8.4) Blooms: 1

- Difficulty: medium
- John is working on a memorization assignment for his theatre class. Which type of
practice method should he use to help with the assignment?
A) Rote teaching
B) Distributed practice
C) Massed practice
D) Serial-position effect learning

Essay Question

- Describe the differences between general knowledge and domain-specific knowledge.

Be sure to give examples that apply to each form of knowledge.
- Answer: The difference between general and domain-specific knowledge is the context
of the knowledge. Domain-specific knowledge can only be applied to specific domains.
For example, knowing that the person who throws the football in the American Football
sport is knowledge specific to the domain of American Football. General knowledge
includes an understanding of basic skills like reading and writing.
o Found on Page 291-92
o 8.1 standard
o Difficulty: medium
Essay Question Rubric

95-100 85 75 50%

Organization The transitions The writing is The writing does The writing
and general presented in a not answer the contains little to
organization is clear manner, questions, but no transition
well put together exhibiting some exhibits potential material that
details to support for details that
with little need prevents the
the claim support the given
for adjustment. subject items
claim made.
from connecting
Content The answer is The answer is The answer that The answer is
given in a exhibited in a is given is not incorrect and
concise way that clear manner correct but still gives little to no
fully supports that gives some gives a explanation to
the argument. examples to the reasonable the conclusion
writers claim. explanation for that was
the conclusion. reached.
Grammar Very few A few Some Several
grammatical grammatical grammatical/ grammatical and
errors are found errors are spelling errors spelling errors
with little need present that are found with are found with
for correction. require some the need for the need for
correction correction. major
corrections.
Objective 8.4: Teaching skills to improve retention of ideas and gain long lasting knowledge.

- For the first week the instructor will discuss different ways to retain knowledge.
o This can include presentations on concepts like
Teaching by rote
Using mnemonics
Applying skills like elaboration and organization of knowledge
- The second week can be experimental for the students. With this in mind, students will
be asked to keep a record of different assignments that they are told to memorize. The
students will use different types of techniques outlined in the book to see what works
for them in specific cases.
o This is where the assignment for this portion of the Assessment project will be
used.
Students will be assigned different song lyrics, poems, parts of
soliloquies, etc. and will try to use different knowledge retention
methods to see what works best for them.
The students will then write a short reflection describing any frustrations
or breakthroughs that they might have had.
- Finally in the third week the students will create a speech that will be completely
memorized for the class. This will show how the students are applying what they have
learned from this lesson.
 Juliet

O Romeo, Romeo, wherefore art thou Romeo? Deny thy father and refuse thy name; or if thou
wilt not, be but sworn my love and Ill no longer be a Capulet.

Tis but thy name that is my enemy: thou art thyself, though not a Montague. Whats
Montague? It is nor hand nor foot, nor arm nor face, nor any other part belonging to a man. O
be some other name!

This is one of the famous soliloquies from Shakespeares Romeo and Juliet. Your assignment
is to use the memorization techniques that were discussed in class to memorize this passage.

Following this exercise write a 1-2 page reflection discussing some issues or perhaps some
breakthroughs that you experienced in helping you to retain the information presented to
you

Attached bellow is the rubric of how you will be graded for the reflection.

95-100 85 75 50%

Organization The transitions The writing is The writing does The writing
and general presented in a not answer the contains little to
organization is clear manner, questions, but no transition
well put together exhibiting some exhibits potential material that
details to support for details that
with little need prevents the
the claim support the given
for adjustment. subject items
claim made.
from connecting
Content The answer is The answer is The answer that The answer is
given in a exhibited in a is given is not incorrect and
concise way that clear manner correct but still gives little to no
fully supports that gives some gives a explanation to
the argument. examples to the reasonable the conclusion
writers claim. explanation for that was
the conclusion. reached.
Grammar Very few A few Some Several
grammatical grammatical grammatical/ grammatical and
errors are found errors are spelling errors spelling errors
with little need present that are found with are found with
for correction. require some the need for the need for
correction correction. major
corrections.