Ch5 Cognitive Development In Infancy And Verified Test Bank - Lifespan Development 2nd Edition Test Bank by Tara L. Kuther. DOCX document preview.
Chapter 5: Cognitive Development in Infancy and Toddlerhood
Test Bank
Multiple Choice
1. Piaget’s idea that children grow by being actively engaged in the world around them is called ______.
a. cognitive-developmental perspective
b. core knowledge perspective
c. information processing theory
d. fast mapping process
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Processes of Development
Difficulty Level: Medium
2. A schema is a ______.
a. balance between assimilation and accommodation
b. method of changing a preexisting idea in light of new information
c. method of integrating a new experience into a preexisting idea
d. concept, idea, and way of interacting with the world
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Processes of Development
Difficulty Level: Easy
3. The earliest schema a newborn has is ______.
a. his or her mother’s voice
b. inborn motor responses
c. the ability to see
d. the memory of the birth process
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Processes of Development
Difficulty Level: Medium
4. An example of an infant’s earliest schema is when Baby Katy ______.
a. plays peekaboo with her mother
b. shakes a rattle to hear its noise
c. sucks on her bottle or pacifier
d. grasps her favorite stuffed animal
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Application
Answer Location: Processes of Development
Difficulty Level: Hard
5. What do infants’ motor schemas transform into as they develop?
a. thoughts
b. emotions
c. memories
d. assimilations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Processes of Development
Difficulty Level: Medium
6. Assimilation is defined as ______.
a. experiencing a mismatch between an idea the world as it is
b. changing a preexisting idea in light of new information
c. integrating a new experience into a preexisting idea
d. having concepts, ideas, and ways of interacting with the world
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Processes of Development
Difficulty Level: Easy
7. Which infant is experiencing assimilation?
a. Jennifer has previously only played with objects she could put in her mouth so when her parents give her a flexible, plastic book, she immediately puts it in her mouth.
b. Mable turns her head in the direction of her mother’s touch when her mother runs her finger down Mable’s cheek.
c. Carter makes stepping motions when his parents stand him up on the kitchen table.
d. Nathan has previously only played with objects he could put in his mouth so when his parents give him a soccer ball he first tries to put it in his mouth but then pats it instead.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Application
Answer Location: Processes of Development
Difficulty Level: Hard
8. Accommodation is defined as ______.
a. experiencing a mismatch between an idea the world as it is
b. changing a preexisting idea in light of new information
c. integrating a new experience into a preexisting idea
d. having concepts, ideas, and ways of interacting with the world
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Processes of Development
Difficulty Level: Easy
9. Abigail has a puppy that she loves to hold in her lap and pet. She visits her grandma who has bird. Abigail at first tries to grab the bird to hold it, and it nips her finger. She has quickly learned that she must just pet the bird when it is in its cage. What cognitive process did Abigail use?
a. accommodation
b. assimilation
c. disequilibrium
d. modification
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Application
Answer Location: Processes of Development
Difficulty Level: Hard
10. What has happened when schemas match the outside world and represent it clearly?
a. Assimilation outweighs accommodation.
b. Accommodation outweighs assimilation.
c. Assimilation and accommodation negate each other.
d. Assimilation and accommodation are balanced.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Processes of Development
Difficulty Level: Medium
11. Disequilibrium leads to cognitive growth by causing ______.
a. motivation to modify reality to match schemas
b. individuals to experience an increase in REM sleep
c. an eruption in synaptic growth in the brain
d. motivation to modify schemas to match reality
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Processes of Development
Difficulty Level: Hard
12. Which statement describes the sensorimotor period of reasoning?
a. Cognition develops from reflexes to intentional action to symbolic representation.
b. Infants have a predetermined cognitive growth cycle independent of experiences and related to their age.
c. Cognition develops in a qualitative manner with shifts occurring gradually and cumulatively.
d. Infants are capable of mental representation at birth and these skills advance with age.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Sensorimotor Substages
Difficulty Level: Hard
13. In the first month of life, infants use reflexes to learn about their world through the process of ______.
a. mental representation
b. equilibrium and disequilibrium
c. assimilation
d. accommodation
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Substage 1: Reflexes (Birth to 1 Month)
Difficulty Level: Easy
14. A statement that is consistent with substage 1 of the sensorimotor period is that infants ______.
a. strengthen and modify their original reflexive schemas to explore the world around them
b. engage in trial and error, trying out behaviors until they find the best one to attain their goal
c. begin planning and goal-directed behavior
d. repeat behaviors to experience and explore their bodies
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 1: Reflexes (Birth to 1 Month)
Difficulty Level: Medium
15. Which term means the repetition of an action and its response?
a. motor reflexes
b. schema coordination
c. cognitive growth
d. circular reactions
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Substage 2: Primary Circular Reactions (1 to 4 Months)
Difficulty Level: Easy
16. Bailey is an infant boy who is sitting in his car seat. He is waving his hands around and his thumb accidentally touches his cheek. He turns his head toward his thumb and puts it into his mouth. He begins to suck on it and finds that he likes it. He quickly learns to put his thumb into his mouth and suck on it whenever he wants to. What sensorimotor substage does this illustrate?
a. secondary circular reactions
b. primary circular reactions
c. tertiary circular reactions
d. mental representations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Application
Answer Location: Substage 2: Primary Circular Reactions (1 to 4 Months)
Difficulty Level: Hard
17. Which sensorimotor substage involves patterns of repetition with objects and is more oriented to the infant’s environment?
a. secondary circular reactions
b. primary circular reactions
c. tertiary circular reactions
d. mental representations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
Answer Location: Substage 3: Secondary Circular Reactions (4–8 Months)
REF: Cognitive Domain: Comprehension
Difficulty Level: Medium
18. In which sensorimotor substage would an infant be most likely to enjoy pushing buttons on a toy and making different animals pop up?
a. primary circular reactions
b. secondary circular reactions
c. reflexes
d. mental representations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 3: Secondary Circular Reactions (4 to 8 Months)
Difficulty Level: Medium
19. The understanding that things continue to exist outside of sensory awareness is called ______.
a. habituation
b. mental representation
c. tertiary circular reaction
d. object permanence
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Substage 4: Coordination of Secondary Circular Reactions (8 to 12 Months)
Difficulty Level: Easy
20. Which concept corresponds with goal-directed behavior?
a. object permanence
b. dishabituation
c. accommodation
d. primary circular reaction
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 4: Coordination of Secondary Circular Reactions (8–12 Months)
Difficulty Level: Medium
21. In which sensorimotor substage does an infant develop object permanence?
a. reflexes
b. coordination of secondary circular reactions
c. tertiary circular reactions
d. mental representations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 4: Coordination of Secondary Circular Reactions (8–12 Months)
Difficulty Level: Medium
22. According to Piaget, at what age does an infant develop object permanence?
a. 3–6 months
b. 8–12 months
c. 15–18 months
d. 4–8 months
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Substage 4: Coordination of Secondary Circular Reactions (8 to 12 Months)
Difficulty Level: Easy
23. The attainment of object permanence is considered an important cognitive advancement because it ______.
a. signifies a capacity for internal thought, which is an important step toward learning language
b. marks the point when the infant brain has reached the same level of maturity as an adult brain
c. signifies an ability for intermodal perception
d. demonstrates that an infant is able to explore the world independently
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Substage 4: Coordination of Secondary Circular Reactions (8 to 12 Months)
Difficulty Level: Hard
24. The other area of development that is influenced by an infant’s ability to understand object permanence is the ability to ______.
a. control emotional outbursts
b. advance fine motor skills
c. learn language
d. advance gross motor skills
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Substage 4: Coordination of Secondary Circular Reactions (8 to 12 Months)
Difficulty Level: Medium
25. Rebecca is very distracted by her toy bunny when her mother is trying to get her dressed in the morning, so her mother takes the bunny and puts it behind the couch pillow. Rebecca crawls over to the couch and moves the pillow to get the bunny. According to Piaget, what cognitive advance has Rebecca developed?
a. abject permanence
b. dishabituation
c. accommodation
d. primary circular reaction
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Application
Answer Location: Substage 4: Coordination of Secondary Circular Reactions (8 to 12 Months)
Difficulty Level: Hard
26. Which sensorimotor substage involves active, purposeful, trial-and-error exploration to search for new discoveries?
a. secondary circular reactions
b. motor reflexes
c. tertiary circular reactions
d. mental representations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 5: Tertiary Circular Reactions (12 to 18 Months)
Difficulty Level: Medium
27. In which sensorimotor substage would an infant most likely repeatedly throw a ball down the stairs?
a. mental representations
b. secondary circular reactions
c. motor reflexes
d. tertiary circular reactions
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Application
Answer Location: Substage 5: Tertiary Circular Reactions (12 to 18 Months)
Difficulty Level: Hard
28. Which sensorimotor substage involves the ability to use words and intellectual images to denote objects and actions in memory?
a. secondary circular reactions
b. primary circular reactions
c. tertiary circular reactions
d. mental representations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 6: Mental Representations (18 to 24 Months)
Difficulty Level: Medium
29. Which sensorimotor substage is a child in if he or she is considering possible solutions to a problem?
a. secondary circular reactions
b. primary circular reactions
c. tertiary circular reactions
d. mental representations
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 6: Mental Representations (18 to 24 Months)
Difficulty Level: Medium
30. Which type of task is one in which a stimulus appears to break physical laws?
a. A-not-B
b. violation-of-expectation
c. deferred imitation
d. cognitive ability
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Violation-of-Expectation Tasks
Difficulty Level: Easy
31. Recent research on the A-not-B error suggests that the reason 10-month-olds fail to recover the hidden toy is because they ______.
a. have immature visual systems
b. have an immature motor system
c. lack logical thinking
d. lack symbolic thinking
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: A-Not-B Tasks
Difficulty Level: Medium
32. The ability to repeat an act performed some time ago is called ______.
a. A-not-B ability
b. violation-of-expectation
c. deferred imitation
d. circular reaction
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Deferred Imitation
Difficulty Level: Easy
33. Increases in imitative capacity are observed with development up to what age?
a. 14 months
b. 24 months
c. 30 months
d. 36 months
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Knowledge
Answer Location: Deferred Imitation
Difficulty Level: Easy
34. A statement that is consistent with the core knowledge perspective is that infants ______.
a. learn best through experience with more skilled individuals
b. learn beginning with reflexive behaviors
c. are born with several innate knowledge systems for early rapid learning
d. are capable of mental representation starting at birth
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Core Knowledge Perspective: An Alternative Theory
Difficulty Level: Medium
35. Abigail is an infant who crawls over to a box of toys that has 10 items and ignores the box of toys that only has five items. A core knowledge theorist would conclude that Abigail ______.
a. has early knowledge of numbers
b. is experiencing violation-of-expectation
c. is capable of tertiary circular reactions
d. has reached the stage of mental representation
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Application
Answer Location: Core Knowledge Perspective: An Alternative Theory
Difficulty Level: Hard
36. What research technique is used by most core knowledge researchers?
a. visual preferences
b. conservation tasks
c. scales of infant development
d. naturalistic observation
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Core Knowledge Perspective: An Alternative Theory
Difficulty Level: Medium
37. Research shows that media directed towards infants has the effect on infants of ______.
a. improving in language skills
b. learning most from in-person interactions
c. improving in mathematical skills
d. preferring videos over in-person interactions
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Lives in Context: Baby Videos and Infant Learning
Difficulty Level: Hard
38. In the information processing system, the first step in getting information into the mind involves what type of memory?
a. working
b. sensory
c. long-term
d. short-term
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Organization of the Information Processing System
Difficulty Level: Easy
39. Which type of information processing falls outside of working memory?
a. storing
b. manipulating
c. encoding
d. retrieving
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Organization of the Information Processing System
Difficulty Level: Medium
40. A core assumption of working memory is the idea of ______.
a. maintaining abilities
b. storing excess data
c. unlimited capacity
d. limited capacity
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Organization of the Information Processing System
Difficulty Level: Medium
41. An unlimited store that holds information indefinitely is called what type of memory?
a. short-term
b. working
c. long-term
d. sensory memory
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Organization of the Information Processing System
Difficulty Level: Easy
42. Which area is a control processor that directs the flow of information and regulates cognitive activities such as attention, action, and problem solving?
a. sensory memory
b. sensory regulator
c. central executive
d. reflex center
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Organization of the Information Processing System
Difficulty Level: Easy
43. Combining new information with information already in working memory is part of ______.
a. sensory memory
b. sensory regulation
c. reflexive abilities
d. executive function
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Organization of the Information Processing System
Difficulty Level: Easy
44. Which statement is inconsistent with the information processing system view?
a. Information is manipulated or processed in long-term memory.
b. The structure of the information processing system is the same throughout life.
c. With development, individual get better at moving information through the cognitive system in ways that allow adaptation to the world.
d. As individuals age, they can process more information, retain more information, and do so more quickly and efficiently.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Analysis
Answer Location: Organization of the Information Processing System
Difficulty Level: Hard
45. Maddie watches her mother hide her favorite toy behind the couch. When she gets down from her high chair after lunch, she crawls over to the couch and gets her toy. What type of memory is Maddie using?
a. sensory
b. working
c. long-term
d. short-term
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Organization of the Information Processing System
Difficulty Level: Hard
46. Carter is an infant who enjoys playing patty-cake with his mother. Carter does not do the hand motions to patty-cake all the time, but when his mother sits down in front of him and puts her hands together, he starts doing the hand motions. In which type of memory is Carter’s knowledge of the hand motions to patty-cake stored?
a. sensory
b. working
c. short-term
d. long-term
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Organization of the Information Processing System
Difficulty Level: Hard
47. What is critical for selecting data to process in working memory?
a. ability to emotionally connect to the information
b. ability to focus and switch attention
c. repeating information
d. good eye-hand coordination
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Attention
Difficulty Level: Medium
48. A statement that describes attention and memory in infancy is that infants ______.
a. show more attentiveness to static than dynamic stimuli
b. show more attentiveness to dynamic than static stimuli
c. have memory skills that are indirectly associated with cognition
d. are born with memory skills equal to adults
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Attention
Difficulty Level: Medium
49. Researchers typically study infant attention using which procedures?
a. assimilation and accommodation
b. preferential looking and habituation
c. social referencing and communication
d. direct and indirect response
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Attention
Difficulty Level: Medium
50. The ability to focus and switch attention is influenced by ______.
a. metabolic changes
b. fine motor skills
c. social bonding skills
d. neurological development
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Attention
Difficulty Level: Easy
51. At which age do infants start showing gains in attention?
a. 6 weeks
b. 8 weeks
c. 10 weeks
d. 12 weeks
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Attention
Difficulty Level: Easy
52. With respect to attentiveness, compared to older infants, younger infants ______.
a. require a long time to habituate to stimuli
b. need little distraction in order to habituate to stimuli
c. have more difficulty holding attention on an object
d. are incapable of habituation
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Analysis
Answer Location: Attention
Difficulty Level: Hard
53. What type of studies would a researcher employ to gather information about infant memory?
a. preferential looking
b. accommodation
c. habituation
d. motor reflex
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Memory
Difficulty Level: Hard
54. A factor that improves an infant’s ability to recall events is ______.
a. passive engagement
b. being in familiar surroundings
c. involvement of peers
d. being disengaged emotionally
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Analysis
Answer Location: Memory
Difficulty Level: Medium
55. John visited his grandma’s house with his parents when he was a toddler, and spent the time playing by himself. Casey visited her grandma’s house when she was a toddler, and got to pick out a longed-for puppy from a litter her grandma’s dog had. Which of the children will most likely remember this event?
a. John, because he was with his parents
b. Casey, because she had emotional engagement in the visit
c. John, because the visit was to a familiar place
d. John and Casey will be equally likely to remember their visits
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Memory
Difficulty Level: Hard
56. What is the name of the experimental task in which an infant interacts with an adult who first engages in normal social interaction and then suddenly becomes unresponsive?
a. still-face interaction paradigm
b. violation-of-expectation task
c. information processing approach
d. A-not-B error
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Memory
Difficulty Level: Easy
57. Grouping different stimuli from a common class is called ______.
a. categorization
b. organization
c. serialization
d. identification
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Infants’ Thinking
Difficulty Level: Easy
58. Categorization is related to information processing because recognizing categories ______.
a. occurs due to sensory memory
b. makes more room in working memory
c. replaces the need for working memory
d. creates efficient storage and retrieval in memory
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Infants’ Thinking
Difficulty Level: Medium
59. Dr. Cary is interested in researching an infant’s ability to categorize. What technique should she choose in order to gather the information she needs?
a. social referencing
b. parental interviews
c. IQ test
d. habituation study
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Infants’ Thinking
Difficulty Level: Hard
60. What method used to study infant categorization involves a researcher recording an infant’s pattern of handling objects when shown to him or her?
a. dishabituation technique
b. sequential touching
c. intermodal perception
d. referential looking
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Infants’ Thinking
Difficulty Level: Easy
61. Which infant will use the most categories to organize objects?
a. Quinn, who is 4 months old
b. Kazimar, who is 6 months old
c. Dahlia, who is 8 months old
d. Tanisha, who is 10 months old
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Infants’ Thinking
Difficulty Level: Hard
62. Jennifer is an infant who has begun to put all the spoons in a pile and all the forks in a pile when her mother is doing dishes. She also will put the toy cars together and the stuffed animals together in boxes in her playroom. Approximately how old is Jennifer?
a. 3–6 months
b. 7–12 months
c. 15 months
d. 24 months
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Infants’ Thinking
Difficulty Level: Hard
63. A researcher most likely study an infant’s ability to categorize by ______.
a. looking at brain imaging to see if there was a shift when an infant was shown something in a different category
b. seeing if an infant looks longer at a picture of something in a different category from what he or she has been shown
c. observing if an infant reaches for objects that are in a different category from what he or she has in front of him or her
d. studying which objects an infant puts into his or her mouth as the objects are presented to him or her
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Application
Answer Location: Infants’ Thinking
Difficulty Level: Hard
64. A statement that describes an infant’s ability to categorize objects is that infants ______.
a. perform the task initially by perceiving similarity of objects
b. are unable to truly categorize objects until they reach about 7 months of age
c. are unable to accurately perform the task until they are able to point
d. reach a milestone in Piaget’s preoperational stage of cognitive development
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Infants’ Thinking
Difficulty Level: Medium
65. Which technique would be the best strategy for a researcher to study the ability of infant over 1 year of age to categorize?
a. showing pictures and recording how long he or she looked at different pictures
b. presenting objects from two categories and recording how he or she touches them
c. using brain imaging studies to record changes when he or she is shown various pictures
d. recording which toys, out of a wide selection, he or she prefers to play with
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Analysis
Answer Location: Infants’ Thinking
Difficulty Level: Hard
66. What is the assumption behind baby signing?
a. Cognitive and gross motor skills are superior to the fine motor control skills of speech.
b. Children understand motor movements much better than spoken language.
c. Cognitive and gross motor skills develop before the fine motor control needed to articulate speech.
d. Children prefer to move their bodies to communicate rather than speak.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Applying Developmental Science: Baby Signing
Difficulty Level: Medium
67. What is a simple definition of intelligence?
a. development of motor skills
b. ability to adapt to the world
c. preference for various experiences
d. habituation to a stimulus
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Individual Differences in Infant Intelligence
Difficulty Level: Easy
68. The testing approach studies intelligence in infancy by ______.
a. determining motor skills
b. examining specific processing skills
c. measuring ability to bond with others
d. comparing results with age-based norms
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Individual Differences in Infant Intelligence
Difficulty Level: Easy
69. An intelligence measure that fails to predict childhood and adolescent intelligence is one that determines ______.
a. infants’ abilities using scales of infant development
b. how quickly infants look when shown a stimulus
c. the degree to which infants prefer new stimuli over familiar ones
d. how quickly infants habituate to a stimulus
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Analysis
Answer Location: Testing Approach to Intelligence
Difficulty Level: Hard
70. The most often used standardized measure of infant intelligence is the ______.
a. Wechsler Intelligence Scale for Children-Revised
b. Wechsler Preschool and Primary Scales of Development
c. Bayley Scales of Infant Development III (BSID-III)
d. Stanford-Binet
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Testing Approach to Intelligence
Difficulty Level: Easy
71. Which scale of the Bayley-III measures gross and fine movement skills?
a. Motor
b. Cognitive
c. Social-Emotional
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Testing Approach to Intelligence
Difficulty Level: Easy
72. Which scale of the Bayley-III measures attending to a stimulus?
a. Motor
b. Cognitive
c. Social-Emotional
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Testing Approach to Intelligence
Difficulty Level: Easy
73. Which scale of the Bayley-III measures ability to follow directions?
a. Language
b. Cognitive
c. Social-Emotional
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Testing Approach to Intelligence
Difficulty Level: Easy
74. Which scale of the Bayley-III determines play activity?
a. Language
b. Cognitive
c. Social-Emotional
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Testing Approach to Intelligence
Difficulty Level: Easy
75. Which scale of the Bayley-III determines ability to regulate emotions?
a. Language
b. Cognitive
c. Social-Emotional
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Testing Approach to Intelligence
Difficulty Level: Easy
76. Janna is an infant who is taking the Bayley-III. She is asked to drink from a cup, is observed sitting in an upright position, and asked to climb stairs. Which of the scales is she being assessed on?
a. Motor
b. Cognitive
c. Social-Emotional
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Application
Answer Location: Testing Approach to Intelligence
Difficulty Level: Hard
77. Khalid’s favorite toy has been hidden from him. Observers watch as he searches for it. Which of the Bayley-III scales is he being tested for?
a. Motor
b. Cognitive
c. Social-Emotional
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Application
Answer Location: Testing Approach to Intelligence
Difficulty Level: Hard
78. D’Asha is being asked to name different types of animals. Which of the Bayley-III scales is she being tested for?
a. Cognitive
b. Social-Emotional
c. Language
d. Adaptive Behavior
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Application
Answer Location: Testing Approach to Intelligence
Difficulty Level: Hard
79. Indra’s mother is being asked about Indra’s play activity. Which of the Bayley-III scales does this relate to?
a. Cognitive
b. Adaptive Behavior
c. Language
d. Social-Emotional
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Application
Answer Location: Testing Approach to Intelligence
Difficulty Level: Hard
80. Kenzie’s mother is being asked to report on Kenzie’s ability to communicate, regulate her emotions, and display certain behaviors. Which of the Bayley-III scales does this relate to?
a. Cognitive
b. Adaptive Behavior
c. Social-Emotional
d. Language
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Application
Answer Location: Testing Approach to Intelligence
Difficulty Level: Hard
81. Pediatricians accurately determine infants’ development relative to other infants their age through ______.
a. standardized tests
b. parental reports
c. observation of the children
d. social service reports
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Testing Approach to Intelligence
Difficulty Level: Medium
82. Which effect has research shown poverty to have on infants and children?
a. higher gray matter volume
b. supportive language development
c. increased visual processing speed
d. cumulative cognitive deficits
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Testing Approach to Intelligence
Difficulty Level: Medium
83. The information processing approach studies intelligence in infancy by ______.
a. determining motor skills
b. examining cognitive functioning
c. measuring ability to bond with others
d. comparing results with age-based norms
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Individual Differences In Infant Intelligence
Difficulty Level: Easy
84. The information processing approach to measuring infant intelligence is predictive of later intellectual ability because:
a. It is an effective measure of neurological health throughout the lifespan.
b. Attention, memory, speed of thinking, and cognitive adaptability allow individuals to make sense of and adapt to their world.
c. Perception and motor skills, responsiveness, and language skills form the foundation for later intelligence.
d. It incorporates both cognitive and socioemotional measures of infant ability.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Analysis
Answer Location: Information Processing Approach to Intelligence
Difficulty Level: Hard
85. Infants who learn quickly perform on habituation tasks by ______.
a. looking away from an unchanging stimulus more readily
b. staring at an unchanging stimulus longer
c. looking away from a stimulus that changes frequently
d. preferring stimuli they have seen more often over new stimuli
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Information Processing Approach to Intelligence
Difficulty Level: Medium
86. Which infant will most likely score the highest on intelligence measures in childhood and adolescence?
a. Nina, who prefers pictures already seen rather than new pictures
b. Benny, who looks away from pictures that change frequently
c. Kai, who looks away quickly from an unchanging picture
d. Cho, who stares at an unchanging picture for quite some time
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Application
Answer Location: Information Processing Approach to Intelligence
Difficulty Level: Hard
87. Which factor is associated with intelligence in children and adults?
a. motor skills
b. bonding ability
c. processing speed
d. emotional development
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Information Processing Approach to Intelligence
Difficulty Level: Medium
88. Which ability allows children to think and communicate in flexible and adaptive ways?
a. motor skills
b. bonding skills
c. word usage
d. emotional development
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Language Development in Infancy
Difficulty Level: Medium
89. At which age to infants start paying attention to vowel sounds?
a. 3 months
b. 6 months
c. 9 months
d. 12 months
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Early Preferences for Speech Sounds
Difficulty Level: Easy
90. At which age to infants start paying attention to consonant sounds?
a. 3 months
b. 6 months
c. 9 months
d. 12 months
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Early Preferences for Speech Sounds
Difficulty Level: Easy
91. Which method would contribute the most to an infant’s ability to learn language?
a. audio presentation
b. video presentation
c. Innate knowledge
d. live interaction
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Early Preferences for Speech Sounds
Difficulty Level: Medium
92. Infants begin cooing in the age of ______.
a. 1–2 months
b. 2–3 months
c. 6–8 months
d. 10–12 months
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Prelinguistic Communication
Difficulty Level: Easy
93. Jonah is a 6-month-old baby who says ma-ma-ma-ma all the time. Jonah’s language ability indicates that he is ______.
a. demonstrating a series of holophrases
b. an early developing infant and is referring to his mother
c. babbling and the sounds he makes are consistent with his native speech only
d. babbling and making sounds like any other infant without actually referring to his mother
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Application
Answer Location: Prelinguistic Communication
Difficulty Level: Hard
94. Approximately which age does babbling start reflecting the inflection of an infant’s native language?
a. 8 months
b. 10 months
c. 12 months
d. 14 months
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Prelinguistic Communication
Difficulty Level: Medium
95. Babbling indicates that babies are ______.
a. building a foundation for word learning
b. demonstrating a cognitive disability
c. showing delay in word learning
d. building a foundation for emotional responses
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Prelinguistic Communication
Difficulty Level: Medium
96. Which term means speech that infants can understand?
a. holophrasing
b. receptive language
c. productive language
d. cooing
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: First Words
Difficulty Level: Easy
97. A statement that describes language development in infants is that their ______.
a. productive language exceeds their receptive language
b. receptive language exceeds their productive language
c. language progress continues in an unpredictable pattern
d. language progress is separate from their cognitive ability
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Analysis
Answer Location: First Words
Difficulty Level: Hard
98. Grace drops her cup of milk on the floor and looks at her mother while saying, “MILK!” In terms of language ability, Grace is expressing ______.
a. a label for her milk
b. fast mapping the word for milk
c. babble, and it just sounds like the word “milk”
d. a holophrase that means, “Mom, I spilled my milk on the floor!”
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Application
Answer Location: First Words
Difficulty Level: Hard
99. The process of quickly acquiring and retaining a word after hearing it applied a few times is called ______.
a. word integration
b. fast mapping
c. holophrasing
d. categorization
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Learning Words: Semantic Growth
Difficulty Level: Easy
100. The age at which a vocabulary spurt typically occurs is between ______.
a. 6 and 8 months
b. 10 and 14 months
c. 16 and 24 months
d. 24 and 30 months
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Learning Words: Semantic Growth
Difficulty Level: Easy
101. Which statement describes the ability to learn words?
a. A toddler may increase vocabulary from 50 words to over 400 words within a couple of weeks.
b. Children tend to start out using overextension and then progress to using underextension more often.
c. Word acquisition tends to happen in sudden spurts for most children.
d. Children’s vocabulary spurt occurs when they are in a formal education setting.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Analysis
Answer Location: Learning Words: Semantic Growth
Difficulty Level: Hard
102. Ben is using underextension when he calls ______.
a. only his Daddy’s coffee mug a cup, not any other type of drinking glass
b. all farm animals cows, even if they are horses, pigs, and sheep
c. every kind of ball a basketball
d. all men he sees “Daddy”
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Application
Answer Location: Learning Words: Semantic Growth
Difficulty Level: Hard
103. What is the difference between underextension and overextension?
a. Underextension is applying a word more narrowly than usual, and overextension is applying a word too broadly.
b. Overextension is applying a word more narrowly than usual, and underextension is applying a word too broadly.
c. Underextension occurs when infants begin speaking their first words, and overextension begins after they start using more than one-word sentences.
d. Overextension occurs when infants begin speaking their first words, and underextension begins after they start using more than one-word sentences.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Learning Words: Semantic Growth
Difficulty Level: Medium
104. Which example demonstrates underextension?
a. Abigail refers to any animal with four legs as a “dog.”
b. Billy knows the word “ball,” but he only calls a football a ball.
c. Maddie knows that cows, sheep, horses, and chickens all live on a farm, but she calls them all “horses.”
d. Tyler uses the word “butter” to refer to anything that he puts on bread, including peanut butter, cream cheese, and jelly.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Application
Answer Location: Learning Words: Semantic Growth
Difficulty Level: Hard
105. Which example demonstrates overextension?
a. Jorge knows the word “coat” and uses it just for his coat.
b. David knows the word “book” but uses it to refer to just coloring books.
c. Poppy knows the word “bird” but only calls the family parrot a bird.
d. Kelsie knows the word “juice” and uses it to refer to all types of beverages.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Application
Answer Location: Learning Words: Semantic Growth
Difficulty Level: Hard
106. Which example is of telegraphic speech?
a. Down!
b. Mommy home
c. Ba-ba-ba-ba
d. Ohhhhhhhhh
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Two-Word Utterances
Difficulty Level: Medium
107. By which age do children start demonstrating the purpose of speech and the importance of being understood?
a. 1½ years
b. 2 years
c. 2½ years
d. 3 years
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Two-Word Utterances
Difficulty Level: Easy
108. Which statement supports the learning theory of language acquisition?
a. It cannot account for the unique utterances and errors that young children make.
b. Children learn to string together words over time based on their experiences and trial and error.
c. Young children make grammatical errors, such as “mouses” instead of “mice.”
d. Toddlers often put words together in ways that they likely have never heard.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Learning Theory and Language Development
Difficulty Level: Medium
109. Keri’s mother gives her a big smile and says, “Good job” every time Carrie says, “Thank you.” Which approach to language development is this an example of?
a. nativist theory
b. learning theory
c. interactionist perspective
d. universal perspective
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Application
Answer Location: Learning Theory and Language Development
Difficulty Level: Hard
110. What does Chomsky think is housed in the language acquisition device?
a. motor functions necessary for speaking
b. memories of conversations
c. canonical babbling
d. universal grammar
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Nativist Theory and Language Acquisition
Difficulty Level: Medium
111. Which approach language development accounts for children’s unique utterances and the unusual grammatical mistakes they make in speaking?
a. nativist theory
b. learning theory
c. interactionist perspective
d. universal perspective
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Nativist Theory and Language Acquisition
Difficulty Level: Medium
112. A factor that fails to support Chomsky’s idea that the human brain has an innate capacity to learn how to communicate is that all young children ______.
a. grasp the essentials of grammar at an early age
b. understand the rules of language at an early age
c. respond to reinforcers when learning language in the same way
d. communicate in the languages of the world which have many similarities
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Nativist Theory and Language Acquisition
Difficulty Level: Medium
113. Which approach discusses how culture shapes language acquisition?
a. interactionist perspective
b. nativist theory
c. learning theory
d. ethological perspective
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Easy
114. Damage to Broca’s area in the brain causes the inability to ______.
a. write language
b. speak coherently
c. speak fluently
d. understand speech
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Medium
115. Danny had a head injury that resulted in his inability to speak fluently. He would mix up words in a sentence, so instead of saying “Mommy pick me up” he would say “up pick Mommy me.” What area of Danny’s brain was damaged?
a. prefrontal cortex
b. Wernicke’s area
c. temporal lobe
d. Broca’s area
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Application
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Hard
116. Which example is characteristic of infant-directed speech?
a. longer words and longer sentences
b. nonsense sounds mimicking the baby’s sounds
c. higher and more varied pitch
d. few repetitions and short pauses
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Medium
117. Infant-directed speech supports language acquisition through ______.
a. permitting infants to quickly and efficiently analyze everyday speech
b. exaggerating sounds, which helps infants map sounds to meanings
c. diminishing lip movements, which helps infants learn lip movements for speech
d. teaching babies how to talk over others who are talking
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Analysis
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Hard
118. Which term means infant vocalization with well-formed syllables that sounds remarkably like language?
a. expansions
b. canonical babbling
c. telegraphic speech
d. recasting
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Easy
True/False
1. Individuals spend the majority of time in a state of cognitive equilibrium and only experience disequilibrium when they are learning something new.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Processes of Development
Difficulty Level: Medium
2. When a child experiences cognitive equilibrium, his or her schemas match the outside world and represent it clearly.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Processes of Development
Difficulty Level: Medium
3. “Out of sight is out of mind” is a phrase consistent with the inability to understand object permanence.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Substage 4: Coordination of Circular Reactions (8 to 12 Months)
Difficulty Level: Medium
4. Core knowledge is a concept that occurs during Piaget’s sensorimotor substage of tertiary circular reactions.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Core Knowledge Perspective: An Alternative Theory
Difficulty Level: Medium
5. According to the core knowledge perspective, infants who are aware of the difference between two stimuli also understand how the two stimuli differ.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Comprehension
Answer Location: Core Knowledge Perspective: An Alternative Theory
Difficulty Level: Medium
6. The structure of the information processing system remains the same throughout the lifespan.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Organization of the Information Processing System
Difficulty Level: Medium
7. Newborn infants and adults have the same duration of sensory memory.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Organization of the Information Processing System
Difficulty Level: Medium
8. Children are unable to show gains in attention until they are around the age of 12 months.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Knowledge
Answer Location: Attention
Difficulty Level: Easy
9. Infants tend to categorize with less inclusive levels before they categorize at more inclusive levels.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Infants’ Thinking
Difficulty Level: Medium
10. Infants naturally categorize or organize information, just as older children and adults do.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Infants’ Thinking
Difficulty Level: Medium
11. The most often used standardized measure of infant intelligence is the Bayley Scales of Infant Development III.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Knowledge
Answer Location: Testing Approach to Intelligence
Difficulty Level: Easy
12. When infants are assessed on the Bayley Scales of Infant Development III, it is common for their performance to remain the same from one test session to another.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Testing Approach to Intelligence
Difficulty Level: Medium
13. Poverty has early effects on children’s brain development that can lead to lifelong implications for cognition and language.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Brain and Biological Influences on Development: Poverty and Development
Difficulty Level: Medium
14. Information processing capacities in infancy predict cognitive ability and intelligence through late adolescence.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Information Processing Approach to Intelligence
Difficulty Level: Medium
15. Infants who are able to habituate quickly are more likely to have lower IQs and lower educational achievement in their early twenties.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Information Processing Approach to Intelligence
Difficulty Level: Medium
16. Telegraphic speech is universal among toddlers.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Two-Word Utterances
Difficulty Level: Easy
17. Children cannot develop an awareness of the importance of being understood until they approach kindergarten or the age of formal education.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Two-Word Utterances
Difficulty Level: Medium
18. Learning theory cannot account for all of language development because of the unique utterances and errors that young children make.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Learning Theory and Language Development
Difficulty Level: Medium
19. Wernicke’s area controls the ability to use language for expression.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Knowledge
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Easy
20. Parental responsiveness to infants’ vocalizations predicts the size of infants’ vocabularies.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Comprehension
Answer Location: Interactionist Perspective on Language Acquisition
Difficulty Level: Medium
Short Answer
1. What term does Piaget use to refer to infants during the fifth sensorimotor substage? Why does he call them this?
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Substage 5: Tertiary Circular Reactions (12 to 18 Months)
Difficulty Level: Hard
2. Explain the difference between violation-of-expectation tasks and A-not-B tasks.
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Violation-of-Expectation Tasks and A-Not-B Tasks
Difficulty Level: Hard
3. Explain how working memory functions.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Organization of the Information Processing System
Difficulty Level: Medium
4. Why is categorization an important process in memory?
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Comprehension
Answer Location: Infants’ Thinking
Difficulty Level: Medium
5. Explain the significance of sequential touching.
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Analysis
Answer Location: Infants’ Thinking
Difficulty Level: Hard
6. Describe each of the five Bayley-III scales.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Testing Approach to Intelligence
Difficulty Level: Medium
7. Explain how information processing abilities are assessed in infants.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Comprehension
Answer Location: Intelligence as Information Processing
Difficulty Level: Medium
Essay
1. What has research shown to be the effects of infants watching media that is directed toward them?
Learning Objective: 5.1: Discuss the cognitive-developmental perspective on infant reasoning.
REF: Cognitive Domain: Analysis
Answer Location: Lives in Context: Baby Videos and Infant Learning
Difficulty Level: Hard
2. Do you think that baby signing is useful for language development? Why or why not?
Learning Objective: 5.2: Describe the information processing system in infants.
REF: Cognitive Domain: Analysis
Answer Location: Applying Developmental Science: Baby Signing
Difficulty Level: Hard
3. Explain how the effects of socioeconomic status on development varies.
Learning Objective: 5.3: Discuss individual differences in infant intelligence.
REF: Cognitive Domain: Analysis
Answer Location: Brain and Biological Influences on Development: Poverty and Development
Difficulty Level: Hard
4. Do you think the nativist theory of language acquisition is valid? Why or why not.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Analysis
Answer Location: Nativist Theory and Language Acquisition
Difficulty Level: Hard
5. Describe the universality of infant-directed speech.
Learning Objective: 5.4: Summarize the patterns of language development during infancy and toddlerhood.
REF: Cognitive Domain: Analysis
Answer Location: Cultural Influences on Development: Culture and Language Development in Infancy
Difficulty Level: Hard
Document Information
Connected Book
Explore recommendations drawn directly from what you're reading
Chapter 3 The Prenatal Period, Birth, And The Newborn
DOCX Ch. 3
Chapter 4 Physical Development In Infancy And Toddlerhood
DOCX Ch. 4
Chapter 5 Cognitive Development In Infancy And Toddlerhood
DOCX Ch. 5 Current
Chapter 6 Socioemotional Development In Infancy And Toddlerhood
DOCX Ch. 6
Chapter 7 Physical And Cognitive Development In Early Childhood
DOCX Ch. 7