First, create a test question for an information-processing exam that would require students to rehearse information as they study. Then create a test question that would require higher level processing strategies

Using these two test questions as examples, briefly discuss the potential effects that schooling may have on
students' information processing strategies.

What will be an ideal response?

Students should include two test questions in their responses. One test question should focus on recall of factual
content in information processing (e.g., What is the inability to recall experiences prior to the age of three years
called?). The second question should require higher-level cognition such as application or analysis (e.g., "How are
computational models and production systems similar and different?) Students should be able to articulate the
idea that schools that emphasize rote recall of facts are more likely to produce students who can remember
information quickly and accurately but not necessarily be able to elaborate on or extend that knowledge in any
way. In contrast, schools that emphasize higher-order thinking such as analyzing information or problem-solving
are more likely to produce students who utilize information in novel ways, but are not necessarily able to rapidly
recall facts.