Ch4 Verified Test Bank Infancy Toddlerhood Dev Quiz 1

Name _______________________________

Chapter 4—Infancy and Toddlerhood: Physical, Cognitive, and Language Development—Quick Quiz 1

1. Jake suffered a head injury at the age of two. In spite of his injury, Jake was able to recover most of the abilities that he had before the injury. Which of the following terms is most directly related to Jake’s ability to regain these lost functions?

a. the brain growth spurt

b. neural pruning

c. brain plasticity

d. habituation training

2. Which of the following was NOT one of the six arousal states identified in newborns by Peter Wolff?

a. crying

b. thinking

c. regular sleep

d. irregular sleep

3. At about what age do most children learn to use the “pincer grasp,” which allows them to use their thumb and forefinger to “pinch” a small object to pick it up?

a. 6 months of age

b. 12 months of age

c. 18 months of age

d. 24 months of age

4. Suppose you see a grandparent at the toy store buying a set of 5 “stacking” blocks, a box of large-size crayons, and a toy telephone. Based on this selection of toys, your best guess is that the child these toys are intended for is about how old?

a. age 6 months

b. age 12 months

c. age 18 months

d. age 24 months

5. The type of malnutrition that is caused by an insufficient total quantity of food and in which muscles waste away and stored fat is depleted is:

a. anemia

b. marasmus

c. kwashiorkor

d. stunting

6. If you were to record the activity of a mirror neuron, you should expect that it would act in the same way when we perform an action—such as picking up an object—as when we:

a. think about performing that action

b. choose to not perform that action

c. read about performing that action

d. observe someone else perform that action

7. Which of the following abilities is the newborn infant capable of performing as early as the first week of life?

a. making most of the sounds of the language in which he or she has heard prenatally

b. distinguishing the smell of his or her mother from that of other women

c. being able to grasp small objects by using the thumb and forefinger

d. being able to see through closed eyelids how objects move about in this “dim” environment

8. Suppose you observe a researcher interacting with an infant by shaking a rattle while the baby is watching, and then placing the rattle underneath a pillow. The researcher then records whether or not the baby can find the rattle under the pillow. The concept this researcher is studying is most likely:

a. assimilation

b. accommodation

c. object permanence

d. deferred imitation

9. The basic units of sounds in a language are referred to as:

a. semantics

b. morphemes

c. syntax

d. phonemes

10. When a child produces a single word, such as “bottle,” it may mean a variety of things, such as “I want the bottle” or “there’s the bottle” or “I like the bottle.” This type of usage is referred to as:

a. an adaptation

b. holophrastic speech

c. an overextension

d. telegraphic speech

Name _______________________________

Chapter 4—Infancy and Toddlerhood: Physical, Cognitive, and Language Development—Quick Quiz 2

1. Frank argues that early experiences are very important because these “early lessons” shape the way the brain develops. Frank’s view that experience influences brain development is the central idea behind the concept of:

a. synaptic transmission

b. neuromodulation

c. habituation

d. brain plasticity

2. In contrast to how scientists working in earlier decades have conceptualized the neonatal period, scientists today understand that:

a. how the infant “attaches” to its primary caregiver is of limited significance

b. there is much more stress involved in the birth process than previously thought

c. newborns are much more capable than had previously been thought

d. newborn behaviors are controlled to a much greater degree by genetics than was previously thought

3. In adulthood, a typical person’s head is about one-tenth of the person’s total body length. At birth, the head is about _________ of the newborn’s total body length.

a. one-half

b. one-third

c. one-fourth

d. one-sixth

4. Which of the following activities would an 8-month-old be LEAST likely to be able to do?

a. pick up a quarter with one hand

b. point at a nearby object

c. pick up a stuffed toy

d. clap two hands together

5. Kwashiorkor results when a person’s diet contains too little:

a. vitamin A

b. calcium

c. vitamin D

d. protein

6. Suppose you show a newborn infant four photographs, one of his mother smiling, one of his mother making a fearful face, one of a stranger smiling, and one of a stranger making a fearful face. Which photograph should you expect the newborn to look at for the longest time?

a. the smiling mother

b. the fearful mother

c. the smiling stranger

d. the fearful stranger

7. Suppose you visit a child development laboratory and observe a researcher working with an 8-month-old baby. The baby is sitting on top of a piece of Plexiglas, which rests partly over a table top and then extends out over the end of the table. The apparatus being used in this experiment is typically called a:

a. visual cliff

b. binocular challenge

c. visually guided grid

d. perceptual challenge map

8. When 16-month-old Simon was visiting his relatives, he observed his older cousin stomp his foot to the beat of music, something Simon had never seen before. The next day, when Simon heard music on the radio, he stomped his foot to the beat. Simon’s “foot stomping” behavior would best be considered an example of:

a. object permanence

b. mirror imaging

c. symbolic representation

d. deferred imitation

9. The basic sounds in a language are referred to as:

a. semantics

b. morphemes

c. syntax

d. phonemes

10. When a child produces a single word, such as bottle, it may mean a variety of things, such as “I want the bottle” or “there’s the bottle” or “I like the bottle.” This type of usage is referred to as:

a. an adaptation

b. holophrastic speech

c. an overextension

d. telegraphic speech

Quick Quiz Answers

Quick Quiz 4.1

1. c; 4.1.2

2. b; 4.2.1

3. b; 4.3.2

4. c; 4.3.2

5. b; 4.4.1

6. d; 4.5.3

7. b; 4.6.2

8. c; 4.7.2

9. d; 4.8

10. b; 4.8.2

Quick Quiz 4.2

1. d; 4.1.2

2. c; 4.2

3. c; 4.3.2

4. a; 4.3.2

5. d; 4.4.1

6. a; 4.5.2

7. a; 4.5.4

8. d; 4.7.2

9. d; 4.8

10. b; 4.8.2

Chapter 4

Infancy and Toddlerhood: Physical, Cognitive, and Language Development

Learning Objectives

4.1: Describe the physical processes of brain development in early childhood

4.2: Summarize the major developments of the neonatal period

4.3: Outline the timeline for physical and motor development from birth to 2 years old

4.4: Analyze the sociocultural factors affecting early child nutrition

4.5: Describe the development of visual perception in early childhood

4.6: Explain how children’s sensory perceptions develop over time

4.7: Evaluate Piaget’s theory of cognitive development

4.8: Relate developmental psychology theories to early childhood language development

Multiple Choice questions:

The Developing Brain

Learning Objective 4.1: Describe the physical processes of brain development in early childhood

4.1. According to the text, individuals experience the most rapid and dramatic developmental change during which 2-year period of the lifespan?

a. birth to age 2

b. age 4 to 6

c. age 11–13

d. age 16–18

Module: Chapter Introduction

Learning Objective 4.1

Understand the Concept

Easy

4.2. About how many neurons are in the typical human brain?

a. 10 million

b. 100 million

c. 10 billion

d. 100 billion

Module: 4.1: The Developing Brain

Learning Objective 4.1

Understand the Concept

Moderate

4.3. The connections that exists between the neurons in the brain are called:

a. glial cells

b. plastic links

c. neuromodulators

d. synapses

Module: 4.1: The Developing Brain

Learning Objective 4.1

Understand the Concept

Easy

4.4. The primary functions of glial cells are to:

a. convey information from the sense organs to the brain

b. convey information from the brain to the sense organs

c. limit the activity of the brain so that it doesn’t become overloaded

d. nourish and support the neurons

Module: 4.1.1: Myelination

Learning Objective 4.1

Understand the Concept

Moderate

4.5. Which of the following statements is FALSE?

a. The number of glial cells increases rapidly throughout the first 2 years of life.

b. The number of neurons increases rapidly throughout the first 2 years of life.

c. During the brain growth spurt in infancy, the complexity of neural branching increases.

d. During the brain growth spurt in infancy, unused connections are often pruned away.

Module: 4.1.1: Myelination

Learning Objective 4.1

Evaluate It

Difficult

Rationale: Most of the neurons an individual will have throughout a person’s lifetime developed during the prenatal stage of development. Neural development after birth is characterized not by an increase in the number of neurons, but rather by increases in the size of neurons and particularly an increase in the complexity of their interconnections. Glial cells are added during the first 2 years after birth, however.

4.6. Which of the following experiences the least amount of change during the period of infancy and toddlerhood?

a. the number of glial cells

b. the number of interconnections between neurons

c. the number of neurons

d. the size of neurons

Module: 4.1.1: Myelination

Learning Objective 4.1

Evaluate It

Moderate

Rationale: Most of the neurons an individual will have throughout a person’s lifetime developed during the prenatal stage of development. Neural development after birth is characterized not by an increase in the number of neurons, but rather by increases in the size of neurons and particularly an increase in the complexity of their interconnections. Glial cells are added during the first 2 years after birth, however.

4.7. If a normal adult human brain weighs about 3 pounds, about how much would a normal baby’s brain weigh at the time of birth?

a. about 1 pound

b. about 1 ½ pounds

c. about 3 pounds

d. about 4 pounds

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Analyze It

Difficult

Rationale: At birth, an infant’s brain weighs about 25% of its adult weight.

4.8. If a normal adult human brain weighs 3 pounds, about how much would a normal 1-year-old’s brain weigh?

a. a little less than 1/2 pound

b. about 1 pound

c. about 2 pounds

d. a little more than 3 pounds

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Analyze It

Difficult

Rationale: At age 1, an infant’s brain has reached about 25% of its adult weight.

4.9. Frank argues that early experiences are very important because these “early lessons” shape the way the brain develops. Frank’s view that experience influences brain development is the central idea behind the concept of:

a. synaptic transmission

b. neuromodulation

c. habituation

d. brain plasticity

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Apply What You Know

Moderate

Rationale: The brain’s plasticity in infancy and early childhood makes it susceptible to environmental influences. The textbook describes, for example, a research study (Rosenweig, 1969) in which rats showed brain differences as a result of being raised in either an enriched or impoverished environment.

4.10. Jake suffered a head injury at the age of 2. In spite of his injury, Jake was able to recover most of the abilities that he had before the injury. Which of the following terms is most directly related to Jake’s ability to regain these lost functions?

a. the brain growth spurt

b. neural pruning

c. brain plasticity

d. habituation training

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Analyze It

Moderate

Rationale: Plasticity is the word used to describe the brain’s flexibility in reassigning functions to different regions. When injury occurs early in life—the time of maximum plasticity—control over functions lost due to injury can often be reassigned to different brain regions and functions can be relearned.

4.11. Mark Rosenzweig’s famous study of rats that were raised in either “enriched” or “impoverished” environments demonstrated that rats raised in enriched environments:

a. lived longer

b. gained more weight

c. had heavier, more complex brains

d. had more difficult mating with other rats when they reached maturity

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Understand the Concept

Easy

4.12. If the results of Rosenzweig’s study of rats raised in enriched environments were to be generalized to children, this would imply that we should be most concerned about which of the following?

a. raising children in environments that did not allow for exploration and play

b. raising children in environments in which they had to care for younger children

c. placing children in day-care centers, even if the centers were well run

d. making sure that children get 100% of their daily doses of all important vitamins

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Evaluate It

Moderate

Rationale: Rosenzweig (1969) assigned infant rats to one of two conditions. Some were placed in standard cages where there were few options for their activities. Others, however, were assigned to “enriched” environments where there were running wheels, levers to press, steps to climb, and other “rat toys” to play with. Rats raised in the enriched environments developed brains that were not only heavier but also had thicker layers of cortex cells and more neurochemical activity at synapses.

4.13. The major conclusion to be drawn from Rosenzweig’s study of the brains of rats raised in an enriched environment is that:

a. early experience shapes the way in which the brain develops

b. genes exert their greatest influence in guiding neural development during the prenatal period

c. too much “privilege” can cause the development of selfishness that cannot be undone through later training

d. neural development is for the most part determined by genes, and especially by those carried on the sex chromosomes

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Evaluate It

Moderate

Rationale: Rosenzweig (1969) assigned infant rats to one of two conditions. Some were placed in standard cages where there were few options for their activities. Others, however, were assigned to “enriched” environments where there were running wheels, levers to press, steps to climb, and other “rat toys” to play with. Rats raised in the enriched environments developed brains that were not only heavier but also had thicker layers of cortex cells and more neurochemical activity at synapses, demonstrating that early experience shapes the way in which the brain develops.

4.14. The neural “pruning” that takes place during infancy and toddlerhood results in:

a. a loss of about 10% in the weight of the typical brain

b. a loss of many of the neural connections that were present at birth

c. severing the connection between left and right hemispheres that was present during the prenatal period of development

d. the near-total separation of the brain’s cortex and other brain structures that lie below it

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Evaluate It

Moderate

Rationale: Growth and “pruning” occur where, as the result of each child’s unique experiences, some synaptic connections develop and others are eliminated, or pruned away. According to Alison Gopnik and her colleagues (Gopnik, Meltzoff, & Kuhl, 1999, 2008), neurons in the brain of a newborn average about 2,500 synapses, increasing to a peak of about 15,000 synapses by age 2 or 3—many more than are present in an adult brain.

4.15. According to the text, neurons in a newborn’s brain have on average about __________ synapses. By age 2 or 3, the number is about __________ synapses.

a. 100,000; 1 million

b. 1million, 100 billion

c. 2,500; 15,000

d. 15,000; 2,500

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Understand the Concept

Moderate

4.16. Which of the following individuals would have the largest number of average synapses in the neurons of their brain?

a. Rita, who is a newborn

b. Alan, who is 1 year old

c. Matty, who is 2 ½ years old

d. Rex, who is 25 years old

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Analyze It

Difficult

Rationale: The neurons in the brain of a newborn average about 2,500 synapses, which increases to a peak of about 15,000 synapses by the age of 2 or 3. In comparison to a 3-year-old’s brain, an adult’s brain has many fewer synapses.

The Neonatal Period

Learning Objective 4.2: Summarize the major developments of the neonatal period

4.17. The neonatal period refers to which of the following periods?

a. the month prior to an infant’s birth

b. the first month after birth

c. the 3 months prior to birth

d. the 3 months after birth

Module: 4.2: The Neonatal Period

Learning Objective 4.2

Understand the Concept

Easy

4.18. In contrast to how scientists working in earlier decades have conceptualized the neonatal period, scientists today understand that:

a. how the infant “attaches” to its primary caregiver is of limited significance

b. there is much more stress involved in the birth process than previously thought

c. newborns are much more capable than had previously been thought

d. newborn behaviors are controlled to a much greater degree by genetics than was previously thought

Module: 4.2: The Neonatal Period

Learning Objective 4.2

Evaluate It

Moderate

Rationale: Until the 1960s, it was thought that neonates were largely incapable of organized, self-directed behavior. Later research has shown that newborns’ capabilities had been grossly underestimated. We now know that neonates are capable of organized, predictable responses and of more complex cognitive activity than was once thought.

4.19. According to research conducted by Peter Wolff on arousal states in newborns, as newborns adjust to their new environment following birth, their arousal states become:

a. more dramatic, with larger swings of energy between high and low states

b. less positive and more negative

c. more regular and predictable

d. more irregular and dictated by specific environmental occurrences

Module: 4.2.1: States of Arousal

Learning Objective 4.2

Understand the Concept

Moderate

4.20. Which of the following was NOT one of the six arousal states identified in newborns by Peter Wolff?

a. crying

b. thinking

c. regular sleep

d. irregular sleep

Module: 4.2.1: States of Arousal

Learning Objective 4.2

Understand the Concept

Moderate

4.21. Which of the following is NOT one of the arousal states of the infant described by Wolff (1966)?

a. crying

b. urinating

c. drowsiness

d. waking

Module: 4.2.1: States of Arousal

Learning Objective 4.2

Understand the Concept

Easy

4.22. In comparison to a newborn, a 4-month-old infant spends ____ time sleeping and ____ time in alert activity.

a. less; more

b. less; about the same amount of

c. about the same amount of; less

d. more; less

Module: 4.2.1: States of Arousal

Learning Objective 4.2

Understand the Concept

Easy

4.23. Habituation is a form of:

a. walking

b. learning

c. sleeping

d. sensing

Module: 4.2.2: Learning and Habituation

Learning Objective 4.2

Apply What You Know

Moderate

Rationale: Habituation is defined as a simple form of learning which allows people to ignore meaningless, repetitive stimuli in the environment.

4.24. While a carpenter was doing some remodeling in Kate’s kitchen, her infant son cried from the hammering noise at first, but stopped responding to the noise after he got used to it. The son’s response is best thought of as an example of:

a. habituation

b. shaping

c. stimulus generalization

d. symbolic representation

Module: 4.2.2: Learning and Habituation

Learning Objective 4.2

Analyze It

Moderate

Rationale: Habituation is defined as a simple form of learning which allows infants to ignore meaningless, repetitive stimuli in the environment.

4.25. Many students study in a room with a TV on or an iPod playing, completely tuned out to the sound of the music and voices. However, if their favorite artist’s name is mentioned, their attention shifts from their reading to the TV or iPod. This phenomenon is best considered to be an example of the basic principles that underlie:

a. classical conditioning

b. telegraphic thought

c. overextension

d. habituation

Module: 4.2.2: Learning and Habituation

Learning Objective 4.2

Analyze It

Moderate

Rationale: Habituation is defined as a simple form of learning which allows people to ignore meaningless, repetitive stimuli in the environment.

4.26. What is the adaptive function of habituation?

a. to associate the consequences of behavior with the responses they follow

b. to enhance memory for new stimuli

c. to ignore non-meaningful stimuli

d. to reduce anxiety in stressful situations

Module: 4.2.2: Learning and Habituation

Learning Objective 4.2

Evaluate It

Moderate

Rationale: Habituation is defined as a simple form of learning that allows people to ignore meaningless, repetitive stimuli in the environment.

4.27. Suppose that an experiment involves having neonates listen to tape recordings of their own mothers reading a story to them while they are sucking on a pacifier. At one point, the mother’s voice is changed to the voice of a stranger. Researchers look to see if the sucking pattern changes when the voice change occurs. The method used in this study is best considered to be an example of:

a. the classical conditioning method

b. the correlational method

c. the habituation method

d. the method of overextension

Module: 4.2.2: Learning and Habituation

Learning Objective 4.2

Analyze It

Moderate

Rationale: In the habituation method, researchers study infant perceptual capabilities by

habituating infants to certain stimuli, and then changing the stimuli and observing the infant’s response.

4.28. The Neonatal Behavioral Observation system is used to assess which of the following?

a. general health and adjustment to the environment

b. intelligence of infants and very young children

c. the degree of attachment an infant has with the caregiver

d. they style of attachment an infant has with the caregiver

Module: 4.2.3: Neonatal Assessment

Learning Objective 4.2

Analyze It

Moderate

Rationale: As noted in the textbook, the Neonatal Behavioral Observation system is a scale used to assess neurological functioning, behavioral capabilities, and social responsiveness of newborns.

4.29. Which of the following is NOT evaluated on the Neonatal Behavioral Assessment Scale?

a. response to stress

b. quality of motor tone and activity level

c. blood pressure and blood sugar

d. capacity to habituate to external light and sound stimuli

Module: 4.2.3: Neonatal Assessment

Learning Objective 4.2

Understand the Concept

Moderate

Physical and Motor Development

Learning Objective 4.3: Outline the timeline for physical and motor development from birth to 2 years old

4.30. Suppose that you observe 1,000 young children, recording the age at which each is first able to pick up a rattle and shake it. You now compute an average age at which this developmental milestone is reached by the “typical” child. Your work would be most similar to the work that is summarized in which of the following?

a. the Newborn Behavioral Observation system

b. the Neonatal Behavioral Assessment Scale

c. the Visual Cliff norms

d. the Gesell Scales

Module: 4.3.1: Cultural Influences on Maturation

Learning Objective 4.3

Analyze It

Difficult

Rationale: Gesell observed hundreds of infants and children, recording the details of when and how certain behaviors emerged, such as crawling, walking, running, picking up a small pellet, cutting with scissors, managing a pencil, or drawing human figures. On the basis of the resulting data, he compiled the first detailed reports of the capabilities of average children at different ages—the Gesell Scales.

4.31. If you argued that children all develop according to the same basic, biological schedule, you would be emphasizing the significance of which of the following concepts in guiding development?

a. maturation

b. assimilation

c. accommodation

d. equilibration

Module: 4.3.1: Cultural Influences on Maturation

Learning Objective 4.3

Evaluate It

Moderate

Rationale: Maturation is defined as developmental changes that are linked closely to biological events. Gesell observed that by knowing the age of a child, he could predict not only the child’s approximate height and weight but also what the child knew or could do. Consequently, Gesell concluded that most of a child’s achievements result from an internal biological timetable. Behavior, thus, emerges as a function of maturation.

4.32. The text discusses a study of Guatemalan infants, who were poorly nourished and not provided with much opportunity for interaction with adults. These infants were also observed to learn to walk at later ages than less-deprived children from other cultures. With respect to the concept of maturation, which of the following conclusions does this study support?

a. Maturation is a biologically driven process.

b. Maturation depends heavily on brain development.

c. Maturation is somewhat dependent on environmental circumstances.

d. Maturation has much more to do with culture than with biology.

Module: 4.3.1: Cultural Influences on Maturation

Learning Objective 4.3

Evaluate It

Moderate

Rational: Gesell observed that by knowing the age of a child, he could predict not only the child’s approximate height and weight but also what the child knew or could do. Based on his research, Gesell concluded that most of a child’s achievements result from an internal biological timetable. Behavior, thus, emerges as a function of maturation. The finding that predictable differences were observed between the Guatemalan infants and less-deprived children suggests, however, that maturation is somewhat dependent on environmental circumstances.

4.33. A psychologist notes that brain development depends on having certain experiences, but also that brain development limits the type of experiences a child can have. This comment points out the basic idea behind the term:

a. maturation

b. interaction

c. schema

d. accommodation

Module: 4.3.1: Cultural Influences on Maturation

Learning Objective 4.3

Evaluate It

Moderate

Rationale: As described in Chapter 1, most development throughout the lifespan is a result of successive interactions between biology and experience. In general, it is not possible to categorize development as primarily biological or environmental; rather, it involves an ongoing, dynamic interplay between these two basic sets of causes.

4.34. If Andrew is a normal, healthy baby who weighed 8 pounds at birth, about how much would you expect him to weigh at age 4 months:

a. 10 pounds

b. 13 pounds

c. 16 pounds

d. 21 pounds

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Difficult

Rationale: By age 4 months, the typical infant weighs about twice as much as at birth.

4.35. In adulthood, a typical person’s head is about one-tenth of the person’s total body length. At birth, the head is about _________ of the newborn’s total body length.

a. one-half

b. one-third

c. one-fourth

d. one-sixth

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Moderate

4.36. All of the following behaviors are likely to be in place by the age of 4 months of age EXCEPT:

a. smiling

b. the visually guided reach

c. the ability to visually focus on an object in the field of vision

d. the ability to discriminate between the mother’s face and a stranger’s face

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Moderate

Rationale: The visually guided reach develops at about 5 to 6 months of age. Smiling is present by 4 months. By 3 to 4 months of age, babies can focus their eyes nearly as well as adults. Infants can discriminate between their mother’s face and a stranger’s face by as early as 2 weeks of age.

4.37. Suppose that the average weight of a 12-month-old baby is 23 pounds and 80% of 12-month-old babies weigh between 21 and 25 pounds. If the average weight of a 24-month-old baby is 33 pounds, between what weights should you expect 80% of 24-month-old babies to fall?

a. between 32 and 34 pounds

b. between 31 and 35 pounds

c. between 30 and 36 pounds

d. The answer cannot be determined from the information given in this question.

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Difficult

Rationale: As children get older, they become more variable in their growth patterns. Therefore the range of weights of 80% of the children will be wider at age 24 months than at age 12 months.

4.38. In the United States, at about what age is the average child first able to sit without support, if placed in this position?

a. age 4 months

b. age 8 months

c. age 10 months

d. age 12 months

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Moderate

4.39. When an infant learns to coordinate looking at an object, grasping the object, and putting the object in her mouth, this process is called:

a. accommodation

b. assimilation

c. maturation

d. the visually guided reach

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Evaluate It

Moderate

Rationale: Visually guided reach is a developmental milestone that occurs at about 5 to 6 months of age in which infants can combine reaching, grasping, mouthing, and perceiving into a smooth sequence.

4.40. In the United States, about what percent of 1-year-old infants are able to stand by themselves and take their first step?

a. about 20%

b. about 50%

c. about 75%

d. nearly 100%

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Moderate

4.41. Generalizing from research conducted by Karen Adolph, if you observed an 8-month-old infant and a 14-month-old infant attempt a somewhat dangerous motor task (such as climbing up a stair), which of these two infants should you expect to be more cautious and more aware of the risk?

a. the 8-month-old infant would be more cautious

b. the 14-month-old infant would be more cautious

c. These two infants would be equally cautious, but the 8-month-old would be more aware of the risks involved.

d. These two infants would be equally cautious, but the 14-month-old would be more aware of the risks involved.

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Difficult

Rationale: Adolph and her colleagues ( Adolph et al., 2008) observed the capabilities of infants as they crawled or walked up and down “slopes” at varying angles. At age 8 1⁄2 months, infants typically charged up steep slopes, crawling without hesitation. Then, perhaps after surveying the downward side, they continued on headfirst, where most got into trouble and needed to be rescued by the experimenters. In contrast, 14-month-old “walkers” were better judges of risk; after walking up the steep slope, they changed strategies and carefully and safely slid down. The 14-month-olds were more cautious than the 8-month-olds.

4.42. Suppose that your friend’s child is typical. If he asks you when he should expect that his child will learn to ascend and descend stairs, you should note that most children in the United States learn to crawl up stairs at about age ___ and learn to crawl down stairs at about age ___.

a. 11 months; 13 months

b. 13 months; 11 months

c. 12 months; 12 months

d. 14 months; 10 months

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Apply What You Know

Moderate

Rationale: Although children learn to ascend and descend stairs at somewhat varying ages, they learn to crawl up stairs before they learn to crawl down.

4.43. You notice that little Charlie can now use his thumb and index finger to pick up small objects like marbles and cereal flakes. This ability is called the development of:

a. the pincer grasp

b. the visually guided reach

c. the fundamental flexion reflex

d. dynamic reach

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Moderate

Rationale: The pincer grasp refers to a fine motor skill that involves using the thumb and forefinger to “pinch” a small object.

4.44. At about what age do most children learn to use the “pincer grasp,” which allows them to use their thumb and forefinger to “pinch” a small object to pick it up?

a. 6 months of age

b. 12 months of age

c. 18 months of age

d. 24 months of age

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Apply What You Know

Moderate

Rationale: As noted in the textbook, the pincer grasp develops at about 12 months of age and refers to a fine motor skill that involves using the thumb and forefinger to “pinch” a small object.

4.45. Which of the following activities would an 8-month-old be LEAST likely to be able to do?

a. pick up a quarter with one hand

b. point at a nearby object

c. pick up a stuffed toy

d. clap two hands together

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Evaluate It

Moderate

Rationale: Picking up a quarter involves the ability to use the pincer grasp, which emerges at about 12 months of age. All other tasks involve simpler motor skills that are in place by age 8 months.

4.46. Suppose you see a grandparent at the toy store buying a set of 5 “stacking” blocks, a box of large-size crayons, and a toy telephone. Based on this selection of toys, your best guess is that the child these toys are intended for is about how old?

a. age 6 months

b. age 12 months

c. age 18 months

d. age 24 months

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Evaluate It

Moderate

Rationale: At 18 months, children may be stacking two to four cubes or blocks to build a tower, and they often manage to scribble with a crayon or a pencil. Their ability to feed themselves has improved considerably, and they may be able to partly undress themselves. Many of their actions imitate what they see others doing—“reading” a book, “sweeping” the floor, or where applicable, “chatting” on a toy telephone.

4.47. If Emily weighed 8 pounds at birth, about how much would you expect her to weigh at age 24 months?

a. 32 pounds

b. 40 pounds

c. 60 pounds

d. 72 pounds

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Moderate

Rationale: Typically, 2-year-olds weigh about 4 times what they did at birth. Since Emily was of average weight at birth, you would expect her to weigh four times her birth weight at age 2 years.

4.48. The child’s ability to dress and undress and to throw a ball begins to emerge at about what age?

a. 1 year

b. 18 months

c. 2 years

d. 3 years

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Moderate

Nutrition and Malnutrition

Learning Objective 4.4: Analyze the sociocultural factors affecting early child nutrition

4.49. According to the text, the two nutritional deficiencies that are most common among children in the United States are deficiencies of:

a. vitamin A and vitamin D

b. vitamin D and calcium

c. calcium and protein

d. protein and iron

Module: 4.4: Nutrition and Malnutrition

Learning Objective 4.4

Understand the Concept

Moderate

4.50. According to research presented in the text,, about what percent of infants in low-income families in the United States suffer from iron deficiency anemia?

a. about 1%

b. about 15%

c. about 45%

d. about 80%

Module: 4.4: Nutrition and Malnutrition

Learning Objective 4.4

Understand the Concept

Moderate

4.51. Around the world, about what percent of deaths among children under age 5 are attributable to malnutrition?

a. about 10%

b. about 25%

c. about 50%

d. about 75%

Module: 4.4: Nutrition and Malnutrition

Learning Objective 4.4

Understand the Concept

Moderate

4.52. Suppose an anthropologist studies a culture in which adults have very poor diets and consequently are considerably shorter than would be expected. The word that describes this condition is:

a. anorexia

b. anemia

c. kwashiorkor

d. stunting

Module: 4.4: Nutrition and Malnutrition

Learning Objective 4.4

Apply What You Know

Moderate

Rationale: Stunting refers to a failure to achieve full adult height due to malnutrition in childhood.

4.53. The term used to refer to a failure to achieve full adult height due to malnutrition during childhood is:

a. plasticity

b. marasmus

c. kwashiorkor

d. stunting

Module: 4.4: Nutrition and Malnutrition

Learning Objective 4.4

Understand the Concept

Moderate

4.54. The type of malnutrition that is caused by an insufficient total quantity of food and in which muscles waste away and stored fat is depleted is:

a. anemia

b. marasmus

c. kwashiorkor

d. stunting

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Understand the Concept

Easy

4.55. Children with marasmus most often have a diet that is deficient in:

a. fats and carbohydrates

b. carbohydrates and vitamin A

c. protein and total calories

d. iodine and other “trace” nutrients

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Apply What You Know

Moderate

Rationale: Marasmus refers to a type of malnutrition caused by an insufficient total quantity of food causing deficiencies in protein and in total calorie intake and eventually leading to muscles wasting away and stored fat being depleted.

4.56. Suppose that children raised in an orphanage in a war-torn region of the world have had far too little food to eat. As a consequence, they have little body fat and are very weak. This condition would best be described as an example of:

a. marasmus

b. stunting

c. kwashiorkor

d. anemia

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Analyze It

Moderate

Rationale: Marasmus refers to a type of malnutrition caused by an insufficient total quantity of food causing deficiencies in protein and in total calorie intake and eventually leading to muscles wasting away and stored fat being depleted.

4.57. Kwashiorkor results when a person’s diet contains too little:

a. vitamin A

b. calcium

c. vitamin D

d. protein

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Understand the Concept

Easy

4.58. The type of malnutrition that is caused by an insufficient amount of protein is called:

a. anemia

b. marasmus

c. kwashiorkor

d. stunting

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Understand the Concept

Moderate

4.59. If blindness or severe visual impairment is the result of a nutritional deficiency, the most likely cause is a deficiency of:

a. iron

b. protein

c. vitamin A

d. iodine

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Understand the Concept

Moderate

4.60. Goiter, a condition in which the thyroid gland is enlarged, is most often associated a deficiency of which of the following nutrients?

a. iron

b. protein

c. vitamin A

d. iodine

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Understand the Concept

Moderate

4.61. Generalizing from the text’s discussion of malnutrition, you should conclude the most detrimental effect of starvation or severe malnutrition is on which of the following organs or organ systems?

a. the gastrointestinal system

b. the respiratory system

c. the heart

d. the brain

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Evaluate It

Difficult

Rationale: If the duration of marasmus is short, no long-term negative effects result. In the first 3 years of life, the effects of kwashiorkor, however, can be highly damaging because brain development is directly affected.

4.62. A common result found in studies that investigate the effects of long-term malnutrition is that children often exhibit symptoms of __________ and parents often exhibit symptoms of ___________.

a. depression; anxiety

b. impulsiveness; depression

c. depression; heart disease

d. respiratory disease; heart disease

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Apply What You Know

Moderate

Rationale: In one study, for example, children in Barbados who were healthy at birth but malnourished during the first year of life were followed until age 11, at which time they showed a substantial academic deficit (Galler, 1984). What went wrong? In a careful follow-up study that used parent interviews, teacher reports, and observation of the children, two findings emerged: the children’s behavior was characterized by impulsiveness and attention deficit and their parents, most of whom had also been through periods of protein malnutrition, had low energy and symptoms of depression.

4.63. Breastfeeding, rather than bottle-feeding, improves infant mortality rates in:

a. both developing and developed nations

b. developing nations but not in developed nations

c. developed nations but not in developing nations

d. neither developing nor developed nations

Module: 4.4.2: Breastfeeding Versus Bottle-Feeding

Learning Objective 4.4

Understand the Concept

Easy

4.64. The process of shifting the infant’s diet from breast- or bottle-feeding to eating and drinking a wider variety of foods is referred to as:

a. solidifying

b. marasmus

c. de-breasting

d. weaning

Module: 4.4.3: Weaning and the Introduction of Solid Foods

Learning Objective 4.4

Apply What You Know

Moderate

Rationale: The textbook describes weaning as the process of shifting an infant’s diet from exclusively breast- or bottle-feeding to eating and drinking a wider variety of foods.

4.65. Marcy comments that her son is having a hard time shifting from being breastfed to eating a wider array of strained and solid foods. The technical term for this shift is:

a. marasmus

b. dietary transition

c. dietary assimilation

d. weaning

Module: 4.4.3: Weaning and the Introduction of Solid Foods

Learning Objective 4.4

Apply What You Know

Moderate

Rationale: The textbook describes weaning as the process of shifting an infant’s diet from exclusively breast- or bottle-feeding to eating and drinking a wider variety of foods.

4.66. According to the text, in industrialized nations like the United States the most typical age at which foods other than milk are introduced into a child’s diet is:

a. 3 to 4 months of age

b. 8 to 9 months of age

c. about age 1 year

d. about 18 months of age

Module: 4.4.3: Weaning and the Introduction of Solid Foods

Learning Objective 4.4

Understand the Concept

Easy

Vision and Visual Perception

Learning Objective 4.5: Describe the development of visual perception in early childhood

4.67. The process of converting information from the environment into neural impulses is called __________; the process of associating meaning with this information is called __________.

a. perception; sensation

b. sensation; perception

c. translation; transduction

d. transduction; sensation

Module: 4.5: Vision and Visual Perception

Learning Objective 4.5

Understand the Concept

Easy

4.68. The complex process by which the mind interprets sensory input is the text’s definition of:

a. perception

b. adaptation

c. sensation

d. habituation

Module: 4.5: Vision and Visual Perception

Learning Objective 4.5

Understand the Concept

Easy

4.69. Newborns focus best on objects at what distance?

a. 1 to 2 inches away

b. 7 to 10 inches away

c. 24 to 30 inches away

d. 36 to 48 inches away

Module: 4.5.1: The Early Development of Visual Perception

Learning Objective 4.5

Understand the Concept

Easy

4.70. Immediately after birth, newborns focus most clearly on objects that are about how far away from their face?

a. about 1 to 2 inches

b. about 7 to 10 inches

c. about 2 to 3 feet

d. about 5 to 6 feet

Module: 4.5.1: The Early Development of Visual Perception

Learning Objective 4.5

Understand the Concept

Easy

4.71. Which of the following is true regarding the visual processes of a typical newborn?

a. Newborns can’t see any color, so they see only in black and white.

b. Newborns prefer to look at faces more than at complex, abstract pictures.

c. Newborns cannot focus clearly on any object nearer to them than about 2 feet but their vision for distant objects is nearly as good as an adult’s would be.

d. Newborns can see out of only one eye at a time, so their attention shifts between eyes.

Module: 4.5.1: The Early Development of Visual Perception

Learning Objective 4.5

Evaluate It

Moderate

Rationale: The textbook notes that classic research indicates that newborns prefer to look at patterns of moderate complexity. The textbook also presents research supporting the idea that infants are especially attentive to images of the human face.

4.72. Suppose you show a newborn infant a sequence of 3 cards, each with an image printed on it. The first card consists of a very simple image of a black circle. The second card contains an image of moderate complexity, showing two circles and two squares. The third card contains a highly complex image of several different objects of various shapes, each overlapping the others. Which of these three cards would you expect a newborn to pay attention to for the longest period of time?

a. You should expect that the newborn will pay an equal amount of attention to each of the 3 cards.

b. The newborn will pay most attention to the simple image.

c. The newborn will pay most attention to image of moderate complexity.

d. The newborn will pay most attention to the image of the greatest complexity.

Module:

Learning Objective 4.5

Evaluate It

Difficult

Rationale: Research demonstrates that newborns prefer images of moderate complexity over those that are simple or complex. Thus, the newborn would be expected to look longest at the second card with the moderately complex image.

4.73. Suppose you show a newborn infant four photographs, one of his mother smiling, one of his mother making a fearful face, one of a stranger smiling, and one of a stranger making a fearful face. Which photograph should you expect the newborn to look at for the longest time?

a. the smiling mother

b. the fearful mother

c. the smiling stranger

d. the fearful stranger

Module: 4.5.2: Selective Attention in Visual Development

Learning Objective 4.5

Apply What You Know

Moderate

Rationale: In one research study, when presented with pictures of their mother and an unfamiliar woman, even infants as young as 2 weeks of age preferred to look at their mother’s photo, and they sometimes turned completely away from the image of the stranger. Other research demonstrated that when newborns only a few days old were presented with pictures of a happy face and a fearful face, they looked longer at the happy face. Combining these findings, one would expect the newborn to look longest at the smiling mother.

4.74. If three babies of different ages were shown the same picture of a human face, you would expect that the 2-month-old baby would look longest at __________; the 5-month-old baby would look longest at the ___________; and the 8-month-old baby would look longest at ___________.

a. the nose; the mouth; the eyes

b. the entire face; the eyes; the eyebrows

c. the mouth; the nose; the eyes

d. the eyes; the mouth; the entire face

Module: 4.5.2: Selective Attention in Visual Development

Learning Objective 4.5

Apply What You Know

Difficult

Rationale: Research demonstrates that at 2 months, infants look at internal features of the face, such as the eyes. By 5 months, they more often look at the mouth of a person who is talking, and by 6 to 7 months, they respond to whole facial expressions and can discriminate differing expressions, such as “happy” versus “fearful” (Lewkowitz & Hansen-Tift, 2012; C. A. Nelson & de Haan, 1996).

4.75. If a researcher is studying the “other race” effect, the research findings would suggest that:

a. people have more trouble distinguishing among faces of people belonging to a racial group to which they have little exposure

b. malnutrition is perceived to be more common among racial groups to which they have little exposure

c. infants smile more at members of racial groups to which they have little exposure

d. infants smile less at members of racial groups to which they have little exposure

Module: 4.5.2: Selective Attention in Visual Development

Learning Objective 4.5

Analyze It

Moderate

Rationale: The “other race” effect refers to the finding that people, including infants, find it harder to distinguish among faces of people in unfamiliar racial groups than among faces of people in their own, more familiar racial group.

4.76. The finding that newborns prefer to look at pictures of their mother’s face over pictures of strangers’ faces suggests that these behaviors may be linked to the development of:

a. stranger anxiety

b. attachment

c. visual perception

d. visual sensation

Module: 4.5.2: Selective Attention in Visual Development

Learning Objective 4.5

Understand the Concept

Moderate

4.77. The neurons that seem especially involved in imitation are called:

a. reciprocal neurons

b. interactive neurons

c. mirror neurons

d. empathetic neurons

Module: 4.5.3: Mirror Neurons and Imitation

Learning Objective 4.5

Understand the Concept

Easy

4.78. If you were to record the activity of a mirror neuron, you should expect that it would act in the same way when we perform an action—such as picking up an objects—as when we:

a. think about performing that action

b. choose to not perform that action

c. read about performing that action

d. observe someone else perform that action

Module: 4.5.3: Mirror Neurons and Imitation

Learning Objective 4.5

Apply What You Know

Difficult

Rationale: Mirror neurons respond in the same way when performing an action as they do when the person watches the action being performed. Thus, they may provide a neurological explanation for imitation.

4.79. Scientists currently are speculating that defects in the mirror neuron system may be implicated in which of the following disorders:

a. depression

b. hyperactivity

c. autism

d. Down syndrome

Module: 4.5.3: Mirror Neurons and Imitation

Learning Objective 4.5

Understand the Concept

Moderate

4.80. Which of the following types of cells is most likely to function as the basis for empathy?

a. mirror neurons

b. glial cells

c. motor neurons

d. sensory neurons

Module: 4.5.3: Mirror Neurons and Imitation

Learning Objective 4.5

Understand the Concept

Easy

4.81. Research suggests that newborn infants have difficulty in focusing both of their eyes on a single object. This inability to use both eyes would imply that newborns would also be limited in their ability to:

a. process depth perception using monocular vision

b. process depth perception using binocular vision

c. perceive color

d. perceive different shapes

Module: 4.5.4: Depth and Distance Perception

Learning Objective 4.5

Analyze It

Moderate

Rationale: Binocular vision requires that both eyes focus on the same object. Because our eyes are in slightly different locations in our head, each eye sees the object from a slightly different perspective. Binocular vision involves processing this visual disparity in such a way that depth (or distance) is perceived. Monocular vision requires cues from only one eye, so the inability to focus both eyes at once would not be so much involved in perceiving depth. Color and different shape perception would not depend on using two eyes.

4.82. The visual cliff is used to test infants’:

a. memory

b. habituation

c. color discrimination

d. depth perception

Module: 4.5.4: Depth and Distance Perception

Learning Objective 4.5

Analyze It

Moderate

Rationale: A classic approach to assessing infants’ depth perception uses the “visual cliff” created by Eleanor Gibson and her colleagues ( Gibson & Walk, 1960) to simulate depth. On one side of the horizontal surface, a heavy piece of glass covers a solid surface. On the other side, the glass is well above the floor, simulating a cliff.

4.83. Suppose you visit a child development laboratory and observe a researcher working with an 8-month-old baby. The baby is sitting on top of a piece of Plexiglas, which rests partly over a table top and then extends out over the end of the table. The apparatus being used in this experiment is typically called a:

a. visual cliff

b. binocular challenge

c. visually guided grid

d. perceptual challenge map

Module: 4.5.4: Depth and Distance Perception

Learning Objective 4.5

Analyze It

Moderate

Rationale: A classic approach to assessing infants’ depth perception uses the “visual cliff” created by Eleanor Gibson and her colleagues (Gibson & Walk, 1960) to simulate depth. On one side of the horizontal surface, a heavy piece of glass covers a solid surface. On the other side, the glass is well above the floor, simulating a cliff

Perceptual Development and Integration of Other Senses

Learning Objective 4.6: Explain how children’s sensory perceptions develop over time

4.84. During the first few weeks of life, hearing is believed to be muffled because of:

a. excess fluid and tissue in the middle ear

b. an underdeveloped ear drum

c. a lack of cartilage in the inner ear

d. a lack of cartilage in the outer ear

Module: 4.6.1: Hearing and Auditory Perception

Learning Objective 4.6

Understand the Concept

Easy

4.85. The way in which a newborn hears probably would be most like which of the following?

a. a deaf adult who reads lips

b. a deaf adult who uses sign language

c. a hearing adult who has a bad head cold

d. a hearing adult who is blind

Module: 4.6.1: Hearing and Auditory Perception

Learning Objective 4.6

Evaluate It

Moderate

Rationale: For the first few weeks, there is excess fluid and tissue in the middle ear, and hearing is believed to be muffled—similar to the way you hear if you have a head cold.

4.86. Which of the following abilities is the newborn infant capable of performing as early as the first week of life?

a. making most of the sounds of the language in which he or she has heard prenatally

b. distinguishing the smell of his or her mother from that of other women

c. being able to grasp small objects by using the thumb and forefinger

d. being able to see through closed eyelids how objects move about in this “dim” environment

Module: 4.6.2: Taste, Smell, and Touch

Learning Objective 4.5

Apply What You Know

Moderate

Rationale: Research shows that as early as 4 days of age, infants can distinguish the smell of their mother from that of another woman, and they prefer her familiar scent.

4.87. Suppose you perform an experiment in which you allow a group of babies to suck on one of two different pacifiers. Some babies sucked on the one that was smooth and round and other babies sucked on the pacifier that had ridges on it and was oblong. Later, you show both pacifiers to the babies. Generalizing from similar research reported in the text, you would expect that the babies would look:

a. longer at the pacifier that they had sucked on

b. longer at the pacifier that was “new”

c. equally long at both pacifiers

d. at neither pacifier, since sucking on a “weird” pacifier was unpleasant for them

Module: 4.6.3: Sensory Integration

Learning Objective 4.5

Analyze It

Difficult

Rationale: The situation described in this question is essentially a replication of the classic experiment cited in the text by Meltzoff and Borton, 1979.

4.88. Suppose you perform an experiment in which you allow a group of babies to suck on one of two different pacifiers. Some babies sucked on the one that was smooth and round and other babies sucked on the pacifier that had ridges on it and was oblong. Later, you show both pacifiers to the babies and observe how long they look at each. An experiment such as this would most likely be performed to study which of the following topics?

a. sensory integration

b. classical conditioning

c. habituation

d. operant conditioning

Module: 4.6.3: Sensory Integration

Learning Objective 4.5

Apply What You Know

Difficult

Rationale: Sensory adaptation refers to combining the information gathered from different sensory channels—such as vision and touch—into coordinated perceptions.

Cognitive Development

Learning Objective 4.7: Evaluate Piaget’s theory of cognitive development

4.89. According to the text, the processes that include thinking, learning, perceiving, remembering, and understanding are together referred to as:

a. metacognition

b. cognition

c. perception

d. accommodation

Module: 4.7: Cognitive Development

Learning Objective 4.7

Apply What You Know

Moderate

Rationale: As defined, cognition is a set of interrelated processes through which we gain and use knowledge about our world. It includes thinking, learning, perceiving, remembering, and understanding—all processes central to our understanding of human nature.

4.90. According to Piaget, a mental category is called a:

a. metacognition

b. metacategory

c. adapted category

d. schema

Module: 4.7.1: Perceptual Organization and Categories

Learning Objective 4.7

Understand the Concept

Easy

4.91. According to Piaget, an infant’s first schemes are built around:

a. the basic reflexes present at birth

b. sensory experiences early in life, such as hearing the mother’s voice

c. concepts involving voluntary movement, such as picking up a rattle

d. the infant’s production of language sounds, such as cooing and babbling

Module: 4.7.1: Perceptual Organization and Categories

Learning Objective 4.7

Understand the Concept

Easy

4.92. Piaget's first period of cognitive development is usually called the:

a. sensorimotor period

b. concrete operational period

c. formal operational period

d. preoperational period

Module: 4.7.1: Perceptual Organization and Categories

Learning Objective 4.7

Understand the Concept

Easy

4.93. In Piaget's theory, the general process by which infant schemas are elaborated, modified, and developed is called:

a. adaptation

b. organization

c. symbolic representation

d. iteration

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Understand the Concept

Moderate

4.94. If an infant has learned to push buttons on a toy to get it to make funny sounds, and now the toy is changed so that she must turn the buttons to the left or right to hear the sounds, the learning this requires would best be considered an example of:

a. metacognition

b. assimilation

c. equilibration

d. accommodation

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Evaluate It

Moderate

Rationale: In Piaget’s theory, accommodation requires us to modify a schema in order to incorporate the new information. In this example, the infant must modify her schema for the toy in order to hear the sounds.

4.95. An infant is shown an interesting rattle and appears to like it. Then the mother places the rattle under a blanket. The infant appears to forget about the rattle completely. Which of the following is most likely true?

a. The infant probably is older than 8 months.

b. The infant probably is younger than 8 months.

c. The infant had habituated to the rattle.

d. The infant had not habituated to the rattle.

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Analyze It

Moderate

Rationale: Object permanence, according to Piaget, is the realization by infants beginning at about 8 months that objects continue to exist when they are out of sight.

4.96. Suppose you observe a researcher interacting with an infant by shaking a rattle while the baby is watching, and then placing the rattle underneath a pillow. The researcher then records whether or not the baby can find the rattle under the pillow. The concept this researcher is studying is most likely:

a. assimilation

b. accommodation

c. object permanence

d. deferred imitation

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Analyze It

Moderate

Rationale: Object permanence, according to Piaget, is the realization by infants beginning at about 8 months that objects continue to exist when they are out of sight.

4.97. When 16-month-old Simon was visiting his relatives, he observed his older cousin stomp his foot to the beat of music, something Simon had never seen before. The next day, when Simon heard music on the radio, he stomped his foot to the beat. Simon’s “foot stomping” behavior would best be considered an example of:

a. object permanence

b. mirror imaging

c. symbolic representation

d. deferred imitation

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Evaluate It

Moderate

Rationale: Deferred imitation refers to imitating something that happened hours or even days earlier.

4.98. If Kelly sings into with a ketchup bottle, pretending it is a microphone, we would know that she is engaging in:

a. assimilation

b. accommodation

c. overextension

d. deferred imitation

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Analyze It

Moderate

Rationale: Deferred imitation refers to imitating something that happened hours or even days earlier.

4.99. Twenty-month-old Hannah pretended to drive a car by sitting in a clothes basket and making steering motions with her hands. Her behavior is best considered an example of:

a. assimilation

b. accommodation

c. object permanence

d. symbolic representation

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Analyze It

Moderate

Rationale: Symbolic representation refers to the use of a word, picture, gesture, or other sign to

represent past and present events, experiences, and concepts.

4.100. According to the text, most researchers today believe that Piaget’s view of infant development was inaccurate in that young children are ______ competent than Piaget believed and they develop _______ than he thought.

a. more; earlier

b. more; later

c. less; earlier

d. less; later

Module: 4.7.3: Evaluating Piaget’s View

Learning Objective 4.7

Understand the Concept

Moderate

Language Development

Learning Objective 4.8: Relate developmental psychology theories to early childhood language development

4.101. The basic sounds in a language are referred to as:

a. semantics

b. morphemes

c. syntax

d. phonemes

Module: 4.8: Language Development

Learning Objective 4.8

Understand the Concept

Moderate

4.102. Fiona is 12 months old. Although she is not yet producing words, she appears to understand some of the sentences that her parents say to her. Fiona is displaying ability in which of the following?

a. productive language

b. receptive language

c. holophrastic speech

d. overextension

Module: 4.8: Language Development

Learning Objective 4.8

Analyze It

Moderate

Rationale: Receptive language refers to the repertoire of words and commands that a child understands, even though she or he may not be able to use them.

4.103. A child's understanding of the spoken or written word is called:

a. receptive language

b. productive language

c. structural language

d. referential language

Module: 4.8: Language Development

Learning Objective 4.8

Understand the Concept

Easy

4.104. All of the following terms refer to basic units of language EXCEPT:

a. schemas

b. morphemes

c. syntax

d. phonemes

Module: 4.8: Language Development

Learning Objective 4.8

Understand the Concept

Easy

4.105. This term refers to how meaning is derived from words and sentences:

a. semantics

b. morphemes

c. syntax

d. phonemes

Module: 4.8: Language Development

Learning Objective 4.8

Understand the Concept

Moderate

4.106. This term is used to describe the system of language involving phonemes, morphemes, semantics, and syntax:

a. receptive language

b. grammar

c. productive language

d. schemes

Module: 4.8: Language Development

Learning Objective 4.8

Understand the Concept

Moderate

4.107. Infants begin cooing at approximately what age?

a. 12 weeks

b. 12 months

c. 18 months

d. 24 months

Module: 4.8.1: Language Development in the First Year

Learning Objective 4.8

Understand the Concept

Moderate

4.108. A child typically has a vocabulary of about 50 words at which of the following ages?

a. 6 months

b. 12 months

c. 18 months

d. 24 months

Module: 4.8.1: Language Development in the First Year

Learning Objective 4.8

Understand the Concept

Moderate

4.109. The typical child begins to produce repeated syllables, such as “ga-ga-ga,” at about what age?

a. 6 weeks

b. 4 months

c. 6 months

d. 12 months

Module: 4.8.1: Language Development in the First Year

Learning Objective 4.8

Apply What You Know

Moderate

Rationale: The repetition of meaningless syllables, such as “ga-ga-ga,” is called babbling, and this emerges in the typical infant about age 6 months.

4.110. Which of the following statements is the most accurate description about babbling when infants are deaf?

a. Deaf infants do not babble.

b. Deaf infants babble early in infancy, but their babbling lessens significantly after about 6 months of age.

c. Deaf infants babble, but their babbling begins much later than does babbling in babies who can hear at birth.

d. Deaf infants babble in the same ways and at the same ages as do babies who can hear at birth.

Module: 4.8.1: Language Development in the First Year

Learning Objective 4.8

Understand the Concept

Moderate

4.111. Around the world, which of the following words would be most likely to be among the first words that infants would learn (translated into their own language, of course)?

a. “TV”

b. “UhOh”

c. “Perfect”

d. “Yes”

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Understand the Concept

Moderate

4.112. When Sharma learns to speak, she uses the word “Puffie” to describe not only her own cat (whose name is Puffie) but also every cat she sees, including tigers at the zoo. Sharma’s language in this case demonstrates the principle of:

a. overextension

b. holophrasic speech

c. telegraphic speech

d. deferred imitation

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Analyze It

Moderate

Rationale: Overextension refers to the young child’s tendency to overgeneralize specific words, as when a child uses “Lassie” as the term for all dogs.

4.113. According to the text, the “language explosion” begins at about what age?

a. 12 months

b. 15 months

c. 18 months

d. 21 months

Module: 4.8.3: The Language Explosion

Learning Objective 4.8

Understand the Concept

Moderate

4.114. When a child produces a single word, such as bottle, it may mean a variety of things, such as “I want the bottle” or “there’s the bottle” or “I like the bottle.” This type of usage is referred to as:

a. an adaptation

b. holophrastic speech

c. an overextension

d. telegraphic speech

Module: 4.8.3: The Language Explosion

Learning Objective 4.8

Apply What You Know

Moderate

Rationale: Holophrastic speech occurs in the early stages of language acquisition and refers to the young child’s use of single words to convey complete thought.

4.115. Noam Chomsky’s term for an innate set of mental structures that aid children in language learning is:

a. plasticity

b. receptive language

c. overextension

d. language acquisition device

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Understand the Concept

Easy

4.116. Dr. Franklin believes that all humans are born with a biological predisposition to develop language, and that a specific region in the brain is highly adapted for language learning. In this respect, Dr. Franklin’s view would emphasize the same central feature as which of the following concepts?

a. deferred imitation

b. language acquisition device

c. overextension

d. telegraphic speech

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Analyze It

Difficult

Rationale: According to Chomsky (1959), children are preprogrammed to learn language because they are born with a cognitive structure, called a language acquisition device, especially developed for this task. This structure enables children to process linguistic information and “extract” rules with which they create language; that is, when children hear people talk, their brains are prewired to acquire the words and rules of the language to which they are exposed.

4.117. The fact that sometimes deaf children begin to “babble” with their hands, making up a sign language even if they have not been taught to do so, emphasizes the basic idea advanced in:

a. deferred imitation

b. assimilation

c. overextension

d. language acquisition device

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Evaluate It

Difficult

Rationale: According to Chomsky (1959), children are preprogrammed to learn language because they are born with a cognitive structure, called a language acquisition device (LAD), especially developed for this task. This structure enables children to process linguistic information and “extract” rules with which they create language; that is, when children hear people talk, their brains are prewired to acquire the words and rules of the language to which they are exposed. In early development, deaf babies babble just like hearing babies do, indicating that babbling is not the result of imitation or reinforcement but rather is biologically programmed.

4.118. According to the text, what does the FOXP2 gene appear to do?

a. It allows people to hear “tonal” differences that are important in some languages, such as Chinese and Japanese.

b. It causes developmental speech and language disorders in humans.

c. It produces an acceleration in the rate at which some people can learn vocabulary.

d. It causes deafness.

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Understand the Concept

Moderate

4.119. According to research presented in the text, if you compared the language acquisition patterns of children raised in poverty to those of children raised by middle-income parents, you would expect that the children raised in poverty would:

a. have smaller vocabularies

b. babble about 3 months later

c. utter their first words about 3 months later

d. be much more likely to use telegraphic speech, and for a longer period of time

Module: 4.8.5: Cultural Aspects of Language Development

Learning Objective 4.8

Analyze It

Moderate

Rationale: Research cited in the text found that compared to children from middle-income professional families, children from families on welfare were found to develop basic language skills and structures in much the same way and at the same time. However, children from middle-income homes had much larger vocabularies as the result of their parents spending almost twice as much time talking to them.

Changing Perspectives: Sudden Infant Death Syndrome and Shaken Baby Syndrome

4.120. In Europe and the United States today, the infant mortality rate is about:

a. 3.7%

b. 1. 7%

c. 0.6%

d. 0.06%

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Difficult

Rationale: The text notes that the infant mortality rate in Europe and the United States today is about 7 in every 1,000 live births, which yields a mortality rate of 0.7%.

4.121. The leading cause of deaths in infants between the ages of 1 month and 1 year of age in the United States is:

a. shaken baby syndrome

b. protein deficiency

c. respiratory problems

d. sudden infant death syndrome

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Easy

4.122. The text notes that the rate of infant deaths from sudden infant death syndrome is higher in the winter months than the summer months, suggesting that SIDS may be the result of:

a. problems in regulating body temperature among vulnerable infants

b. infections

c. child abuse, which is also higher during winter months

d. a genetic defect

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Apply What You Know

Moderate

Rationale: Infections may play a role in SIDS deaths. A disproportionately large number of SIDS babies have infections just prior to their deaths, and more SIDS deaths are reported in the winter months when infections are more common.

4.123. According to the text, if your goal were to minimize the risk of sudden infant death syndrome, you would advise caregivers to put their infants to sleep in which of the following positions?

a. on their stomach

b. on their back

c. on their right side

d. propped in a slightly “sitting up” position with the head elevated above the feet

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Moderate

4.124. The most severe effects from shaken baby syndrome typically result from injury to:

a. the spinal cord

b. the brain

c. the lungs

d. the heart

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Moderate

Rationale: Death or, in less severe cases, brain injury results when an infant is shaken with enough force that the baby’s brain bounces against the skull, causing it to swell, bruise, and bleed.

Current Issues: Cats, Horses and Tight Fits – Is Language Involved in Category Formation?

4.125. The text describes a study in which infants were shown pictures of several different horses. Then they were shown a picture of a different horse and a picture of a different animal, such as a giraffe. What were the results of this study?

a. The infants learned the word “horse” faster than they learned the word “giraffe.”

b. The infants learned the word “giraffe” faster than they learned the word “horse.”

c. The infants looked longer at the picture of the horse than the picture of the giraffe.

d. The infants looked longer at the picture of the giraffe than the picture of the horse.

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Understand the Concept

Moderate

4.126. The text describes a study in which infants were shown pictures of several different horses. Then they were shown a picture of a horse and a picture of a different animal, such as a giraffe. What research technique did this study employ to determine how infants learn to categorize objects?

a. classical conditioning

b. reinforcement

c. habituation

d. punishment

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Evaluate It

Difficult

Rationale: In the habituation method, researchers study infant perceptual capabilities by habituating infants to certain stimuli, and then changing the stimuli and observing the infant’s response. In this study, the question was whether the infant would spend more time looking at the horse or the “new” animal to determine if the infants had formed a category of horses. If the infants had formed the horse category, the researchers reasoned that habituation would have occurred through the six previous trials; therefore, the infants’ attention would be drawn to the new kind of animal.

4.127. An experiment was described in the text in which English and Korean babies and adults learned to distinguish between a “loose-fitting” and a “tight-fitting” cylinder and between cylinders that were placed “inside” or “on top of” each other. The results of this study were that:

a. adults learned both distinctions much faster than babies learned them

b. babies learned both distinctions much faster than adults learned them

c. English-speaking adults learned the unfamiliar “loose-fitting” versus “tight-fitting” distinction more easily than babies

d. babies from both cultures learned the “loose-fitting” versus “tight-fitting” distinction more easily than English-speaking adults who were unfamiliar with this distinction

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Analyze It

Difficult

Rationale: This experiment was presented to demonstrate the idea that infants are busy finding the regularities in their perceptual world and forming concepts long before they learn the labels that language provides. Thus, the task was hardest for the adults who had to learn this distinction, which is common in Korean languages but unfamiliar to English-speaking adults.

Short Answer questions:

The Developing Brain

Learning Objective 4.1: Describe the physical processes of brain development in early childhood

4.128. Define the term “plasticity” as it refer to the development of the nervous system.

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Apply What You Know

Moderate

4.129. Mark Rosenzweig conducted an experiment in which rats were raised in either an enriched or an impoverished environment. Briefly describe the results of this study.

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Apply What You Know

Moderate

4.130. How does the number of synapses in the brain compare at age 2 or 3 to the number present in adulthood? What does this difference imply about how the brain develops?

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Analyze It

Moderate

The Neonatal Period

Learning Objective 4.2: Summarize the major developments of the neonatal period

4.131. Give an example of how the development of new methods of study has expanded what we know about infant behavior and/or cognition.

Module: 4.2.2

Learning Objective 4.2

Apply What You Know

Moderate

4.132. Give an example of what is meant by the term “habituation” and suggest how researchers can use this type of early learning to study developmental abilities present in the newborn.

Module: 4.2.2: Learning and Habituation

Learning Objective 4.2

Analyze It

Moderate

4.133. Identify 4 different abilities that are assessed by the Newborn Behavioral Observation system and briefly describe each of these, indicating what they involve.

Module: 4.2.3: Neonatal Assessment

Learning Objective 4.2

Apply What You Know

Moderate

Physical and Motor Development

Learning Objective 4.3: Outline the timeline for physical and motor development from birth to 2 years old

4.134. Define the term “maturation” and give an example of a developmental process that is heavily influenced by maturation.

Module: 4.3.1: Cultural Influences on Maturation

Learning Objective 4.3

Apply What You Know

Moderate

4.135. Identify 2 changes that occur in body shape and proportion that occur between the ages of 4 months and 24 months of age.

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Understand the Concept

Moderate

4.136. Why is it that babies are more likely to suffer muscle injuries than broken bones during their first year of life?

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Evaluate It

Moderate

4.137. Give an example of how an infant would use the visually guided reach and another example for how she would use the pincer grasp.

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Apply What You Know

Moderate

4.138. Describe 3 motor behaviors that the typical 18-month-old child can do that a 12-month-old child most likely cannot do.

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Evaluate It

Moderate

Nutrition and Malnutrition

Learning Objective 4.4: Analyze the sociocultural factors affecting early child nutrition

4.139. What kind of malnutrition is probably most common in the United States today?

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Apply What You Know

Difficult

4.140. Identify 3 advantages associated with breastfeeding as opposed to bottle-feeding.

Module: 4.4.2: Breastfeeding Versus Bottle-Feeding

Learning Objective 4.4

Evaluate It

Moderate

Vision and Visual Perception

Learning Objective 4.5: Describe the development of visual perception in early childhood

4.141. What is the fundamental difference between sensation and perception?

Module: 4.5: Vision and Visual Perception

Learning Objective 4.5

Evaluate It

Moderate

4.142. Describe 3 ways that the vision experienced by a 4-month-old differs from that of a newborn.

Module: 4.5.1: The Early Development of Visual Perception

Learning Objective 4.5

Apply What You Know

Moderate

4.143. Suppose you show a photograph of a human face to 3 infants: one is 2 months old, one is 5 months old, and the third is 8 months old. What part of the photograph would you expect each child to look at for the longest periods of time?

Module: 4.5.2: Selective Attention in Visual Development

Learning Objective 4.5

Evaluate It

Difficult

4.144. Describe the function of mirror neurons and suggest how they may be involved in empathy.

Module: 4.5.3: Mirror Neurons and Imitation

Learning Objective 4.5

Apply What You Know

Difficult

4.145. Describe how a visual cliff apparatus typically is used in a study investigating depth perception.

Module: 4.5.4: Depth and Distance Perception

Learning Objective 4.5

Analyze It

Difficult

Perceptual Development and Integration of Other Senses

Learning Objective 4.6: Explain how children’s sensory perceptions develop over time

4.146. Describe a typical newborn’s ability to hear sounds, such as the human voice.

Module: 4.6.1: Hearing and Auditory Perception

Learning Objective 4.6

Apply What You Know

Moderate

4.147. Define the term “sensory integration” and give an example of what is meant by this term.

Module: 4.6.3: Sensory Integration

Learning Objective 4.6

Analyze It

Moderate

Cognitive Development

Learning Objective 4.7: Evaluate Piaget’s theory of cognitive development

4.148. Define the term “scheme” (or “schema”) as Piaget used this concept.

Module: 14.7.2

Learning Objective 4.7

Analyze It

Moderate

4.149. Suppose a child has a well-developed schema for “cats.” Now you show the child a picture of a tiger. If the child assimilates the instance of the tiger into his schema for cats, how will he categorize the tiger? How would the child’s response differ if the process of accommodation was used?

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Evaluate It

Difficult

4.150. Give an example of behavior that would demonstrate that a child had not yet acquired the concept of object permanence.

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Evaluate It

Difficult

4.151. Give two example of the concept of symbolic representation, as Piaget used this term to describe cognitive development.

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Apply What You Know

Difficult

Language Development

Learning Objective 4.8: Relate developmental psychology theories to early childhood language development

4.152. Give an example of receptive language and an example of productive language. Which usually develops first?

Module: 4.8: Language Development

Learning Objective 4.8

Apply What You Know

Difficult

4.153. Describe babbling, telegraphic speech, and cooing, and identify the order in which these three language abilities develop.

Module: 4.8.1: Language Development in the First Year

Learning Objective 4.8

Analyze It

Moderate

4.154. Give an example of holophrastic speech and suggest what the existence of this type of speech suggests about how language and thought are related to each other.

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Evaluate It

Moderate

4.155. Give an example of an overextension in children’s speech and suggest what the existence of this type of speech suggests about language development.

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Evaluate It

Moderate

4.156. What is the “language explosion” and when does it typically occur?

Module: 4.8.3: The Language Explosion

Learning Objective 4.8

Apply What You Know

Moderate

4.157. Give an example of how imitation and reinforcement play a role in language acquisition.

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Evaluate It

Difficult

4.158. Give an example that demonstrates that language acquisition is more complex than simple imitation and reinforcement would imply.

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Evaluate It

Difficult

4.159. What is the language acquisition device (LAD)? What evidence suggests that language learning is tied to brain development?

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Evaluate It

Difficult

Essay questions:

The Developing Brain

Learning Objective 4.1: Describe the physical processes of brain development in early childhood

4.160. Describe how the brain changes from birth to age 2 years. What changes occur in the size of the brain, in the number of neurons, and in the interconnections among neurons?

Module: 4.2.2: Learning and Habituation; 4.2.1: States of Arousal

Learning Objective 4.1; 4.2

Apply What You Know

Difficult

4.161. Define the term “plasticity” as it related to brain development and suggest how this concept helps explain why young children often experience good recovery from even catastrophic brain injuries.

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Evaluate It

Moderate

4.162. Generalizing from studies with animals, how would you expect the brain of a 4-year-old raised in a middle-income home to differ from a 4-year-old raised in a war-torn, impoverished region of the world where attention from parents or caregivers was mostly absent?

Module: 4.1.2: Brain Plasticity

Learning Objective 4.1

Evaluate It

Difficult

The Neonatal Period

Learning Objective 4.2: Summarize the major developments of the neonatal period

4.163. Describe how the states of arousal experienced by a newborn change as the newborn develops over the first 6 months of life.

Module: 4.2.1: States of Arousal

Learning Objective 4.2

Understand the Concept

Moderate

4.164. Describe how the habituation method could be used to study whether an infant prefers to look at black-and-white photographs or color photographs.

Module: 4.2.2: Learning and Habituation

Learning Objective 4.2

Apply What You Know

Difficult

4.165. Describe the Newborn Behavioral Observation system and describe how and why it might be used.

Module: 4.2.3: Neonatal Assessment

Learning Objective 4.2

Evaluate It

Moderate

Physical and Motor Development

Learning Objective 4.3: Outline the timeline for physical and motor development from birth to 2 years old

4.166. Are maturational processes influenced by environmental circumstances? Provide an example to demonstrate your answer.

Module: 4.3.1: Cultural Influences on Maturation

Learning Objective 4.3

Evaluate It

Difficult

4.167. Why is the visually guided reach often considered one of the developmental milestones achieved in the period of infancy? Why is this behavior important in a developmental sense?

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Evaluate It

Difficult

4.168. Karen Adolph and her colleagues investigated the capabilities of infants as they crawled or walked up and down “slopes” of various angles. Describe the differences these researchers identified in the behavior of 8 ½-month-olds versus 14-month-olds, and suggest what these results tell us about how motor development may contribute to cognitive development.

Module: 4.3.2: An Overview of Physical and Motor Development During the First 2 Years

Learning Objective 4.3

Analyze It

Difficult

Nutrition and Malnutrition

Learning Objective 4.4: Analyze the sociocultural factors affecting early child nutrition

4.169. The text describes a study of children in Barbados who were healthy at birth but subjected to malnutrition in childhood. What two forces appeared to account for the poorer academic performance of these children in school when they were age 11?

Module: 4.4.1: Types of Malnutrition

Learning Objective 4.4

Analyze It

Difficult

4.170. Why is breastfeeding typically the recommendation that most mothers receive with respect to feeding their newborn? Suggest two different reasons why mothers might prefer to bottle-feed their infant instead of breastfeed.

Module: 4.4.2: Breastfeeding Versus Bottle-Feeding

Learning Objective 4.4

Evaluate It

Moderate

Vision and Visual Perception

Learning Objective 4.5: Describe the development of visual perception in early childhood

4.171. What types of visual stimuli do newborns seem to prefer? What does research on this topic suggest about the biological nature of attachment to caregivers?

Module: 4.5.2

Learning Objective 4.5

Evaluate It

Difficult

4.172. Describe the mechanism by which mirror neurons operate and suggest how they may help us explain the neurological basis of imitation learning.

Module: 4.5.3

Learning Objective 4.5

Analyze It

Difficult

4.173. Describe the apparatus used in “visual cliff” experiments and describe the typical method used to study depth perception using this apparatus.

Module: 4.5.4: Depth and Distance Perception

Learning Objective 4.5

Apply It

Difficult

Perceptual Development and Integration of Other Senses

Learning Objective 4.6: Explain how children’s sensory perceptions develop over time

4.174. Which of the senses appear to be especially well developed at birth? Which appear to be relatively underdeveloped? What might this suggest about the role that experience plays in the development of sensation and perception?

Module: 4.6.1: Hearing and Auditory Perception; 4.6.2: Taste, Smell, and Touch

Learning Objective 4.6

Evaluate It

Difficult

4.175. Describe how you might conduct an experiment aimed at discovering whether or not infants are capable of sensory integration. What method would you use? What results would you expect?

Module: 4.6.3: Sensory Integration

Learning Objective 4.6

Analyze It

Difficult

Cognitive Development

Learning Objective 4.7: Evaluate Piaget’s theory of cognitive development

4.176. Suppose you observe a 2-year-old sorting blocks into piles of different shapes—circles, squares, and triangles. Now you present the child with a group of blocks that have one side that looks like one shape (say, a circle) but the other side that looks like a different shape (say, a triangle). You observe to see what the child does with the new blocks. What would you expect the child to do if she engages in assimilation? What would she do if she accommodated her scheme to fit the new blocks?

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Analyze It

Difficult

4.177. Give an example of what Piaget referred to as the development of “object permanence.” Comment on how the development of this concept might likely be tied to the development of memory capabilities.

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Analyze It

Difficult

4.178. Describe how you might perform an experiment to determine if 10-month-old infants were capable of deferred imitation.

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Analyze It

Moderate

4.179. Suggest the relationship between symbolic representation, deferred imitation, and the development of pretend play.

Module: 4.7.2: Piaget’s Concept of Schemes

Learning Objective 4.7

Evaluate It

Difficult

4.180. In contrast to Piaget’s description of cognitive development in infancy and toddlerhood, describe 3 ways in which modern researchers might view development differently from Piaget.

Module: 4.7.3: Evaluating Piaget’s View

Learning Objective 4.7

Evaluate It

Difficult

Language Development

Learning Objective 4.8: Relate developmental psychology theories to early childhood language development

4.181. What does research on the babbling of deaf babies tell researchers about the importance of biological and environmental forces in language development?

Module: 4.8.1: Language Development in the First Year

Learning Objective 4.8

Analyze It

Moderate

4.182. Children’s speech sometimes includes the use of overextension. Give an example of a language overextension and suggest what these types of speech errors tell researchers about the role that biology plays in language development.

Module: 4.8.2: Words and Sentences

Learning Objective 4.8

Analyze It

Moderate

4.183. Children’s early speech is sometimes characterized as being “economical” in that children use a few words to convey complex meaning. What implications might this suggest for researchers who are considering the development of thought and language?

Module: 4.8.4: Theories of Language Development

Learning Objective 4.8

Evaluate It

Difficult

4.184. Suppose you were studying two groups of young children, one group raised in upper-middle-income homes where the mother did not work outside the home and one raised in poverty where childcare was provided in a large, underfunded childcare center. Generalizing from research presented in the text, describe how you would expect these two groups of children to develop their language skills. Where would you expect to see differences between the groups? Where would you expect to see no differences?

Module: 4.8.5: Cultural Aspects of Language Development

Learning Objective 4.8

Analyze It

Difficult