For Order This and any Other Test Bank And solutions Manuals,Course, Assignments,Discussions,Quizzes,Exams Contact us At: johnmate1122@gmail.com Test Bank College Reading The Science and Strategies of Expert Readers 1st Edition Chapter 1 Pretest Part 1. Objective Questions Match the word, term, or phrase in the column on the left with the definition or explanation on the right. ___1. concentration
a. applying strategies to stay engaged with text
___2. internal distracters
b. using your fingertips to read, or a bookmark placed horizontally under the line you are reading
___3. metacognition
c. thinking about how you think
___4. active reading
d. brain cells
___5. neurons
e. making mistakes, correcting mistakes, and learning from those mistakes
___6. dendrites
f. reading only some of the words on a page
___7. practice
g. things that come from within you, like feelings or thoughts, that prevent you from being able to focus on your reading
___8. skimming
h. things in your environment that prevent you from being able to focus on your reading
___9. pacing
i. short branched extensions of a nerve cell, along which impulses are received from other cells
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___10. external distracters
j. focusing on what you are reading
Indicate whether the following statements are true (T) or false (F). ___11. Looking at the questions at the end of a textbook chapter before reading the chapter is “cheating.” ___12. There is no single area in the brain devoted to reading. ___13. Newly formed dendrites, synapses, and neural networks can begin to disappear if you don’t use them. ___14. Making mistakes has a negative effect on the learning process. ___15. Memorization is a key component of critical reading. ___16. There is a natural human sequence of stages in learning. ___17. The physical structure of the brain changes during learning. ___18. Subvocalization, or reading aloud when studying, is a bad habit. ___19. You are more likely to complete a task if you have a written plan. ___20. Copying over passages from your assigned textbook reading is an effective reading strategy. Part 2. Reading Passage Read the passage and answer the questions. 21. Based on the title and the first and last sentences, what do you think this reading passage will be about? 22. What do you already know about this subject? 23. Create a question to ask yourself about the subject of this passage. Family Dinners and Child Development The family is the primary agency of socialization. It is the environment into which children are born and in which their earliest experiences with other people occur—experiences that have a lasting influence on the personality. Family environments vary greatly, not only in terms of such key variables as
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parents’ income and education but also in terms of living arrangements, urban versus rural residence, number of children, relations with kin, and so on. Much contemporary research centers on the effects of different family environments on the child’s development (De Visscher & Bouverne-De Bie, 2008; Eshleman, 2003). Recent research confirms what many parents know intuitively: Enormous benefits are enjoyed by children raised in families whose members get together regularly around the dinner table. For example, a study by the National Center on Addiction and Substance Abuse (CASA; 2005) at Columbia University found that children who reported that they had family dinners were less likely to develop drug abuse problems as teenagers and young adults and more likely to do well in school. The strength of this finding seems to diminish somewhat with family size because, with more children, there is less parental attention to go around, but the findings are striking nonetheless. In another study of 4,746 middle and high school students, social scientists at the University of Minnesota found that girls whose families rarely ate together were 75 percent more likely to use extreme dieting techniques and develop eating disorders than were girls from families who often had dinner together. In a pioneering quantitative study of interactions around the dinner table, Michael Lewis and Candice Feiring studied mealtime in 117 American families. Their study, “Some American Families at Dinner” (1982), shows that a typical three-year-old child interacts regularly with a network of kin, friends, and other adults who may play a significant role in the child’s early socialization.
24. Did you lose concentration while reading this passage? If yes, what did you do to get back on track? 25. What is the purpose of this paragraph? a. to explain the benefits of families eating together b. to illustrate the impact of families as socializing agents 26. What are some of the benefits enjoyed by children whose families eat together at dinner? 27. In your own experiences, what are some other aspects of family life that can affect the socialization of children?
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Chapter 1 Terminology Match the word, term, or phrase in the column on the left with the definition or explanation on the right. ___1. critical reading
a. brain cells that connect with one another and create neural networks
___2. metacognition
b. wanting to learn something
___3. plasticity
c. reading aloud
___4. neurons
d. the trunk of a brain cell; a nerve fiber that generally conducts impulses away from the body of the nerve cell
___5. terminals
e. a metacognitive strategy that helps you think on paper about what you have read, and identify what you do (and do not) understand
___6. regression
f. backward movement of the eyes over previously read information
___7. motivation
g. applying strategies to stay engaged with text and to keep thinking about the information
___8. internal distracters
h. ability of the brain to change as a result of experience
___9. axon
i. short branched extension of a nerve cell, along which impulses received from other cells at synapses are transmitted to the cell body
___10. external distracters
j. directing the brain’s attention to a specific task
___11. neural network
k. things in your environment that prevent you from being able to focus on your reading
___12. journal
l. a system that helps readers to keep track of the number of times they lose concentration as they read
___13. pacing
m. using your fingertips or a bookmark placed horizontally under the line you are reading
___14. active reading ___15. synapses
n. a process using specific steps: wanting to learn, practicing, practicing again, gaining skill, and then gaining mastery o. a network of neurons
___16. natural human learning process
p. a complex thinking process that involves discovering and taking apart an author’s meaning, evaluating the author’s
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___17. dendrite
meaning, and incorporating the meaning into the ideas you already know q. a feature of learning that makes it easier to recall information if one is in the same state during testing as during learning
___18. selective attention
r. reading only some of the words on a page
___19. checkmark monitoring system
s. endings by which axons make synaptic contacts with other nerve cells
___20. state dependent learning t. a state of mind that leads to lack of attention ___21. pathway effects
u. results of learning through a specific pathway, such as hearing
___22. skimming
v. thinking about how you think; an awareness of your own knowledge and an ability to monitor and control your learning
___23. practice
w. structures that enable our brain to connect related neurons
___24. subvocalization
x. opportunity to apply what you’ve learned, correcting mistakes, learning from them, and trying over, again and again
___25. boredom
y. things that come from within you, like feelings, or thoughts, that prevent you from being able to focus on your reading
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Chapter 1 Fill in the Blank Complete each statement or fill in the blanks in the statement using the word bank. active active readers critical reading dendrites
learned metacognition neural networks neurons
practice rereading stress understand
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1. Creating visuals such as diagrams, concept maps, or pictures is a reading strategy used by _______________ in order to help them _______________ difficult text. 2. Reading requires skills that do not come naturally. These skills have to be _______________. 3. _______________ is a complex thinking process that involves discovering and taking apart an author’s meaning, evaluating the author’s meanings based on established standards, and incorporating the meaning into the ideas you already know. 4. Justin just completed his portfolio for his freshman composition class. For his first writing assignment, he was asked to reflect on what he had learned about himself as a writer over the semester and to identify what skills he thought he would especially need to work on in the next composition class. This type of thinking is called _______________. 5. If you don’t understand a word, _______________ the sentence the word is in will help you figure out the meaning using context clues. 6. It is important to _______________ what you have just learned, because newly formed dendrites, synapses, and neural networks can begin to disappear if you don’t use them. 7. Louisa and Jake were part of a study group for psychology, but something always seemed to come up and they only made it to the last session before the midterm. Even though they stayed and studied an hour longer at the last session, they still were disappointed when they received a D on the exam. One reason for this low grade is that the brain requires practice for ________________ to grow and _______________ to form. 8. Applying strategies to stay engaged with text and to keep thinking about the information is called _______________ reading. 9. In order to remember information and use knowledge that you have learned, synapses must work well so that _______________ can connect with each other. 10. Synapses do not work well when a person is under ________________ or is frustrated or sad.
Chapter 1 Multiple Choice Questions 1–9 are multiple-choice questions designed to evaluate your ability to remember or recall basic pieces of knowledge from Chapter 1. Please read each question carefully before reading the answer options. Circle the answer that best completes the statement or answers the question. 1. Active learning strategies include all of the following except a. reading a chapter straight through from beginning to end b. previewing the chapter to signal your brain what to look for. c. connecting new information to what you already know. d. developing questions so that you can answer them as you read. 2. The six stages of the natural human learning process are a. attention, concentration, knowledge, practice, more practice, and mastery. b. motivation, skill acquisition, more skill, practice, more practice, and mastery. c. attention, practice, more practice, more practice, more skill, and mastery. d. motivation, practice, more practice, more practice, more skill, and mastery. 3. Things in your environment that prevent you from being able to concentrate on your reading are called a. internal distracters. b. external distracters. c. synaptic distractions. d. external stimuli. 4. Which of the following statements is most accurate when describing a process known as “rereading”? a. It is a bad habit that interferes with comprehension. b. It slows a person’s reading and contributes to boredom. c. It indicates a lack of total concentration. d. It may improve comprehension, especially with difficult passages. 5. Jane is 20 and Henry is nearly 50. He is worried about his ability to learn new things at his age. However, he might be relieved to know that research shows that the brain can continue to change throughout our lives. What is this quality of the brain called? a. plasticity b. fossilization c. perseverance d. NHLP
6. A synapse occurs where the terminals of one axon connect with the a. terminals of another axon. b. axon of another neuron. c. nerve endings in the brain. d. dendrites of another neuron. 7. Which of the following best describes the process that happens in the brain when learning occurs? a. Learning happens when new dendrites grow, and terminals make connections called synapses. b. Learning happens when new dendrites grow and connect to each other at related synapses. c. Learning involves growing new brain cells called neurons and axons, which in turn grow terminals. d. Learning involves growing dendrites, connecting them at related synapses, and constructing stable neural networks. 8. Which of the following activities is least descriptive of critical reading? a. prioritizing an author’s ideas b. recognizing patterns of organization when you read c. previewing chapters and asking questions before you read d. skimming a text for what you know so you don’t have to read everything 9. Which of the following activities is not a good way to fight boredom while reading or studying? a. doodling b. taking notes c. thinking about your academic goals d. listening to music Questions 10–20 are multiple-choice questions designed to test your ability to think critically about the subject. Please read each question carefully before reading the answer options. Be aware that some questions may seem to have more than one right answer, but you are to look for the answer that makes the most sense and is the most correct. 10. Alex’s mother and sister were in a car accident recently. They are recovering and the family has agreed that Alex should continue with his college education; however, at night when he is in his dorm trying to read and study, he is having trouble concentrating. What is the term for Alex’s problem? a. a lack of attention b. an external distracter c. subconscious worry d. an internal distracter
11. Jill recently took a learning styles inventory and found that she is a kinesthetic learner, someone who prefers to learn new information by being active or using movement. Which of the following strategies is likely to help Jill the most when she is reading textbook material? a. pacing b. listening to classical music c. rereading d. skimming 12. Jose and Anne agree to study together for an upcoming test. They decide to make chapter outlines that they will first study on their own. Next, they will quiz each other out loud. This strategy takes advantage of something we know about the brain called a. state dependent learning. b. pathway effects. c. encoding. d. regression. 13. Which of the following statements best explains why the authors of this textbook use the comparison of a tree with bare branches to explain neurons, axons, and dendrites? a. They want you to know what neural networks inside the brain look like. b. You will understand this information better if you can connect it to something you already know. c. It is vital that you memorize the definitions of these terms and be able to label parts of the brain on a diagram. d. They want to simplify the material for you. 14. What is the reason that experts are able to recall information more quickly? a. They have more brain cells than other people. b. They study regularly, so their synapses will keep firing. c. They have well-developed neural networks. d. They concentrate intently on one subject area. 15. Jada has a midterm in her philosophy class in three weeks. She has been struggling because this is all new subject matter for her. She comes to you for advice on how to study for the upcoming midterm. Based on what you know about how the brain “learns,� you advise her to a. cram the night before so she will have less time to forget what she studies. b. review her notes and the chapters from the text out loud so she can both hear and see the information. c. copy her notes over several times and reread the textbook chapters one more time. d. use a variety of study strategies and review at least an hour every other day between now and the exam.
16. During the philosophy test, Kayla starts to worry. She recalls failing a geography test the previous semester. Which of the following actions would most help Kayla to relax and recall the information she has studied? a. Stop and think of how confident she felt while reviewing with her study partner so that she can reclaim that confident state of mind. b. Note that many other people failed that geography test, too, so it was really the teacher’s fault for writing such a hard exam. c. Mentally say to herself, “I can do this; I can do this.” d. Start subvocalizing as she reads the questions so that she will benefit from hearing as well as reading the questions. 17. Will and Jason discovered that their history classroom was open in the late afternoon. They decide to meet there twice a week to study, thinking this would help them remember the material better when it came time for tests. Which effect or process about the brain and learning are Will and Jason hoping will benefit them when they take the next history test? a. the pathway effect b. the environment effect c. the emotion effect d. the natural human learning process 18. Both Maria and Andrew planned to study for their math exam that was coming up at the end of the week. Maria looked at her planner and wrote down the days and times she intended to study each chapter. Andrew said as they left class, “I will meet you on Tuesday so we can study.” Which student is more likely to actually study for the test? a. Andrew b. Maria c. There is no way to tell which is more likely to study. d. They both intend to study so it is likely that each one will. 19. Journaling after a test or project in order to think about what you did well and what you need to do differently is an example of a. metacognition. b. critical thinking. c. state dependent learning. d. the natural human learning process. 20. You are sitting down to tackle the first reading assignment for your environmental science class. You dislike science, but the course is required for your degree. Which of the following actions would be most useful in helping you to accomplish the assignment? a. Moan and groan so you can release your negative feelings. b. Put some of your favorite music so that your mood will improve while you read. c. Preview the first few pages; focus; use the checkmark monitoring system to track your concentration; and understand all new vocabulary words. d. Start with the questions at the back of the chapter and skim back through the chapter for the answers.
Chapter 1 Skill-Based Quiz Read each passage and answer the questions. Passage 1 1. Before reading, make a list of the topics that you think will be covered in this passage. 2. In your own words, explain what is meant by the term mass media industries. 3. After reading the first paragraph and scanning the first sentence of several of the paragraphs, what do you think is the purpose of this reading passage? 4. Write two questions that you would like to have answered as you read this passage.
What Are the Mass Media Industries? The term mass media industries describes eight types of mass media businesses. The word industries, when used to describe the media business, emphasizes the primary goal of mass media in America—to generate money. The eight media industries are • Books • Newspapers • Magazines • Recordings • Radio • Movies • Television • The Internet Books, newspapers and magazines were America’s only mass media for 250 years after the first American book was published in 1640. The first half of the 20th century brought four new types of media—recordings, radio, movies and TV—in less than 50 years. The late-20th-century addition to the media mix, of course, is the Internet. To understand where each medium fits in the mass media industries today, you can start by examining the individual characteristics of each media business. Books Publishers issue about 150,000 titles a year in the United States, although some of these are reprints and new editions of old titles. Retail bookstores in the United States account for one-third of all money earned from book sales. The rest of book publishing income comes from books that are sold online, in college stores, through book clubs, to libraries and to school districts for use in elementary and high schools. Book publishing, the oldest media industry, is a static industry, with very little growth potential, although book publishers are trying to expand their sales by selling e-books (downloaded copies of books) as an alternative to printed books.
Newspapers There are about 1,400 daily newspapers in the United States. Newspapers are evenly divided between morning and afternoon delivery, but the number of afternoon papers is declining. Papers that come out in the morning are growing in circulation, and papers that come out in the afternoon are shrinking. The number of weekly newspapers also is declining. Advertising makes up more than two-thirds of the printed space in daily newspapers. Most newspapers have launched online editions to try to expand their reach, but overall newspaper income is shrinking, and many major newspaper organizations have had to cut staff and sell off some of their newspapers to try to stay profitable. Magazines According to the Magazine Publishers of America, about 20,000 magazines are published in the United States. To maintain and increase profits, magazines are raising their subscription and single-copy prices and fighting to sustain their advertising income. Many magazines have launched Internet editions, and a few magazines (such as Slate) are published exclusively online. Magazine subscriptions and newsstand sales are down. Magazine income is expected to decline over the next decade, primarily because advertising revenue is down substantially. Recordings People over age 25 are the most common buyers of recordings today because people under 25 download music from the Internet, both legally and illegally, and buy very few CDs. CDs and online downloads account for almost all recording-industry income, with a small amount of money coming from music videos. Industry income has been declining sharply because new technologies allow consumers to share music over the Internet rather than pay for their music. The only growing revenue source for the recording companies among people under 25 is individual music downloads, sold through online sites such as iTunes. In 2010, Apple announced that iTunes had sold its 10 billionth download, becoming the nation’s largest music retailer. Radio 14,000 radio stations broadcast programming in the United States, evenly divided between AM and FM stations. About 2,900 radio stations are public stations, most of them FM. Satellite radio, such as Sirius XM, generates revenue through subscriptions, offering an almost unlimited variety of music and program choices without commercials. As a result, over-the-air broadcast radio revenue from commercials is declining because the price of a commercial is based on the size of the audience, which is getting smaller. To expand their audience, more than 6,000 traditional radio stations also distribute their programs online. Pandora is the most successful online radio station, available exclusively on the Internet. Movies About 40,000 theater screens exist in the United States. The major and independent studios combined make about 600 pictures a year. The industry is collecting more money because of higher ticket prices, but more people watch movies at home and online than in theaters, so the number of movie theaters is declining. Fewer people are buying DVDs and instead are getting movies through Redbox or Netflix. The only increases in income to the U.S. movie industry have been from overseas movie sales, movie downloads and the introduction of 3-D movies. Overall movie industry income began declining in 2005, and that trend continues.
Television About 1,700 television stations operate in the United States. One out of four stations is a public station. Many stations are affiliated with a major network —NBC, CBS, ABC or Fox—although a few stations, called independents, are not affiliated with any network. More than 90 percent of the homes in the United States are wired for cable or satellite delivery. To differentiate cable and satellite TV from network television, cable and satellite television services are now lumped together in one category, called subscription television. TV network income is declining while income to cable operators and satellite companies for subscription services is increasing, so all the television networks also have invested heavily in subscription TV programming. The nation’s largest cable operator, Comcast Corp., also owns the E! Entertainment cable network. In 2008, AT&T began offering subscription television services using fiber cable through its U-verse system. Total television industry revenue—including cable, satellite and fiber delivery—is expected to grow steadily in the next decade. The Internet The newest media industry also is growing the fastest. About 79 percent of all U.S. consumers are online, the amount of money spent for Internet advertising increased from $8 billion in the year 2000 to $26 billion in 2010. Internet media have become a new mass medium as well as an integrated delivery system for traditional print, audio, and video and interactive media (such as video games). The Internet also offers access to many other consumer services, such as shopping and social networking, and a place for businesses to sell their products using advertising and product promotion. From BIAGI. Media/Impact: An Introduction to Mass Media 9e (pp. 9-11). Copyright © 2010 Cengage Learning.
Passage 2 Structural Mobility The Industrial Revolution profoundly altered the stratification systems of rural societies. The mechanization of agriculture greatly decreased the number of people needed to work on the land, thereby largely eliminating the classes of peasants and farm laborers in some societies. This dimension of social change is often called structural mobility: An entire class is eliminated as a result of changes in the means of existence. . . . The Industrial Revolution transformed the United States from a nation in which almost 90 percent of the people worked in farming and related occupations into one in which less than 10 percent did so. Similar changes took place in England and most of the European nations and are now taking place in many other parts of the world. Fro m KORNBLUM. Sociology in a Changing World 9e (p. 237). Copyright © 2012 Cengage Learning.
5. What does the term structural mobility mean? 6. Can you explain the term in your own words? Why or why not? 7. Explain what an active reader would do in order to understand the concept of structural mobility as explained in this paragraph.
Passage 3 8. Read the first paragraph of the passage. What do you think this reading passage will be about? 5. What do you already know about the subject? 10. Create a question to ask yourself about the subject of this passage B. What did you learn about skin color that you did not know before reading this passage?
Shades of Skin The color of human skin begins with melanosomes. These skin cell organelles make two types of melanin pigments: one brownish-black; the other, reddish. Most people have about the same number of melanosomes in their skin cells. Variations in skin color occur because the kinds and amounts of melanins vary among people, as does the formation, transport, and distribution of the melanosomes. Variations in skin color may have evolved as a balance between vitamin production and protection against harmful UV radiation. Dark skin would have been beneficial under the intense sunlight of the African savannas where humans first evolved. Melanin acts as a natural sunscreen because it prevents UV radiation in sunlight from breaking down folate, a vitamin essential for normal sperm formation and embryonic development. Children born to light-skinned women exposed to high levels of sunlight have a heightened risk of birth defects. Early human groups that migrated to regions with colder climates were exposed to less sunlight. In these regions, lighter skin color would have been beneficial. Why? UV radiation stimulates skin cells to make a molecule the body converts to essential vitamin D. Where sunlight exposure is minimal, UV radiation damage is less of a risk than vitamin D deficiency, which has serious health consequences for developing fetuses and children. People with dark, UVshielding skin have a high risk of this deficiency in regions where sunlight exposure is minimal. Skin color, like most other human traits, has a genetic basis. More than 100 gene products are involved in the synthesis of melanin, and the formation and deposition of melanosomes. Mutations in at least some of these genes may have contributed to regional variations of human skin color. Consider a gene on chromosome 15, SLC24A5 that encodes a transport protein in melanosome membranes. Nearly all people of African, Native American, or East Asian descent carry the same allele of this gene. Between 6,000 and 10,000 years ago, a mutation gave rise to a different allele. The mutation, a single base–pair substitution, changed the 111th amino acid of the transport protein from alanine to threonine. The change results in less melanin—and lighter skin color—than the original African allele does. Today, nearly all people of European descent carry this mutated allele. A person of mixed ethnicity may make gametes that contain different combinations of alleles for dark and light skin. It is fairly rare that one of those gametes contains all of the alleles for dark skin, or all of the alleles for light skin, but it happens. From STARR/EVERS/STARR. Biology: Concepts and Applications without Physiology 8e (p. 203). Copyright © 2011 Cengage Learning
Passage 4 11. Read the following passage and use the checkmark monitoring system to make a checkmark in the margin each time you lose your concentration.
Ethics Ethics is the branch of philosophy that deals with questions of moral behavior. The study of ethics can provide the tools for making difficult moral choices, both personal and professional. The goal is not to make ethical decisions with which everyone agrees but to increase our ability to defend our critical judgments on some rational basis. Ethics, as a formal field of inquiry, includes three related subcategories. Metaethics attempts to assign meanings to the abstract language of moral philosophy. Normative ethics provides the foundation for decision making through the development of general rules and principles of moral conduct. Applied ethics is concerned with using these theoretical norms to solve ethical problems in the real world. Ethical situations are usually complex affairs, in which a moral agent (the one making the ethical decision) commits an act (either verbal or nonverbal) within a specific context with a particular motive directed at an individual or audience usually with some consequence, either positive or negative. Each of these factors must be taken into account before passing judgment on the outcome of any moral scenario. From DAY. Ethics in Media Communications: Cases and Controversies 5e (p. 18). Copyright Š 2006 Cengage Learning.
12. Active reading can be like driving a car. Describe how you could use active reading to help read and understand this passage. For example, where might you need to slow down? Where might you need to ask for directions? 13. Describe a time when you had to make an ethical decision.
Passage 5 14. Read the following passage and use the checkmark monitoring system to make a checkmark in the margin each time you lose your concentration. I am a dog person, a lover of dogs. I am also a scientist. I study animal behavior. Professionally, I am wary of anthropomorphizing animals, attributing to them the feelings, thoughts, and desires that we use to describe ourselves. In learning how to study the behavior of animals, I was taught and adhered to the scientist’s code for describing actions: be objective; do not explain a behavior by appeal to a mental process when explanation by simpler processes will do; a phenomenon that is not publicly observable and confirmable is not the stuff of science. These days, as a professor of animal behavior, comparative cognition, and psychology, I teach from masterful texts that deal in quantifiable fact. They describe everything from hormonal and
genetic explanations for the social behavior of animals, to conditioned responses, fixed action patterns, and optimal foraging rates, in the same steady, objective tone. And yet. Most of the questions my students have about animals remain quietly unanswered in these texts. At conferences where I have presented my research, other academics inevitably direct the postlecture conversations to their own experiences with their pets. And I still have the same questions I’d always had about my own dog—and no sudden rush of answers. Science, as practiced and reified in texts, rarely addresses our experiences of living with and attempting to understand the minds of our animals.
15. Where did you lose concentration when reading this text? Why did you lose concentration? 16. What question(s) about dogs do you think the writer of this passage wants to answer?