Peak Performance Success in College and Beyond 10th Edition Ferrett Test Bank

Peak Performance Success in College
and Beyond 10th Edition Ferrett Test

Bank
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Chapter 06 Test Bank
Student: ___________________________________________________________________________
1. In the Cornell System of Note Taking, you should divide your paper into three sections labeled
A. Main Ideas, Cues, Summary
B. Main Ideas, Notes, Summary
C. Notes, Cues, Summary
D. Main Ideas, Notes, Cues
2. A mind map is a note-taking system that involves

A. recording the main idea and summary.
B. recording the main idea and connected subtopics.
C. brainstorming the main ideas in sequential order.
D. fleshing out the main idea and subtopics with small summaries.
3. For a student with a learning disability, it is particularly helpful to

A. use your laptop.
B. use creative shorthand and focus on key words.
C. use a voice recorder to take verbal notes in class.
D. create a note-taking template.
4. Carley is beginning the first course in her major field of study. For optimal preparation she should
A. create a note-taking binder.
B. preview the material and make connections to previous knowledge.
C. experiment with note-taking systems.
D. introduce herself to her instructor.
5. To practice with awareness means to

A. be willing to listen.
B. paraphrase to clarify a speaker's message.
C. show that you are listening.
D. stop habits that hinder attentive listening.
06-1
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McGraw-Hill Education.
6. Marion decided to keep a week's worth of data on how much she speaks versus how much she listens. Her purpose was most likely
to
A. improve her speaking skills.
B. assess her attentive listening skills.
C. practice her listening with awareness skills.
D. assess her speaking with awareness skills.
7. When Jerry is taking notes during a lecture, he tends to jot down the main ideas with dashes for subtopics and details in a linear and
sequential fashion. This is an example of
A. a mind map.
B. a formal outline.
C. an informal outline.
D. the Cornell System of Note Taking.
8. Parker has an evening class after wrestling practice. He tries to stay alert in class, but his instructor tends to speak in a monotone
voice, which makes it difficult to focus. One strategy to remain attentive would be to
A. show empathy, respect, and genuine interest in the lecture.
B. predict and ask questions.
C. show that he is listening.
D. stay focused.
9. Caleb needs to memorize and know when to use 20 formulas in his finance class this semester. He is a right-brain dominant thinker
and kinesthetic learner. For him, a useful note-taking strategy will be
A. making his note taking physical and active.
B. using note cards.
C. creating a sample test.
D. creating mind maps.
10. Shawna needs to study for a test. The week before the test it will probably be a good idea to
A. compare notes with study group members to be sure she has all the key points.
B. organize her notes.
C. summarize the notes in her own words.
D. edit and revise her notes.
11. Calvin is a visual learner and likes to map or draw key points and connections as he is processing new information learned. His
roommate thinks he is wasting time when actually he is
A. integrating his learning style using his notes.
B. organizing his notes.
C. making his note use active and physical.
D. expanding on his notes from others.
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12. Philip is creating a flowchart of the central nervous system as he reviews his notes. This is an example of
A. integrating learning styles in the note-taking process.
B. making note taking active and physical.
C. using visual cues.
D. linking information.
13. Veronica's instructor often wanders from the points he is trying to make in his lectures, which leaves her confused and panicked.
Upon talking with classmates in a study group session, she realizes she is not alone. The group's best option would be to
A. approach their issue with the instructor directly.
B. work together to ask questions that provide clarity.
C. compare notes after class to piece together understanding.
D. arrange to meet with the instructor to go over their notes outside of class.
14. Mason has tried several different note-taking systems and feels he has found the right combination of strategies for each of his
classes. The best way to assess the effectiveness of his strategies will be by
A. his understanding and comfort level with the material prior to a test.
B. how he performs on sample tests.
C. feedback he gets from group members when comparing notes.
D. his ability to summarize the text with ease.
15. Manny talks a lot and dominates conversations. He has noticed that this affects his ability to feel accepted by his study group. He
tries to listen, but he gets so excited about the topic he ends up talking too much. Which strategy will best serve Manny in gaining
acceptance within his study group?
A. Manny should apply the Adult Learning Cycle to becoming an attentive listener.
B. Manny should show genuine interest in what other group members are saying.
C. Manny should be quiet, stay focused, and be more willing to listen.
D. Manny should observe the speaker for nonverbal cues of when he should stop talking.
16. When Greg looks back at his notes to review, he has trouble seeing sequential order and how topics are connected. What is
probably his main obstacle in the note-taking process?
A. He has not yet determined an optimal note-taking combination.
B. He is not using the Cornell system properly.
C. He has not dated his notes.
D. He has used abbreviations too heavily.
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17. Dustin needs to take some math courses in order to graduate with a liberal arts degree. He has had anxiety about this because math
is not a strength for him. In his first math class of the year, he has gotten an instructor who interrupts his teaching with a lot of
personal comments and stories. Although he is funny and the class enjoys his anecdotes, Dustin cannot relax and listen because he is
panicked over the time being wasted on things not pertinent to what they are learning in the text. His best course of action would be to
A. relax and try to connect with his instructor on a personal level.
B. meet with a study group to fill in gaps in his notes unfilled by his instructor.
C. speak with his professor about his concerns.
D. pay attention to verbal and nonverbal clues and ask questions.
18. Georgia is frustrated because her marketing instructor's PowerPoint slides and discussions rarely cover the text chapters assigned,
which are difficult for her to understand. She should
A. concentrate more on the text material.
B. take notes on both the lecture material and the text material.
C. ask her instructor to answer her questions about the text outside of class.
D. ask her instructor if her questions will be addressed in or out of class.
19. Jason finds it hard to respect an instructor whose appearance lacks professional polish. He takes notes but tends to sit in the back
of the room and does not ask questions. He has been known to whisper comments to peers poking fun at certain instructors, especially
when he does not agree with their viewpoint. In one such class, Jason got a D on his first test. A lot of the material covered was not in
the text. What should be his best course of action to improve his performance?
A. Jason needs to implement a better note-taking system for lectures.
B. Jason should keep quiet and stay focused.
C. Jason should not get caught up in the drama.
D. Jason should postpone judgment of his instructors.
20. Merle is a left-brain dominant thinker and visual learner. He learned the Cornell system of taking notes, but he felt the steps were
taking too long so he switched to creating informal outlines of the material. He felt constricted by the linearity of the outline, so he
tried mind maps, but had trouble making sense of his connections without seeing the information in a more linear fashion. Which
strategy should Merle use to take effective notes?
A. He should use a formal outline.
B. He should incorporate his learning style.
C. He should try combining note-taking systems.
D. He should set up a note-taking template first to save time in writing notes.
21. Serena's instructor likes to sit in front of the class and talk with students in a more informal fashion. She rarely uses the board or
overhead projector to illustrate the important points of the lecture. Serena is a visual learner and has a learning disability in receptive
listening; thus auditory learning is a challenge for her. Serena could tell in the first lecture that she was going to have difficulty in note
taking. One way for Serena to optimize learning and note taking will be to
A. listen for verbal cues such as a louder voice.
B. watch for non-verbal cues such as hand gestures to hone in on important points.
C. go over key points with her instructor outside of class.
D. be assertive and ask for clarification during class.
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22. Terry is a right-brain dominant thinker. He is in a study group with people who prefer to use the Cornell System of Note Taking.
He finds this note-taking system challenging and has adapted his note taking system toward his more visual learning style. He uses a
combination of informal outlining key topics and supporting points with a mind map to link and summarize the material. When he gets
together with his study group, they tend to go through the Cornell system step by step to compare notes. He has difficulty in following
along with this style of note-taking and feels he is not gaining much from attending the group sessions. Based on this chapter, what
advice would you give to Terry to help him optimize his learning?
A. Terry should write a summary of key points and main ideas to share with the group.
B. Terry should apply the Adult Learning Cycle to becoming an attentive listener.
C. Terry should join a group with people who share similar note taking systems.
D. Terry should borrow notes from group members to look for key points missed.
23. Isa is a sophomore in college and on the swim team. He spends a lot of his time either at practice or socializing. He goes to all of
his classes and takes a fair amount of notes. He meets with study groups to review notes before tests and studies on his own the night
before a test. He usually does well on tests, but it is not uncommon to face problems he had no recollection of learning in lectures, in
the text, or in his study group. Isa has a mediocre G.P.A. Based on the chapter, what is likely happening?
A. Isa is spending too much time on social activities.
B. Isa's note-taking system is not working for him.
C. Isa is experiencing Ebbinghaus's Forgetting Curve.
D. Isa is not listening attentively.
24. Claudia was never a good listener but has developed her listening skills since starting school. She previews materials, attends all of
her classes, and sits in the front row. She has learned to stay focused by taking a lot of notes and by asking questions in class for
clarity. Through experimentation, she has combined the Cornell and informal outline note-taking systems to accommodate her
learning style and to optimize learning. She is also working with a study group to compare notes after class to be sure she is not
missing any key points. She has even considered Ebbinghaus's Forgetting Curve and is sure to review and summarize her notes after
class, and she reviews her notes frequently. Despite all of these efforts, Claudia is struggling in one of her math classes and finds
herself surprised by material that appears on tests. Claudia must pass this class for her major. What advice would benefit her the
most?
A. Claudia should consider changing majors.
B. Claudia should try expanding more on notes from others.
C. Claudia should reassess her note-taking system in math.
D. Claudia should give herself sample tests.
25. Rob uses multiple note-taking systems to varying degrees, depending on the class he is taking and what stage of mastery he feels
he has with the material. He meets with study groups and finds this to be very helpful in filling in the information gaps. He does an
excellent job of reviewing the information he has learned and performs well on tests. Rob has been interning for a large firm over the
summer, and his boss has been somewhat disappointed in his performance on an independent project he has been assigned. The
project requires speaking to many different parties to gather client needs, expectations, and timelines. When his boss allowed people to
act on this information they found inaccuracies and discrepancies that could have caused problems with clients. Based on what you
have read in the chapter, which strategy should Rob use to improve his job performance?
A. Gather with team members to fill in the information gaps that he may be missing.
B. Paraphrase information he is receiving to be sure he understands it accurately.
C. Meet with his boss to be sure he has all the necessary information to complete the project.
D. Apply the Adult Learning Cycle to becoming a more attentive listener.
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26. A left-brain dominant person will most likely prefer to use a
A. mind-map note-taking system.
B. Cornell note-taking system.
C. combination note-taking system.
D. different method of learning rather than note taking.
27. All of the following statements are true except

A. It is best to experiment with several note-taking systems or combinations of systems.
B. Informal outlines may use Roman numerals and capital letters.
C. Because right-brain dominant learners like creative, visual patterns, mind mapping may work for them.
D. A formal outline uses the left-brain, sequential side, while an informal outline helps you see connections and the big picture.
28. According to Ebbinghaus's Forgetting Curve, you are likely to retain only
A. 63 percent of the material learned after 9 hours, and after a month that figure drops to 21 percent.
B. 36 percent of the material learned after 9 hours, and after 31 days drops to 21 percent.
C. 50 percent of the material learned after 8 hours, and after a month that figure drops to 25 percent.
D. 25 percent of the material learned after 4 hours, and after 31 days drops to 10 percent.
29. Taking good notes is

A. a natural skill that most individuals possess.
B. an essential job skill.
C. a task that is usually just a skilled needed as a student.
D. a difficult skill that many are unable to learn.
30. The Cornell System is

A. primarily used for text notes.
B. an effective method for study teams.
C. a visual, holistic form of note taking.
D. a good tool in brainstorming ideas for speeches or papers.
31. Effective note taking

A. changes information you hear into information that is distinctly yours.
B. requires the use of a combination of different methods.
C. requires an individual to naturally be a well-organized individual.
D. reorganizes information.
06-6
A. Having a laptop to take notes during a lecture can be useful.
B. Using a laptop to take notes means that you might miss some nonverbal cues.
C. If your laptop crashes, your notes from class may be lost.
D. Using a laptop is a convenient way to store, organize, review, and share notes after class.
33. Which of the following can be useful in brainstorming ideas for speeches or papers?
A. Mind maps
B. VARK system
C. Cornell System
D. Reflect and Summarize method
34. Lily uses a free-form informal outline for note taking during lectures.
A. This may be a helpful system for creating mind maps later on.
B. The only issue with this method is that it will not allow Lily to focus on main ideas.
C. This method is useful when there is concern about following rules.
D. Unfortunately this method will not help Lily add order to material.
35. Which of the following listening strategies means being fully focused with intent to understand?
A. Passive
B. Active
C. Attentive
D. Direct
36. A mind map

A. is a useful note-taking system for class lectures.
B. is not useful during class lectures.
C. starts with the subtopics placed in the center of a page.
D. is used more by left-brain dominant students.
37. Many people who are left-brain dominant prefer the logical, sequential, step-by-step
A. Mind map method.
B. Cornell System.
C. VARK system.
D. Reflect and Summarize method.
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38. One way to retain information is by
A. clustering ideas together.
B. organizing notes in a traditional notebook.
C. putting headers and dates at the top of all papers.
D. typing your notes as you go.
39. Ryanne is a left-brain dominant thinker and a visual learner.

A. A mind map will likely be an effective note-taking system for her in capturing lecture material.
B. Ryanne will most likely use creative, visual patterns when note taking.
C. Ryanne will tend to like a traditional outline.
D. Ryanne will most likely choose the VARK system for note taking.
40. Jim is preparing for a test. He took most of his notes using informal outlines. Although he reviewed his notes after each class and
summarized the information in class and in the text, he feels like he is missing the big picture. A useful note-taking strategy in this
case would be to create a(n)
A. list of tasks.
B. mind map.
C. illustration.
D. note-taking system.
41. Amy has trouble recalling information she has learned in class. To improve her chances of recalling the information, she should
edit and revise her notes within an hour after class, and she should review those notes within _____ hours of when she learned the
material.
A. 8
B. 12
C. 24
D. 48
42. When summarizing information you have learned, it is important to

A. read your summary aloud to others.
B. write it in your own words.
C. create visuals.
D. repeat the information.
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43. Chad is left-brain dominant and prefers order, yet he has never liked the rigidity of creating formal outlines. He just started his first
semester of college and has been introduced to different note-taking systems in his class. He is intrigued by _____ because it allows
him the flexibility to integrate his lecture and text notes.
A. the Cornell System
B. mind mapping
C. the VARK system
D. the Reflect and Summarize method
44. The fundamental rule of listening is to

A. ask questions to demonstrate your interest in what the speaker is saying.
B. be quiet while the speaker is talking.
C. use good eye contact.
D. avoid interrupting the speaker.
45. Carol has missed some classes due to illness. She has been able to catch up by meeting with her study groups to fill in gaps in her
notes, but she still feels like she has not mastered the material. What else should she do?
A. Create sample tests to assess her recall of the information.
B. Ask her instructor for extra time to learn the information.
C. Consider retaking the course.
D. Get a tutor.
46. Set up a blank piece of paper to take notes using the Cornell System of Note Taking.
47. Describe each note-taking system in the chapter. Based on your learning style and note-taking experience, which system or
combination of systems will you find the most useful in your studies? How will you apply this?
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48. Describe a course you find challenging and discuss those challenges. Use five listening and/or note-taking strategies from the
chapter you will use to overcome these challenges. (You may also address a past experience and discuss how five of these strategies
may have helped you in that situation.)
49. Danielle is a nontraditional student going to college for the first time. She has been at home with her children and it has been years
since she has opened a textbook or taken notes for a class. She has a habit of talking a lot when she is nervous, which she has been
doing in lectures in study groups. Her instructor and classmates like Danielle and have been accommodating her needs as she adjusts
to academic life. Danielle is also a right-brain dominant thinker and visual learner. Auditory learning has always been a challenge for
her. What listening advice would you give Danielle to promote success? Provide at least four tips from the chapter. What note-taking
strategies would you recommend? Provide at least four strategies from the chapter.
50. Ethan is a good listener and takes excellent notes. He is usually the person filling in the gaps in information for others. His
challenge is in recalling the information when it comes to test time. Provide a study plan for Ethan using the six strategies from the
chapter that will promote recall.
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51. Zoë is an auditory learner and has a difficult time with reading comprehension. She is attempting to apply the Cornell System of
Note Taking to her modern literature course. When she compares notes to her study group team she finds that her notes from the
lectures are accurate, which helps them fill in gaps, but her notes from the text seem to miss the main ideas. You are in Zoë's study
group. She has pulled you aside to let you know she gets embarrassed when she meets with the group and her notes from the text have
a lot of gaps, but she is also appreciative of the opportunity to strengthen her notes with everyone's input. Given what you know about
communication and collaborating with others and about organizational skills, what would you say to help Zoë think of her situation in
a more positive light?
52. Name at least six effective listening, note-taking, or review skills you learned in the chapter that are vital for excellent performance
and collaboration skills on the job.
Chapter 06 Test Bank Key
06-11
1. In the Cornell System of Note Taking, you should divide your paper into three sections labeled
A. Main Ideas, Cues, Summary

B. Main Ideas, Notes, Summary
C. Notes, Cues, Summary
D. Main Ideas, Notes, Cues
The Cornell System of Note Taking is effective for integrating text and lecture notes. Start with a sheet of standard loose-leaf paper
and label it with the class, date, and title of the lecture. Then divide the paper into three sections entitled "Notes," "Cues," and
"Summary."
Accessibility: Keyboard Navigation

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-02 Describe the various note-taking systems.
Topic: Recording the Message
2. A mind map is a note-taking system that involves
A. recording the main idea and summary.

B. recording the main idea and connected subtopics.
C. brainstorming the main ideas in sequential order.
D. fleshing out the main idea and subtopics with small summaries.
A mind map (or "think link") is a visual, holistic form of note taking that starts with the main idea placed in the center of a page and
branches out with subtopics through association and patterns.

Blooms: Remember
Difficulty: 1 Easy
3. For a student with a learning disability, it is particularly helpful to
A. use your laptop.

B. use creative shorthand and focus on key words.
C. use a voice recorder to take verbal notes in class.
D. create a note-taking template.
The act of taking notes has many benefits. Students with learning disabilities tend to be passive learners, and taking notes is one way
to actively engage in the learning process.

Blooms: Remember
Difficulty: 1 Easy
Learning Objective: 06-03 Identify ways to overcome note-taking obstacles with better habits.
06-12
4. Carley is beginning the first course in her major field of study. For optimal preparation she should
A. create a note-taking binder.

B. preview the material and make connections to previous knowledge.
C. experiment with note-taking systems.
D. introduce herself to her instructor.
Previewing and making connections to previous knowledge is a simple strategy that enhances your note taking and learning.

Blooms: Remember
Difficulty: 1 Easy
5. To practice with awareness means to
A. be willing to listen.
B. paraphrase to clarify a speaker's message.
C. show that you are listening.
D. stop habits that hinder attentive listening.
Changing old habits takes time. It won't happen overnight, but with consistent practice annoying habits can be stopped and listening
skills can be improved.

Blooms: Understand
Difficulty: 1 Easy
Learning Objective: 06-01 List effective listening strategies.
Topic: Attentive Listening Strategies
6. Marion decided to keep a week's worth of data on how much she speaks versus how much she listens. Her purpose was most likely
to
A. improve her speaking skills.

B. assess her attentive listening skills.
C. practice her listening with awareness skills.
D. assess her speaking with awareness skills.
A listening self-assessment can give Marion insight into her listening skills.

Blooms: Understand
Difficulty: 1 Easy
06-13
7. When Jerry is taking notes during a lecture, he tends to jot down the main ideas with dashes for subtopics and details in a linear and
sequential fashion. This is an example of
A. a mind map.
B. a formal outline.
C. an informal outline.
D. the Cornell System of Note Taking.
Some students find that formal outlines are too time-consuming and restrictive for classroom lectures. However, they like using an
outline because it organizes ideas and illustrates major points and supporting ideas. They prefer a free-form, or informal, outline.

Blooms: Understand
Difficulty: 1 Easy
8. Parker has an evening class after wrestling practice. He tries to stay alert in class, but his instructor tends to speak in a monotone
voice, which makes it difficult to focus. One strategy to remain attentive would be to
A. show empathy, respect, and genuine interest in the lecture.

B. predict and ask questions.
C. show that he is listening.
D. stay focused.
He is trying to stay alert so the best strategy would be to follow the lecture by predicting and asking questions.

Blooms: Understand
Difficulty: 1 Easy
9. Caleb needs to memorize and know when to use 20 formulas in his finance class this semester. He is a right-brain dominant thinker
and kinesthetic learner. For him, a useful note-taking strategy will be
A. making his note taking physical and active.

B. using note cards.
C. creating a sample test.
D. creating mind maps.
Using note cards combined several learning styles; the other answers address only one aspect of Caleb's learning preferences.

Blooms: Understand
Difficulty: 1 Easy
06-14
10. Shawna needs to study for a test. The week before the test it will probably be a good idea to
A. compare notes with study group members to be sure she has all the key points.
B. organize her notes.
C. summarize the notes in her own words.
D. edit and revise her notes.
Organizing, editing, and summarizing notes should be steps taken after a lecture. Before a test she should be sure she meets with
others to expand upon her notes and to make sure she has not forgotten any key points.

Blooms: Understand
Difficulty: 1 Easy
11. Calvin is a visual learner and likes to map or draw key points and connections as he is processing new information learned. His
roommate thinks he is wasting time when actually he is
A. integrating his learning style using his notes.

B. organizing his notes.
C. making his note use active and physical.
D. expanding on his notes from others.
Your learning style, or whether you are left-brain or right-brain dominant, can affect the note-taking style that works best.

Blooms: Remember
Difficulty: 2 Medium
12. Philip is creating a flowchart of the central nervous system as he reviews his notes. This is an example of
A. integrating learning styles in the note-taking process.

B. making note taking active and physical.
C. using visual cues.
D. linking information.
Words or illustrations are examples of visual cues.

Blooms: Remember
06-15
13. Veronica's instructor often wanders from the points he is trying to make in his lectures, which leaves her confused and panicked.
Upon talking with classmates in a study group session, she realizes she is not alone. The group's best option would be to
A. approach their issue with the instructor directly.

B. work together to ask questions that provide clarity.
C. compare notes after class to piece together understanding.
D. arrange to meet with the instructor to go over their notes outside of class
Some speakers are better than others. To be proactive to ensure understanding of the material, ask clarifying questions such as "So
what you are saying is _____, correct?"

Blooms: Understand
14. Mason has tried several different note-taking systems and feels he has found the right combination of strategies for each of his
classes. The best way to assess the effectiveness of his strategies will be by
A. his understanding and comfort level with the material prior to a test.
B. how he performs on sample tests.
C. feedback he gets from group members when comparing notes.
D. his ability to summarize the text with ease.
Students may feel they understand the material and do well on tests but still not have a good note-taking system, which may hurt them
in other areas and later in life.

Blooms: Understand
15. Manny talks a lot and dominates conversations. He has noticed that this affects his ability to feel accepted by his study group. He
tries to listen, but he gets so excited about the topic he ends up talking too much. Which strategy will best serve Manny in gaining
acceptance within his study group?
A. Manny should apply the Adult Learning Cycle to becoming an attentive listener.
B. Manny should show genuine interest in what other group members are saying.
C. Manny should be quiet, stay focused, and be more willing to listen.
D. Manny should observe the speaker for nonverbal cues of when he should stop talking.
Manny is already aware that he talks too much and would already be a more attentive listener if he could stop himself. To really
change his behavior, he needs a long-term strategy such as the Adult Learning Cycle.

Blooms: Understand
06-16
16. When Greg looks back at his notes to review, he has trouble seeing sequential order and how topics are connected. What is
probably his main obstacle in the note-taking process?
A. He has not yet determined an optimal note-taking combination.

B. He is not using the Cornell system properly.
C. He has not dated his notes.
D. He has used abbreviations too heavily.
Because Greg has trouble with both sequential order and the connections among ideas, he will need to develop a combination note-
taking system.

Blooms: Analyze
17. Dustin needs to take some math courses in order to graduate with a liberal arts degree. He has had anxiety about this because math
is not a strength for him. In his first math class of the year, he has gotten an instructor who interrupts his teaching with a lot of
personal comments and stories. Although he is funny and the class enjoys his anecdotes, Dustin cannot relax and listen because he is
panicked over the time being wasted on things not pertinent to what they are learning in the text. His best course of action would be to
A. relax and try to connect with his instructor on a personal level.

B. meet with a study group to fill in gaps in his notes unfilled by his instructor.
C. speak with his professor about his concerns.
D. pay attention to verbal and nonverbal clues and ask questions.
Dustin should first try to adjust to the instructor's teaching style and ask for examples. This will help him get clarification on his
specific areas of confusion. He should really only approach the instructor after exhausting other options.

Blooms: Understand
18. Georgia is frustrated because her marketing instructor's PowerPoint slides and discussions rarely cover the text chapters assigned,
which are difficult for her to understand. She should
A. concentrate more on the text material.

B. take notes on both the lecture material and the text material.
C. ask her instructor to answer her questions about the text outside of class.
D. ask her instructor if her questions will be addressed in or out of class.
She should ask her instructor if questions will be addressed inside or outside of class. This is preferable to assuming that her instructor
is available to answer questions outside of class.

Blooms: Apply
06-17
19. Jason finds it hard to respect an instructor whose appearance lacks professional polish. He takes notes but tends to sit in the back
of the room and does not ask questions. He has been known to whisper comments to peers poking fun at certain instructors, especially
when he does not agree with their viewpoint. In one such class, Jason got a D on his first test. A lot of the material covered was not in
the text. What should be his best course of action to improve his performance?
A. Jason needs to implement a better note-taking system for lectures.

B. Jason should keep quiet and stay focused.
C. Jason should not get caught up in the drama.
D. Jason should postpone judgment of his instructors.
He is taking notes but he is not asking for any clarity, so a different note-taking system will not help. He is taking notes so he is
focused. He is not caught up in any emotional drama. He is judging his instructor based on appearance and does not really engage with
the material being taught sufficiently because he lacks respect for the speaker.

Blooms: Apply
20. Merle is a left-brain dominant thinker and visual learner. He learned the Cornell system of taking notes, but he felt the steps were
taking too long so he switched to creating informal outlines of the material. He felt constricted by the linearity of the outline, so he
tried mind maps, but had trouble making sense of his connections without seeing the information in a more linear fashion. Which
strategy should Merle use to take effective notes?
A. He should use a formal outline.

B. He should incorporate his learning style.
C. He should try combining note-taking systems.
D. He should set up a note-taking template first to save time in writing notes.
He needs to experiment with combinations of the different systems to see what works best for him.
Blooms: Apply
06-18
21. Serena's instructor likes to sit in front of the class and talk with students in a more informal fashion. She rarely uses the board or
overhead projector to illustrate the important points of the lecture. Serena is a visual learner and has a learning disability in receptive
listening; thus auditory learning is a challenge for her. Serena could tell in the first lecture that she was going to have difficulty in note
taking. One way for Serena to optimize learning and note taking will be to
A. listen for verbal cues such as a louder voice.

B. watch for non-verbal cues such as hand gestures to hone in on important points.
C. go over key points with her instructor outside of class.
D. be assertive and ask for clarification during class.
Since Serena has a learning disability in receptive listening, it will be best to make arrangements to go over the key points outside of
class.

Blooms: Apply
22. Terry is a right-brain dominant thinker. He is in a study group with people who prefer to use the Cornell System of Note Taking.
He finds this note-taking system challenging and has adapted his note taking system toward his more visual learning style. He uses a
combination of informal outlining key topics and supporting points with a mind map to link and summarize the material. When he gets
together with his study group, they tend to go through the Cornell system step by step to compare notes. He has difficulty in following
along with this style of note-taking and feels he is not gaining much from attending the group sessions. Based on this chapter, what
advice would you give to Terry to help him optimize his learning?
A. Terry should write a summary of key points and main ideas to share with the group.
B. Terry should apply the Adult Learning Cycle to becoming an attentive listener.
C. Terry should join a group with people who share similar note taking systems.
D. Terry should borrow notes from group members to look for key points missed.
Even though Terry doesn't use the Cornell system, he can still benefit from some aspects of it, including summarizing information. His
combination system and the Cornell system can overlap in the way they use summaries for review. Terry can use his summaries to
connect with and contribute to study group sessions.

Blooms: Analyze
Difficulty: 3 Hard
06-19
23. Isa is a sophomore in college and on the swim team. He spends a lot of his time either at practice or socializing. He goes to all of
his classes and takes a fair amount of notes. He meets with study groups to review notes before tests and studies on his own the night
before a test. He usually does well on tests, but it is not uncommon to face problems he had no recollection of learning in lectures, in
the text, or in his study group. Isa has a mediocre G.P.A. Based on the chapter, what is likely happening?
A. Isa is spending too much time on social activities.

B. Isa's note-taking system is not working for him.
C. Isa is experiencing Ebbinghaus's Forgetting Curve.
D. Isa is not listening attentively.
Isa is making a good effort to take notes, review and study for tests. The fact that he has no recollection of certain problems suggests
that he is experiencing Ebbinghaus's Forgetting Curve. Isa's recall might be improved if he changed his process to include immediate
review within one hour after class or reading.

Blooms: Analyze
Difficulty: 3 Hard
24. Claudia was never a good listener but has developed her listening skills since starting school. She previews materials, attends all of
her classes, and sits in the front row. She has learned to stay focused by taking a lot of notes and by asking questions in class for
clarity. Through experimentation, she has combined the Cornell and informal outline note-taking systems to accommodate her
learning style and to optimize learning. She is also working with a study group to compare notes after class to be sure she is not
missing any key points. She has even considered Ebbinghaus's Forgetting Curve and is sure to review and summarize her notes after
class, and she reviews her notes frequently. Despite all of these efforts, Claudia is struggling in one of her math classes and finds
herself surprised by material that appears on tests. Claudia must pass this class for her major. What advice would benefit her the most?
A. Claudia should consider changing majors.

B. Claudia should try expanding more on notes from others.
C. Claudia should reassess her note-taking system in math.
D. Claudia should give herself sample tests.
Claudia's system is very thorough, but since she is surprised by some test material, she is obviously missing some key information.
Claudia needs to reassess her note-taking system for this class, perhaps comparing the test questions to her notes to find gaps.
Changing majors is an extreme reaction to difficulties in just one class, and sample tests are likely to be unhelpful if Claudia designs
them herself. She is already expanding on her notes from a study group.
Blooms: Analyze
Difficulty: 3 Hard
06-20
25. Rob uses multiple note-taking systems to varying degrees, depending on the class he is taking and what stage of mastery he feels
he has with the material. He meets with study groups and finds this to be very helpful in filling in the information gaps. He does an
excellent job of reviewing the information he has learned and performs well on tests. Rob has been interning for a large firm over the
summer, and his boss has been somewhat disappointed in his performance on an independent project he has been assigned. The
project requires speaking to many different parties to gather client needs, expectations, and timelines. When his boss allowed people to
act on this information they found inaccuracies and discrepancies that could have caused problems with clients. Based on what you
have read in the chapter, which strategy should Rob use to improve his job performance?
A. Gather with team members to fill in the information gaps that he may be missing.
B. Paraphrase information he is receiving to be sure he understands it accurately.
C. Meet with his boss to be sure he has all the necessary information to complete the project.
D. Apply the Adult Learning Cycle to becoming a more attentive listener.
This is an independent project so he cannot rely on coworkers for filling in the gaps in information they have not spoken to clients
about. He cannot go to his boss for the information because he alone is gathering this information. He is trying to be attentive in his
listening; however, he does not understand all of the information given to him correctly. Therefore, he must paraphrase the
information given back to the client to be sure he is writing his notes accurately.

Blooms: Analyze
Difficulty: 3 Hard
26. A left-brain dominant person will most likely prefer to use a
A. mind-map note-taking system.

B. Cornell note-taking system.
C. combination note-taking system.
D. different method of learning rather than note taking.
Left-brain dominant people tend to like a traditional outline that uses a logical, step-by-step, sequential pattern of thought and focuses
on words and order.

Blooms: Remember
Difficulty: 1 Easy
A. It is best to experiment with several note-taking systems or combinations of systems.

B. Informal outlines may use Roman numerals and capital letters.
C. Because right-brain dominant learners like creative, visual patterns, mind mapping may work for them.
D. A formal outline uses the left-brain, sequential side, while an informal outline helps you see connections and the big picture.
Formal outlines may use Roman numerals and capital letters to outline headings, main topics, and points, then list supporting points
with lowercase letters and numbers.

Blooms: Remember
Difficulty: 1 Easy
06-21
28. According to Ebbinghaus's Forgetting Curve, you are likely to retain only
A. 63 percent of the material learned after 9 hours, and after a month that figure drops to 21 percent.
B. 36 percent of the material learned after 9 hours, and after 31 days drops to 21 percent.
C. 50 percent of the material learned after 8 hours, and after a month that figure drops to 25 percent.
D. 25 percent of the material learned after 4 hours, and after 31 days drops to 10 percent.
German philosopher Hermann Ebbinghaus determined that after only 9 hours you remember about 36 percent of what you just
learned. At 31 days, that amount drops to 21 percent.

Blooms: Remember
Difficulty: 1 Easy
29. Taking good notes is
A. a natural skill that most individuals possess.

B. an essential job skill.
C. a task that is usually just a skilled needed as a student.
D. a difficult skill that many are unable to learn.
Attentive listening and note taking are not just tools for school. They are essential job skills.

Blooms: Remember
Difficulty: 1 Easy
30. The Cornell System is
A. primarily used for text notes.

B. an effective method for study teams.
C. a visual, holistic form of note taking.
D. a good tool in brainstorming ideas for speeches or papers.
It incorporates notes from the text and lectures and is an effective method for study teams.

Blooms: Remember
Difficulty: 1 Easy
06-22
31. Effective note taking
A. changes information you hear into information that is distinctly yours.

B. requires the use of a combination of different methods.
C. requires an individual to naturally be a well-organized individual.
D. reorganizes information.
Effective note taking changes information you hear into information that is distinctly your own.

Blooms: Understand
Difficulty: 1 Easy
Topic: Overcome Obstacles to Better Notes
A. Having a laptop to take notes during a lecture can be useful.

B. Using a laptop to take notes means that you might miss some nonverbal cues.
C. If your laptop crashes, your notes from class may be lost.
D. Using a laptop is a convenient way to store, organize, review, and share notes after class.
Consider taking lecture notes electronically only if it maximizes your learning.

Blooms: Understand
Difficulty: 1 Easy
33. Which of the following can be useful in brainstorming ideas for speeches or papers?
A. Mind maps
B. VARK system
C. Cornell System
D. Reflect and Summarize method
Mind maps can be useful in brainstorming ideas for speeches or papers, serving as a framework for recalling topics, or helping you
review.

Blooms: Understand
Difficulty: 1 Easy
06-23
34. Lily uses a free-form informal outline for note taking during lectures.
A. This may be a helpful system for creating mind maps later on.
B. The only issue with this method is that it will not allow Lily to focus on main ideas.
C. This method is useful when there is concern about following rules.
D. Unfortunately this method will not help Lily add order to material.
She can use the outlined information to create the "think links" (mind maps).

Blooms: Understand
35. Which of the following listening strategies means being fully focused with intent to understand?
A. Passive
B. Active
C. Attentive
D. Direct
Attentive listening means being fully focused with the intent to understand the speaker. It is a consuming activity that requires
physical and mental attention, energy, concentration, and discipline.

Blooms: Understand
Difficulty: 1 Easy
36. A mind map
A. is a useful note-taking system for class lectures.

B. is not useful during class lectures.
C. starts with the subtopics placed in the center of a page.
D. is used more by left-brain dominant students.
Mind maps are not as useful during class lectures because they are not linear or in sequential order.

Blooms: Remember
Difficulty: 1 Easy
06-24
37. Many people who are left-brain dominant prefer the logical, sequential, step-by-step
A. Mind map method.

B. Cornell System.
C. VARK system.
D. Reflect and Summarize method.
Many people who are left-brain dominant prefer the logical, sequential, step-by-step Cornell System.

Blooms: Remember
Difficulty: 1 Easy
38. One way to retain information is by
A. clustering ideas together.

B. organizing notes in a traditional notebook.
C. putting headers and dates at the top of all papers.
D. typing your notes as you go.
Clustering information makes it easier to remember later.

Blooms: Remember
Difficulty: 1 Easy
39. Ryanne is a left-brain dominant thinker and a visual learner.
A. A mind map will likely be an effective note-taking system for her in capturing lecture material.
B. Ryanne will most likely use creative, visual patterns when note taking.
C. Ryanne will tend to like a traditional outline.
D. Ryanne will most likely choose the VARK system for note taking.
Mind maps are not effective for lectures because they lack a linear or sequential order. It will likely be more helpful for review.

Blooms: Understand
Difficulty: 1 Easy
06-25
40. Jim is preparing for a test. He took most of his notes using informal outlines. Although he reviewed his notes after each class and
summarized the information in class and in the text, he feels like he is missing the big picture. A useful note-taking strategy in this
case would be to create a(n)
A. list of tasks.
B. mind map.
C. illustration.
D. note-taking system.
Creating a mind map (or "think link") will provide Jim a visual, holistic form of note taking that will provide a big picture of the
concepts.

Blooms: Apply
41. Amy has trouble recalling information she has learned in class. To improve her chances of recalling the information, she should
edit and revise her notes within an hour after class, and she should review those notes within _____ hours of when she learned the
material.
A. 8
B. 12
C. 24
D. 48
The importance of reviewing notes within 24 hours cannot be understated.

Blooms: Remember
Difficulty: 1 Easy
42. When summarizing information you have learned, it is important to
A. read your summary aloud to others.

B. write it in your own words.
C. create visuals.
D. repeat the information.
Reading it aloud to others is a form of teaching, which helps you learn the material.

Blooms: Remember
Difficulty: 1 Easy
06-26
43. Chad is left-brain dominant and prefers order, yet he has never liked the rigidity of creating formal outlines. He just started his first
semester of college and has been introduced to different note-taking systems in his class. He is intrigued by _____ because it allows
him the flexibility to integrate his lecture and text notes.
A. the Cornell System

B. mind mapping
C. the VARK system
D. the Reflect and Summarize method
The Cornell System is effective for integrating text and lecture notes.

Blooms: Remember
Difficulty: 1 Easy
44. The fundamental rule of listening is to
A. ask questions to demonstrate your interest in what the speaker is saying.

B. be quiet while the speaker is talking.
C. use good eye contact.
D. avoid interrupting the speaker.
The listener's role is to understand and comprehend. The speaker's role is to make the message clear and comprehensible.

Blooms: Remember
Difficulty: 1 Easy
45. Carol has missed some classes due to illness. She has been able to catch up by meeting with her study groups to fill in gaps in her
notes, but she still feels like she has not mastered the material. What else should she do?
A. Create sample tests to assess her recall of the information.

B. Ask her instructor for extra time to learn the information.
C. Consider retaking the course.
D. Get a tutor.
Carol would benefit by asking herself what questions might be on a test and try to write a few sample test questions as if she were
giving the exam.

Blooms: Understand
Difficulty: 1 Easy
06-27
46. Set up a blank piece of paper to take notes using the Cornell System of Note Taking.
Answers will vary.
Feedback: Using the Cornell System means starting with a sheet of standard loose-leaf paper and labeling it with the class, date, and
title of the lecture, then dividing the notepaper into three sections ("Notes," "Cues," and "Summary"). This is done by drawing a
vertical line about two inches from the left-hand margin. Then draw a horizontal line below that.
Blooms: Remember
Difficulty: 1 Easy
47. Describe each note-taking system in the chapter. Based on your learning style and note-taking experience, which system or
combination of systems will you find the most useful in your studies? How will you apply this?
Answers will vary.
Feedback: By understanding the various note-taking systems, one can more intelligently select the one that will work best.
Blooms: Apply
48. Describe a course you find challenging and discuss those challenges. Use five listening and/or note-taking strategies from the
chapter you will use to overcome these challenges. (You may also address a past experience and discuss how five of these strategies
may have helped you in that situation.)
Answers will vary.
Feedback: Understanding how to succeed in a difficult course by evaluating listening and note-taking strategies is useful and will help
in demonstrating an appreciation of these skills and strategies.
Blooms: Analyze
Difficulty: 3 Hard
49. Danielle is a nontraditional student going to college for the first time. She has been at home with her children and it has been years
since she has opened a textbook or taken notes for a class. She has a habit of talking a lot when she is nervous, which she has been
doing in lectures in study groups. Her instructor and classmates like Danielle and have been accommodating her needs as she adjusts
to academic life. Danielle is also a right-brain dominant thinker and visual learner. Auditory learning has always been a challenge for
her. What listening advice would you give Danielle to promote success? Provide at least four tips from the chapter. What note-taking
strategies would you recommend? Provide at least four strategies from the chapter.
Answers will vary.
Feedback: The point of all note-taking systems is to distinguish between major and minor points and add order to material. Not only is
listening fundamental to taking good classroom notes, it is also directly related to how well you do in college, in your career, and in
relationships.
Blooms: Analyze
Difficulty: 3 Hard
06-28
50. Ethan is a good listener and takes excellent notes. He is usually the person filling in the gaps in information for others. His
challenge is in recalling the information when it comes to test time. Provide a study plan for Ethan using the six strategies from the
chapter that will promote recall.
Answers will vary.
Feedback: Effective note takers vary their strategies, depending on the material covered. These strategies include highlighting main
ideas, organizing key points, comparing and contrasting relationships, and looking for patterns. In addition to putting these strategies
to use, Ethan should also keep in mind that his notes should be edited and revised within an hour after class, and that he should review
those notes within 24 hours from when he learned the material. All of these methods will help him recall the required material.
Blooms: Analyze
Difficulty: 3 Hard
51. Zoë is an auditory learner and has a difficult time with reading comprehension. She is attempting to apply the Cornell System of
Note Taking to her modern literature course. When she compares notes to her study group team she finds that her notes from the
lectures are accurate, which helps them fill in gaps, but her notes from the text seem to miss the main ideas. You are in Zoë's study
group. She has pulled you aside to let you know she gets embarrassed when she meets with the group and her notes from the text have
a lot of gaps, but she is also appreciative of the opportunity to strengthen her notes with everyone's input. Given what you know about
communication and collaborating with others and about organizational skills, what would you say to help Zoë think of her situation in
a more positive light?
Answers will vary.
Feedback: Zoë's notes contribute to the group because she is very accurate and filling in gaps for other people in the lectures, and they
help her fill in gaps in her text notes. This is a good example of collaboration, and what the study group sessions are for because we all
have strengths and weaknesses. The main goal is to make sure she is prepared to test well in the content areas, and she is doing
everything necessary through her organizational skills to accomplish her goals.
Blooms: Analyze
Difficulty: 3 Hard
52. Name at least six effective listening, note-taking, or review skills you learned in the chapter that are vital for excellent performance
and collaboration skills on the job.
Answers will vary.
Feedback: Skills could be punctuality, attending every class, listening, organizing notes, paraphrasing, expanding on notes with a
study group, using your laptop, etc., and especially listening effectively and paraphrasing/comparing notes to be able to collaborate
with others effectively.
Blooms: Apply
Difficulty: 3 Hard
06-29
Chapter 06 Test Bank Summary
Category-# of Questions
Accessibility: Keyboard Navigation-45
Blooms: Analyze-9
Blooms: Apply-7
Blooms: Remember-19
Blooms: Understand-17
Difficulty: 1 Easy-29
Difficulty: 2 Medium-14
Difficulty: 3 Hard-9
Learning Objective: 06-01 List effective listening strategies.-9
Learning Objective: 06-02 Describe the various note-taking systems.-25
Learning Objective: 06-03 Identify ways to overcome note-taking obstacles with better habits.-18
Topic: Attentive Listening Strategies-9
Topic: Overcome Obstacles to Better Notes-1
Topic: Recording the Message-43
06-1

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Peak Performance Success in College

and Beyond 10th Edition Ferrett Test

2. A mind map is a note-taking system that involves

3. For a student with a learning disability, it is particularly helpful to

5. To practice with awareness means to

27. All of the following statements are true except

29. Taking good notes is

30. The Cornell System is

31. Effective note taking

36. A mind map

39. Ryanne is a left-brain dominant thinker and a visual learner.

42. When summarizing information you have learned, it is important to

44. The fundamental rule of listening is to

Chapter 06 Test Bank Key

A. Main Ideas, Cues, Summary

Accessibility: Keyboard Navigation

2. A mind map is a note-taking system that involves

A. recording the main idea and summary.

Accessibility: Keyboard Navigation

3. For a student with a learning disability, it is particularly helpful to

A. use your laptop.

Accessibility: Keyboard Navigation

A. create a note-taking binder.

Accessibility: Keyboard Navigation

5. To practice with awareness means to

Accessibility: Keyboard Navigation

A. improve her speaking skills.

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A. show empathy, respect, and genuine interest in the lecture.

Accessibility: Keyboard Navigation

A. making his note taking physical and active.

Accessibility: Keyboard Navigation

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A. integrating his learning style using his notes.

Accessibility: Keyboard Navigation

A. integrating learning styles in the note-taking process.

Words or illustrations are examples of visual cues.

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A. approach their issue with the instructor directly.

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A. He has not yet determined an optimal note-taking combination.

Accessibility: Keyboard Navigation

A. relax and try to connect with his instructor on a personal level.

Accessibility: Keyboard Navigation

A. concentrate more on the text material.

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A. Jason needs to implement a better note-taking system for lectures.

Accessibility: Keyboard Navigation

A. He should use a formal outline.

A. listen for verbal cues such as a louder voice.

Accessibility: Keyboard Navigation

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A. Isa is spending too much time on social activities.

Accessibility: Keyboard Navigation

A. Claudia should consider changing majors.

Accessibility: Keyboard Navigation

26. A left-brain dominant person will most likely prefer to use a

A. mind-map note-taking system.

Accessibility: Keyboard Navigation

27. All of the following statements are true except

A. It is best to experiment with several note-taking systems or combinations of systems.