Multiple Choice Identify the
choice that best completes the statement or answers the question.
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1.
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All meaningful learning that lets the student feel safe requires the educator to
create:
a. | risk of peer disapproval. | b. | questionable conditions. | c. | a sense of
security. | d. | peer pressure. |
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2.
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A morphine-like by-product of laughter that helps handle pain and reduce stress
is:
a. | endorphins. | b. | hormones. | c. | insulin. | d. | lactose. |
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3.
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Teachers who use humor in the classroom will have students who:
a. | are unruly, disruptive, and arrogant. | b. | feel less responsive to
learning. | c. | think that learning is to be taken lightly. | d. | feel more responsive
to learning. |
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4.
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Humor is very individualized and our audience is varied; what may seem funny to
you may not be funny to your students; thus:
a. | be sensitive; if in doubt toss it out! | b. | use it; someone will get your
humor. | c. | don’t waste a good laugh; life’s too short. | d. | use humor however
you wish to. |
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5.
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Humor and laughter can be helpful in holding the attention of the learner and
also:
a. | in the practice of the information presented. | b. | in the retention of
the information presented. | c. | in the selection of the certain pieces of the
information presented. | d. | in the deletion of the unnecessary information
presented. |
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6.
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The physiological study of humor and its effect on the human body is referred to
as:
a. | gelotology. | b. | derksology. | c. | gerontology. | d. | humorology. |
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7.
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The purpose of laughter may be to:
a. | seek attention with loud guffaws. | b. | strengthen human connections and
relationships. | c. | get rid of sickness. | d. | make fun of someone else’s
mistakes. |
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8.
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The theory that laughter occurs as a result of an unplanned, momentary impulse
is termed:
a. | incongruity theory. | b. | superiority theory. | c. | relief
theory. | d. | spontaneity theory. |
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9.
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The theory that laughter occurs when the outcome is different from what is
expected is referred to as:
a. | incongruity theory. | b. | superiority theory. | c. | relief
theory. | d. | spontaneity theory. |
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10.
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The theory that laughter occurs after a long period of tension, stress,
suspension, or danger is referred to as:
a. | incongruity theory. | b. | superiority theory. | c. | relief
theory. | d. | spontaneity theory. |
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11.
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The theory that inappropriate laughter occurs at the expense of someone
else’s misfortune, causing us to feel above all others, is referred to as:
a. | superiority theory. | b. | relief theory. | c. | incongruity
theory. | d. | spontaneity theory. |
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12.
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The mental health benefits of laughter include:
a. | more stress. | b. | increased anger. | c. | less
joy. | d. | optimistic mood. |
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13.
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Laughter can actually provide a harmless release of sadness, fear, and anger;
laughter is:
a. | cathartic. | b. | unproductive. | c. | useless. | d. | harmful. |
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14.
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If you are negative and pessimistic in your job it will be beneficial to bring
laughter and humor to the workplace so that you can approach new challenges with:
a. | greater morale, job satisfaction, and problem solving. | b. | enhanced creativity
and problem solving. | c. | improved team-building skills and enhanced
creativity. | d. | better conflict management and problem-solving
skills. |
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15.
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Laughter improves physical health and may lead to coughing and hiccups, which
clear the respiratory tract; it also provides an excellent source of:
a. | aerobic exercise. | b. | extremity exercise. | c. | muscular
exercise. | d. | cardiac exercise. |
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16.
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The stage of humor competence in which the educator understands or knows how to
interject humor into the educational process requires a great deal of effort and concentration is
termed:
a. | unconscious competence. | b. | conscious competence. | c. | unconscious
incompetence. | d. | conscious incompetence. |
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17.
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When the educator uses humor in the classroom easily and it is spontaneous,
warm, and appropriate, this is termed:
a. | unconscious competence. | b. | conscious competence. | c. | unconscious
incompetence. | d. | conscious incompetence. |
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18.
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As educators we should inspire learners by asking them for:
a. | the traditional single idea on an issue. | b. | multiple ideas on an
issue rather than just one. | c. | an idea on an issue. | d. | a simple idea on an
issue rather than a complex one. |
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19.
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Having students do things they don’t normally do will:
a. | stimulate their imaginations. | b. | make them feel ridiculous. | c. | have them thinking
of another field. | d. | stunt their
creativity. |
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20.
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When students are working on a project and run into a stumbling block they may
need to:
a. | stand up, walk away, and give five minutes to daydreaming, but then get right back to
work. | b. | give five minutes to daydreaming, but then get right back to
work. | c. | stand up and give five minutes to daydreaming. | d. | walk away and give
nine minutes to daydreaming, then get back to work. |
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21.
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When we have a good idea we should give ourselves a:
a. | pat on the back. | b. | deadline and take action. | c. | to-do
list. | d. | “thumbs up.” |
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22.
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Humor in the workplace provides an atmosphere of:
a. | anxiety. | b. | fear. | c. | fun. | d. | joviality. |
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23.
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Using inspirational stories can create feelings of:
a. | safety, fear, and anxiety. | b. | safety, comfort, and
warmth. | c. | comfort, irritation, and indifference. | d. | safety, irritation, and
warmth. |
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24.
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Master educators keep a watchful eye for meaningful clips in movies and
television that can be presented:
a. | in class on a slow day in clinic. | b. | while the mannequins are
drying. | c. | at the appropriate time during a specific lesson. | d. | after school at a
matinee-like setting. |
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25.
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Incorporating elements of a game into classes:
a. | makes learning fun. | b. | serves no purpose. | c. | wastes
time. | d. | gets students too excited. |
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