Test 1 Teaching Strategies For The Gifted

42 Questions | Total Attempts: 186

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Educational Psychology Quizzes & Trivia

Test 1 covering chapters 1-6. You may use any resource you have for this test.


Questions and Answers
  • 1. 
      Gifted students are:
    • A. 

      Usually advanced in their physical development as they are in their intellectual development.

    • B. 

      Often discouraged and frustrated from high levels of expectations and self-criticism

    • C. 

      Usually focused on their own needs and seldom concern themselves with the larger needs of the world.

    • D. 

      Usually good at so many things that finding a career is easy for them.

  • 2. 
    Which of the following is not a correct statement?
    • A. 

      Novelty registers information independent of rewards or punishment, and such processing is more effective for learning

    • B. 

      The potential of brain development is essentially limited for most individuals.

    • C. 

      Emotional responses are often more important in making cognitive decisions than are our rational processes.

    • D. 

      The dynamic nature of the brain allows intellectual growth to progress or regress, but not to remain static.

  • 3. 
    Which of the following is NOT a correct statement?
    • A. 

      Giftedness is a biologically rooted concept that indicates an advanced and accelerated development of functions within the brain.

    • B. 

      Gifted serves as a label for a high level of intelligence.

    • C. 

      Giftedness results in asynchronous development which is believed to increase with higher intellectual capacity.

    • D. 

      Being gifted ensures that children will perform well at school.

  • 4. 
    For effective learning concerete experiences, sensory stimulation, and active involvement are needed at both elementary and secondary levels.
    • A. 

      True

    • B. 

      False

  • 5. 
    Optimal development requires the active involvement of the learner.
    • A. 

      True

    • B. 

      False

  • 6. 
    The faster the pace of thinking and higher intensity and focus of highly gifted children, allow them to maintain their abilities and emotional well-being better with less effort than is true for less gifted children.
    • A. 

      True

    • B. 

      False

  • 7. 
    Intelligence is a rational, cognitive process and an individual's intelligence is measured by an intelligence test.
    • A. 

      True

    • B. 

      False

  • 8. 
    Fear, threat, anxiety, or tension makes it very difficult to learn.
    • A. 

      True

    • B. 

      False

  • 9. 
    Gifted children are born gifted and intelligence level changes very little throughout their lives.
    • A. 

      True

    • B. 

      False

  • 10. 
    Interaction with the environment begins to affect the infant's intellectual development significantly during the prenatal period.
    • A. 

      True

    • B. 

      False

  • 11. 
    Generally, infants and young children require a rich and varied environment that responds to their abilities, needs, and interests for giftedness to develop.
    • A. 

      True

    • B. 

      False

  • 12. 
    Age is a good index of mental and physical maturation.
    • A. 

      True

    • B. 

      False

  • 13. 
    During adolescence gifted students should be given a less challenging curriculum to allow them time to organize their knowledge base and synthesize their previous learning.
    • A. 

      True

    • B. 

      False

  • 14. 
    Which characteristic would not be observed in families of gifted children?
    • A. 

      Early stimulation and enrichment given to children

    • B. 

      Parents are younger than typical parents

    • C. 

      Strong work ethic and valuing of achievement modeled by parents

    • D. 

      Parenting style authoritative, rather than authoritarian or permissive

  • 15. 
    Early learning should NOT include:
    • A. 

      Exposure to reading material very early

    • B. 

      Exposure to math during the first year

    • C. 

      External rewards for good behavior

    • D. 

      Practice with decision making and consequences

  • 16. 
    Which statements are true of gifted adolescents?
    • A. 

      The environment has less effect on the brain of the gifted adolescent because the plasticity of the brain decreases during this period of life.

    • B. 

      Gifted youths have little interest in complex intuitive or creative activities.

    • C. 

      Gifted adolescent males often prefer more cognitive and aesthetic expression than physical activities having a strong element of daring that are preferred by their age peers.

    • D. 

      Underachievement of gifted youth rises significantly during adolescence.

  • 17. 
    The social-emotioanl adjustment of gifted children tends to proceed better than among the more typical population.
    • A. 

      True

    • B. 

      False

  • 18. 
    The more highly gifted the child, the more that social-emotional adjustment may be a problem.
    • A. 

      True

    • B. 

      False

  • 19. 
    Gifted children are as advanced emotionally as they are cognitively.
    • A. 

      True

    • B. 

      False

  • 20. 
    Even a small amount of education about gifted learners improves teachers' attitudes of acceptance and support for gifted students.
    • A. 

      True

    • B. 

      False

  • 21. 
    Gifted children have a strong sense of moral character regardless of who they are around as they develop.
    • A. 

      True

    • B. 

      False

  • 22. 
    The students with healthy perfectionism would NOT:
    • A. 

      Hold extremely high standards for self and others

    • B. 

      Have an intense need for order and organization

    • C. 

      Show self-acceptance of mistakes

    • D. 

      Have parents with high expectation

  • 23. 
    Which of the following social-emotional characteristics are NOT often found with gifted students?
    • A. 

      More independent

    • B. 

      More competitive

    • C. 

      Realistic self-assessment and self-expectations

    • D. 

      Less willing to compromise

  • 24. 
    Families that produce children with self-esteem DO NOT:
    • A. 

      Set clear limits based on their child's ability to understand consequences

    • B. 

      Are on good terms with each other

    • C. 

      Regard the family as their major source of self-esteem and gratification

    • D. 

      Relate to the environment in a caring way

  • 25. 
    The holistic model of creativity synthesizes the rational, emotional, intuitive, and physical views of creativity.
    • A. 

      True

    • B. 

      False

  • 26. 
    The federal definition of gifted students includes creativity as an expression of giftedness.
    • A. 

      True

    • B. 

      False

  • 27. 
    Children within the advantaged cultures show a higher creativity index than children of less advantaged cultures.
    • A. 

      True

    • B. 

      False

  • 28. 
    The growth of creativity defined by test performance is not continuous, but rather makes a sharp drop at the fourth grade.
    • A. 

      True

    • B. 

      False

  • 29. 
    People considered by those in their field as creative are identified as creative by tests of creativity giving such tests demonstrated validity.
    • A. 

      True

    • B. 

      False

  • 30. 
    Which of the following is NOT included in the research as a characteristic of creativity?
    • A. 

      Self-disciplined, independent, often anti-authoritarian

    • B. 

      Avoids conflict and tension

    • C. 

      Concerned with the outside and inside worlds

    • D. 

      Broad knowledge background

  • 31. 
    Which of the following conditions inhibits the development of creativity?
    • A. 

      External rewards

    • B. 

      Development of high levels of knowledge

    • C. 

      Openness

    • D. 

      Lack of competition

  • 32. 
    Which of the following is not used to measure creativity?
    • A. 

      Tests of problem solving

    • B. 

      Tests of divergent thinking

    • C. 

      Tests of intelligence

    • D. 

      Self-report measures of affective behavior

  • 33. 
    The need for the identification of gifted students is, in part, created in the schools by the use of grade placement determined by chronological age, and the primary foucs on group instruction.
    • A. 

      True

    • B. 

      False

  • 34. 
    Many gifted youngsters are discovered only after testing for a learning disability or Attention Deficit and Hyperactive Disorder (ADHD) program.
    • A. 

      True

    • B. 

      False

  • 35. 
    The IQ score gives an accurate measure of a person's capacity and is a good identification tool for that reason.
    • A. 

      True

    • B. 

      False

  • 36. 
    Under representation of some racial and ethnic cultures in the gifted population occurs primarily because the tests used are biased against people in those cultures
    • A. 

      True

    • B. 

      False

  • 37. 
    A major problem in finding gifted children among the students who are disabled is that teachers expect the disabled child's needs and any unusual behaviors to be the result of the disability.
    • A. 

      True

    • B. 

      False

  • 38. 
    Identification of gifted children need NOT include:
    • A. 

      General intellectual ability

    • B. 

      A variety of evaluative tools

    • C. 

      An IQ score

    • D. 

      Student achievement

  • 39. 
    Identification of underrepresented racial and ethnic cultures would be improved if:
    • A. 

      Referrals were more selective

    • B. 

      Culture free tests were used

    • C. 

      Opportunities were given for a test-intervene-retest format

    • D. 

      Creativity tests were given for those who did not do well on achievement testing

  • 40. 
    Which of the following practices are NOT recommended when identifying students for gifted programs?
    • A. 

      A broad conception of giftedness is used

    • B. 

      The identification be based on a single score from a reliable instrument

    • C. 

      Only instruments valid for the program rationale and the definition of giftedness are used

    • D. 

      Instruments for under-served populations are different and separate from the tools given to the other children

  • 41. 
    Which of the following are NOT a part of the rationale for gifted education and talent development?
    • A. 

      Giftedness is the result of an interactive process between the environment and the innate talents and capabilities of the individual.

    • B. 

      When human beings are limited and restricted in their development, we run the risk of creating both physical and psychological dysfunction.

    • C. 

      Gifted education should provide educational experiences that allow gifted students ahead of toehr students throughout their schooling.

    • D. 

      Contributions to society in all areas of human endeavor are made in overweighted proportions from gifted individuals.

  • 42. 
    The establishment of adequate programs for gifted students results in:
    • A. 

      Improved social relations for the child

    • B. 

      Snobbishness and elitism

    • C. 

      Compliance with the national mandate for educating gifted students

    • D. 

      More federal money for the district