  In many ways, the American learning system is unique in its reliance on
testing using multiple-choice questions. Learning in physics, as well as in any
other subject, is a context-dependent process. In this paper, I consider a
broader problem of where differences in understanding arise; often styles of
answering questions arise from the way the questions are posed. I speculate on
the long-run effects a multiple-choice based learning system might have on the
reasoning structure of the student compared to one based on more open-ended
questions. I present some differences in answer styles observed between two
populations of students, US students (mostly exposed to multiple-choice type
exams), and Romanian students (mostly exposed to open-end type exams). Finally,
I suggest some possible ways of checking whether my predictions have any
validity.
