Which one of the following best illustrates the word length effect?
a. Linda finds that her attention is drawn more readily to long words (e.g., watermelon) than to short ones (e.g., pear).
b. Macy has a difficult time remembering how to spell hippopotamus and armadillo, even though she can spell other animal names (e.g., dog, bear) quite easily.
c. When words are four or more syllables long, the tendency to mix up the order of consonants (e.g., mispronouncing interpretation as "interpetration") increases considerably.
d. Rick has trouble remembering this week's shopping list—detergent, antifreeze, cinnamon, watermelon, margarine—even though he could easily remember a 6-item list (nuts, milk, pears, salt, ham, stamps) last week.
d
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Natalie believes she is a terrible public speaker so when she has to give a talk in a class, she doesn't put in much time or effort in preparing and she fails. Natalie has demonstrated a(n) ____
a. availability heuristic b. self-fulfilling prophecy c. reasoning by analogy d. overextension error
The earth is protected from extreme temperature conditions by
a......................................................................................................the earth's shadow. b...................................................................................................................the moon. c....................................................................................................................the tides. d.........................................................................................................the atmosphere.
How can technologies foster meaningful learning?
What will be an ideal response?
Creating a sense of community in the classroom; teaching classroom rules, routines, and procedures; and protecting the classroom community through teacher insistence are guidelines for which of the following?
a. Meeting state standards b. Ensuring classroom management c. Creating an ethos of care d. Using culturally relevant curriculum