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1. The area in the brain that is responsible for executive functions is the:
2. Executive function processes do not include:
3. The effect of executive function weaknesses can affect various domains of academic performance such as:
4. The following tool is used by the Education Department to write learning outcomes and assessment criteria:
5. In the Zone of Proximal Development (ZPD) the learner can go no further without the assistance of a:
6. Metacognition can be defined as:
7. Flavel et al (1993) maintains that metacognition is:
8. Thinking Maps are based on the cognitive research of:
9. Brain researchers believe that:
10. Which of the following is not applicable to Thinking Maps?
11. Identify the quality that is not part of the essential qualities of Thinking Maps:
12. Every Thinking Map is linked to a specific thinking process. A Bridge Map is for Seeing Analogies
13. A Circle Map is for Describing
14. A Brace map is for classifying?
15. Which thinking process is most applicable to a Tree Map?
16. Metacognition involves knowing about thinking and how to use executive function processes to regulate thinking but also includes other aspects. Identify which statement is incorrect.
17. Functional Medicine does not address an isolated set of symptoms
18. Functional medicine does not address the underlying causes of disease
19. Functional medicine uses a systems-orientated approach
20. Functional medicine does not engage both patient and practitioner in a therapeutic partnership
21. Functional Medicine is relevant for:
22. The reticular activating system (RAS), or extrathalamic control modulatory system, is a set of connected nuclei in the brains of vertebrates that is responsible for regulating wakefulness and sleep-wake transitions.
23. Metacognition is mostly about self-appraisal.
24. Metacognition is a skill that develops spontaneously with age in all learners.
25. Metacognitive strategies are mostly required by High School learners as the academic demands in Pre-Primary and Primary School do not primarily depend on metacognitive skills.
26. Teachers and therapists provide metacognitive support when they assist learners to discover a common language for thinking and to develop metacognitive strategies and skills to bridge the gap between weak executive function skills and the academic demands.
27. A mediational process (mediated learning experience) is essential in order to provide metacognitive support.
28. The intent of a mediated learning process is to assist learners to become interdependent learners.
29. The teacher or therapist acts as a mediator between the learner and the task.
30. There are four essential criteria for mediated learning. They are intent, reciprocity, questioning and bridging
31. Deep level questioning is not an effective mediational technique.
32. The Cognitive Enrichment Advantage (CEA), developed by Prof Katherine Greenberg, can be used to develop a common language for thinking in learners.
33. Metacognitive prompts for teaching strategies mainly include a definition of the strategy and information about when the strategy will be most helpful.
34. The Reticular Activating System (RAS) acts as a filter (gatekeeper) against all the ‘data’ that is around us.
35. Understanding the functioning of the RAS will help learners to think about the messages they give themselves and how to change these messages that can interfere with their thinking/learning.
36. The part of the brain that is linked with the ‘fight and flight’ response is the amygdala (lizard brain). It is possible to teach children strategies to manage their lizard brain and to become more relaxed.
37. A self-regulated learning process is the same as providing tips about how to study.
38. Thinking Maps can be viewed as one of the most effective ways to organize work in order to understand the work better when the learning demands increase.
39. The ‘Really’ by each step of the Self-Regulated Learning Process can be linked to being the CEO of your brain and the metacognition that is required by each step of the learning process.