Ch5 – Full Test Bank | Cognitive Development In Infancy And

Chapter 5: Cognitive Development in Infancy and Toddlerhood

Test Bank

Type: multiple choice question

Title: Chapter 05 Question 01

1. Which is the chronological order of the characteristics of the first five sensorimotor substages as defined by Piaget?

Feedback: Subhead: Sensorimotor Substages 1–5

Learning Objective: 5.1 Describe the first five substages of the sensorimotor period.

Bloom’s Level: 2. Understanding

*a. Spontaneous movement 🡪 repeated action focused on own body and immediate environment 🡪 repeated action focused on objects 🡪 coordinated sequences of action 🡪 means-end analysis

b. Spontaneous movement 🡪 repeated action focused on own body and immediate environment 🡪 coordinated sequences of action 🡪 repeated action focused on objects 🡪 means-end analysis

c. Mental representation 🡪 spontaneous movement 🡪 repeated action focused on own body and immediate environment 🡪 coordinated sequences of action 🡪 repeated action focused on objects

d. Spontaneous movement 🡪 means-end analysis 🡪 coordinated sequences of action 🡪 repeated action focused on own body and immediate environment 🡪 repeated action focused on objects

e. Means-end analysis 🡪 spontaneous movement 🡪 repeated action focused on own body and immediate environment 🡪 coordinated sequences of action 🡪 repeated action focused on objects

Type: multiple choice question

Title: Chapter 05 Question 02

2. Which is an example of behavior demonstrating means-end analysis?

Feedback: Subhead: Sensorimotor Substages 1–5

Learning Objective: 5.1 Describe the first five substages of the sensorimotor period.

Bloom’s Level: 3. Applying

a. Baby Young-hee repeatedly hits her hands on the table to make noise.

*b. Baby Derell pushes aside a pillow to get to his favorite toy.

c. Baby Isabella attempts to grasp a dangling toy.

d. Baby Gabriella repeatedly attempts to stand up.

e. Baby Arun attempts to imitate sounds made by his caregiver.

Type: multiple choice question

Title: Chapter 05 Question 03

3. You observe 6-month-old Renata repeatedly hitting her hand on the floor and making a sound. What substage, according to Piaget, are you likely observing?

Feedback: Subhead: Sensorimotor Substages 1–5

Learning Objective: 5.1 Describe the first five substages of the sensorimotor period.

Bloom’s Level: 3. Applying

a. Mental representation

b. Coordination of secondary circular reactions

c. Tertiary circular reactions

*d. Secondary circular reactions

e. Primary circular reactions

Type: multiple choice question

Title: Chapter 05 Question 04

4. Baby Andreas watches his father shave and, hours later, mimics this behavior. This is an example of

Feedback: Subhead: Mental Representation (Sensorimotor Substage 6): 18–24 Months

Learning Objective: 5.2 Identify the hallmarks of mental representation.

Bloom’s Level: 2. Understanding

a. symbolic play.

b. object permanence.

*c. deferred imitation.

d. means-end analysis.

e. displaced reference.

Type: multiple choice question

Title: Chapter 05 Question 05

5. Baby Jamal watches as a parent puts his stuffed bunny repeatedly in a certain location and retrieves the stuffed bunny from that location. Next, the parent puts the stuffed bunny in the same location, but then moves the stuffed bunny to another location while Jamal watches. Jamal continues to search for the stuffed bunny in the first location. This is an example of

Feedback: Subhead: Mental Representation (Sensorimotor Substage 6): 18–24 Months

Learning Objective: 5.2 Identify the hallmarks of mental representation.

Bloom’s Level: 3. Applying

a. object permanence.

b. memory recall.

c. displaced reference.

d. mental representation.

*e. A-not-B error.

Type: multiple choice question

Title: Chapter 05 Question 06

6. The ability of an infant to re-enact an action that they observed earlier is called

Feedback: Subhead: Mental Representation (Sensorimotor Substage 6): 18–24 Months

Learning Objective: 5.2 Identify the hallmarks of mental representation.

Bloom’s Level: 1. Remembering

a. deferred cognition.

b. displaced reference.

c. selective imitation.

d. mental representation.

*e. deferred imitation.

Type: multiple choice question

Title: Chapter 05 Question 07

7. The _______ view asserts that infants have greater innate cognitive ability than Piaget assumed.

Feedback: Subhead: Challenges to Piaget That Inspired New Theoretical Orientations

Learning Objective: 5.3 List observations that challenge Piagetian theory.

Bloom’s Level: 2. Understanding

a. developmental

b. violation-of-expectation

c. information processing

*d. nativist

e. object permanence

Type: multiple choice question

Title: Chapter 05 Question 08

8. Violation-of-expectation experiments have been used to examine whether infants

Feedback: Subhead: Infant Understanding of Object Permanence

Learning Objective: 5.4 Identify neo-nativist studies that suggest babies understand the permanence of objects at much younger ages than Piaget claimed.

Bloom’s Level: 2. Understanding

a. have mastered A-not-B tasks.

*b. have an innate understanding of the laws of physics (such as gravity).

c. understand the mental states of others.

d. can remember a novel object.

e. have developed the ability to mentally represent the world.

Type: multiple choice question

Title: Chapter 05 Question 09

9. A researcher shows 4-month-old Asako a sieve with relatively large holes. First, the researcher drops rocks onto the sieve, and the rocks do not pass through. Next, the researcher pours sand on another sieve that looks exactly the same but has a transparent barrier so that the sand does not pass through. What do you think the researcher is testing with this experiment?

Feedback: Subhead: Infant Understanding of Solidity and Substance

Learning Objective: 5.5 Describe evidence that infants understand object properties of solidity and substance.

Bloom’s Level: 3. Applying

a. Asako’s ability to form mental representations

b. Asako’s understanding of gravity and support

c. Asako’s understanding of object permanence

*d. Asako’s understanding of solidity and substance

e. Asako’s ability to perform means-end analysis

Type: multiple choice question

Title: Chapter 05 Question 10

10. Five-month-old Shaheen does not look longer when he sees an object “floating” in air without support. This would refute a claim that he

Feedback: Subhead: Infant Understanding of Gravity and Support

Learning Objective: 5.6 Describe evidence that infants have a core capacity around object support.

Bloom’s Level: 3. Applying

a. understands object persistence.

*b. has an innate understanding of gravity and support.

c. has expectations regarding the weight of objects.

d. is interested in the object.

e. is capable of means-end analysis.

Type: multiple choice question

Title: Chapter 05 Question 11

11. A researcher who believes that infants are hardwired to understand certain concepts such as object permanence or gravity is most likely a proponent of

Feedback: Subhead: Infant Understanding of Gravity and Support

Learning Objective: 5.6 Describe evidence that infants have a core capacity around object

Bloom’s Level: 2. Understanding

*a. a nativist view.

b. Piagetian theory.

c. an information processing view.

d. a developmental systems view.

e. social-cognitive development.

Type: multiple choice question

Title: Chapter 05 Question 12

12. In an approximate number sense experiment, researchers observed that 9-month-old Jasmine was able to distinguish number arrays that differed by a ratio of 2:3, while 6-month-old Kylie was not. What can we conclude about the about the two infants’ number sense?

Feedback: Subhead: Testing Core Capacity for Understanding Number

Learning Objective: 5.7 What is an “approximate number system” (ANS) and what does it enable infants to do?

Bloom’s Level: 3. Applying

a. Jasmine is able to mentally represent numbers, while Kylie is not.

b. Jasmine has learned to count, while Kylie has not.

*c. Jasmine has a more developed approximate number sense than Kylie.

d. Jasmine is able to deal with bigger numbers than Kylie.

e. Jasmine has gained the ability to understand ratios, while Kylie has not.

Type: multiple choice question

Title: Chapter 05 Question 13

13. According to critics of the nativist view of cognitive development, which is a possible alternative explanation of infants’ longer looking times during experiments?

Feedback: Subhead: Challenges to Nativism

Learning Objective: 5.8 Explain counter-arguments to the nativist view of core knowledge

Bloom’s Level: 4. Analyzing

*a. Infants’ attention may be drawn to perceptual features of the stimulus, rather than reflecting their innate expectations.

b. Infants do not have innate skill but, rather, they learn through experience.

c. Nativists do not account for different habituation rates, which may result in longer looking times.

d. Nativists do not account for the influence of sensory feedback on infant looking behaviors.

e. At early ages, infants have not yet developed an understanding of object permanence.

Type: multiple choice question

Title: Chapter 05 Question 14

14. How might a proponent of a developmental systems view explain an infant’s lack of success in the traditional A-not-B task as described by Piaget?

Feedback: Subhead: Modifying the A-not-B Task

Learning Objective: 5.9 Explain why follow-up research on Piaget’s A-not-B task challenges Piaget’s claims of mental representation.

Bloom’s Level: 4. Analyzing

a. An A-not-B error demonstrates an infant’s limited understanding of object permanence.

b. An A-not-B error demonstrates an infant’s understanding of object permanence.

c. An A-not-B error may be due to a violation-of-expectation rather than lack of object permanence.

*d. An A-not-B error may be due to factors such as perseveration and feedback from repeated actions rather than an infant’s understanding of object permanence.

e. An A-not-B error demonstrates an infant’s inability to make a mental representation of the object.

Type: multiple choice question

Title: Chapter 05 Question 15

15. What do modified A-not-B experiments that involve manipulations of infants’ posture demonstrate?

Feedback: Subhead: Changing Sensory Feedback

Learning Objective: 5.10 Explain why manipulations to infants’ posture and hand weights might alter performance on A-not-B tasks.

Bloom’s Level: 2. Understanding

*a. The impact of sensory feedback is an important consideration when conducting A-not-B experiments.

b. Reaching for a specific location may be the result of an automatic reflex.

c. Infants do better at A-not-B tasks when they are standing.

d. Infants continue to search for objects in the same location until they are taught otherwise.

e. Infants can succeed in A-not-B tasks with a little help from the experimenter.

Type: multiple choice question

Title: Chapter 05 Question 16

16. Why do information-processing researchers sometimes examine infants’ heart rate as an index of attention rather than (or in addition to) infants’ gaze?

Feedback: Subhead: Phases of Attention

Learning Objective: 5.11 Explain the phases of attention and their connection to learning new information.

Bloom’s Level: 2. Understanding

a. The methods used to quantify infants’ gaze are unreliable.

b. Infants are easily distractible and shift their gaze from one object to another.

c. The methods used to quantify infants’ gaze are subjective.

*d. Looking at something alone does not necessarily mean that the infant is processing information about the stimulus.

e. Heart rate is more easily quantifiable than gaze.

Type: multiple choice question

Title: Chapter 05 Question 17

17. The stage of attention when an infant starts to process stimuli and learning occurs is referred to as

Feedback: Subhead: Phases of Attention

Learning Objective: 5.11 Explain the phases of attention and their connection to learning new information.

Bloom’s Level: 1. Remembering

a. orientation.

b. automatic response.

*c. sustained attention.

d. selective attention.

e. cognitive processing stage.

Type: multiple choice question

Title: Chapter 05 Question 18

18. A researcher notes that 9-month-old Sebastian is watching a picture and his heart rate has steadily slowed down from when the stimulus was first presented. What is the researcher’s mostly likely interpretation?

Feedback: Subhead: Phases of Attention

Learning Objective: 5.11 Explain the phases of attention and their connection to learning new information.

Bloom’s Level: 3. Applying

*a. Sebastian is processing the stimulus and is in the sustained attention phase.

b. Sebastian is transitioning to an attention termination phase.

c. Sebastian has detected a stimulus and is entering the orientation phase.

d. Sebastian has detected a stimulus and has entered the automatic response phase.

e. Sebastian is no longer processing the stimulus and is blank-staring at the stimulus.

Type: multiple choice question

Title: Chapter 05 Question 19

19. _______ is the degree to which something is attractive or noticeable to an infant.

Feedback: Subhead: Selective Attention

Learning Objective: 5.12 Explain how cognitive processes such as selective attention and working memory are measured in infants.

Bloom’s Level: 1. Remembering

a. Permanence

b. Relevance

*c. Stimulus salience

d. Distractibility

e. Stimulus novelty

Type: multiple choice question

Title: Chapter 05 Question 20

20. An experimenter finds that 3-month-old Ava is better able to discriminate faces when seeing the faces paired with their talking voices compared to seeing the faces alone. This is evidence in support of the _______ hypothesis.

Feedback: Subhead: Selective Attention

Learning Objective: 5.12 Explain how cognitive processes such as selective attention and working memory are measured in infants.

Bloom’s Level: 3. Applying

a. information processing

b. object permanence

c. multimodal stimuli

*d. intersensory redundancy

e. stimulus salience

Type: multiple choice question

Title: Chapter 05 Question 21

21. Findings that infants do not show the same abilities in selective attention as seen at later points in development may

Feedback: Subhead: Selective Attention

Learning Objective: 5.12 Explain how cognitive processes such as selective attention and working memory are measured in infants.

Bloom’s Level: 2. Understanding

a. indicate a lack of brain maturity.

b. explain why infants are unable to perform A-not-B tasks.

*c. be adaptive and allow infants notice a lot of things about their environment.

d. predict future attentiveness to detail (or lack thereof) later in life.

e. indicate that learning is hindered by the introducing of too much distraction.

Type: multiple choice question

Title: Chapter 05 Question 22

22. In habituation experiments, the fact that infants prefer to look at something new (novelty preference) is most often interpreted as the

Feedback: Subhead: Processing Information

Learning Objective: 5.13 Illustrate how selectively attending to information leads to the processing and encoding of that information.

Bloom’s Level: 2. Understanding

*a. infant having encoded a familiar stimulus during habituation and is remembering the familiar vs. novel object.

b. infant understanding object permanence.

c. infant being interested in the specific features of the novel stimulus.

d. infant’s degree of selective attention.

e. infant having a cognitive delay.

Type: multiple choice question

Title: Chapter 05 Question 23

23. Which statement best describes the information processing view of cognitive development?

Feedback: Subhead: Processing Information

Learning Objective: 5.13 Illustrate how selectively attending to information leads to the processing and encoding of that information.

Bloom’s Level: 2. Understanding

a. Infants move through qualitatively distinct substages of cognitive development.

*b. Infants’ cognitive development evolves as a result of processes involving infants’ attention, encoding of sensory information, and memory.

c. Infants’ cognition develops over time and culminates in the development of selective attention.

d. Infants’ cognitive development is largely determined by the social and cultural context.

e. Infants are born with various innate capacities that develop as a result of experience over time.

Type: multiple choice question

Title: Chapter 05 Question 24

24. What is best definition of habituation, as used in the context of infant cognitive development?

Feedback: Subhead: Processing Information

Learning Objective: 5.13 Illustrate how selectively attending to information leads to the processing and encoding of that information.

Bloom’s Level: 2. Understanding

a. The response to a novel stimulus

b. The state where an infant shows heightened interest in a stimulus

c. The change in an infant’s heartrate caused by novel stimuli

d. Infants’ preference for unfamiliar stimuli to familiar ones

*e. The processing of information about a stimulus and decline of attention to the stimulus

Type: multiple choice question

Title: Chapter 05 Question 25

25. Researchers have used conjugate mobile experiments to study infants’

Feedback: Subhead: Memory

Learning Objective: 5.14 Explain the three methods that researchers use to study infant memory.

Bloom’s Level: 2. Understanding

a. ability to perform deferred imitation.

b. coordination of secondary circular reactions.

c. understanding of object permanence.

*d. duration of memory.

e. goal-directed actions.

Type: multiple choice question

Title: Chapter 05 Question 26

26. Infant Ekaterina spends an hour each day watching videos on her tablet. However, she has trouble relating what she sees on the screen to the real world. According to research, what can Ekaterina’s parents do to help her to better interpret and apply what she sees on the screen to the real world?

Feedback: Subhead: Home Context of Cognitive Development

Learning Objective: 5.15 Describe the Home Observation for the Measurement of the Environment (HOME).

Bloom’s Level: 3. Applying

a. Increase screen time to two hours a day.

b. Decrease screen time to 30 minutes a day.

c. Change the type of program she watches.

d. Ask her to explain what she watched.

*e. Watch with her and talk about the programs.

Type: multiple choice question

Title: Chapter 05 Question 27

27. According to research on the impacts of socioeconomic environment on infant development, infants from low-income households, on average, are at greater risk of not achieving full cognitive potential. This is most likely the result of

Feedback: Subhead: Socioeconomic Context of Cognitive Development

Learning Objective: 5.16 Discuss examples of intervention programs aimed at supporting infants and parents living in poor households.

Bloom’s Level: 2. Understanding

a. greater frequency of single parenthood.

b. genetic influences that shape environments.

c. limited experience with cultural objects that appear in standardized tests.

*d. a combination of less stimulating home environments, poor nutrition, and limited access to learning materials.

e. increased consumption of unhealthy foods and lack of sleep.

Type: multiple choice question

Title: Chapter 05 Question 28

28. Which statement best describes the role of cultural context in infant cognitive development?

Feedback: Subhead: Cultural Context of Cognitive Development

Learning Objective: 5.17 Describe the ways that cultural context might affect infant cognitive development.

Bloom’s Level: 2. Understanding

*a. Cognitive development processes may be universal. However, the materials that constitute a child’s environment can differ from culture to culture.

b. Cognitive development is encouraged to a greater degree in some cultures than in others.

c. The results of studies in one culture can be readily applied to other cultures.

d. Cognitive development processes may be universal. However, culture determines the order in which various milestones are achieved.

e. Most cognitive development processes differ from culture to culture, challenging theories such as those of Piaget.

Type: multiple choice question

Title: Chapter 05 Question 29

29. Twelve-month-old Reese points at a puppy that has just entered the room. The caregiver interacts with Reese but does not look at the puppy. Reese continues to point persistently at the puppy. Researchers interpret such behavior as indicating that Reese

Feedback: Subhead: Pointing

Learning Objective: 5:19 Explain the significance of infant pointing in the study of social cognition.

Bloom’s Level: 3. Applying

a. wants attention from the caregiver.

b. is excited about seeing the puppy.

*c. wants to elicit joint attention with the caregiver.

d. is pointing out something that is novel to her.

e. has established joint attention.

Type: multiple choice question

Title: Chapter 05 Question 30

30. Which is evidence that an infant understands goal-directed reaching?

Feedback: Subhead: Interpreting Actions

Learning Objective: 5:20 Describe evidence that suggests infants interpret people’s actions and intentional.

Bloom’s Level: 3. Applying

*a. After being habituated to a person reaching for a certain toy, baby Isaiah looks longer when the person reaches for a different toy.

b. After being habituated to a person reaching for a certain toy, baby Isaiah becomes disinterested when the person reaches for the same toy.

c. After being habituated to a person reaching for a certain toy, baby Isaiah looks for a shorter time when the person reaches for a different toy.

d. After being habituated to a person reaching for a certain toy, baby Isaiah looks for a longer time when the person reaches for the toy using a claw.

e. After being habituated to a claw reaching for a certain toy, baby Isaiah looks for a longer time when a person reaches for a different toy.

Type: multiple choice question

Title: Chapter 05 Question 31

31. Fifteen-month-old Keisha watches her caregiver try to move a stack of blocks. But, the caregiver accidentally knocks the stack of blocks over. Keisha then tries to move the stack of blocks but does not try to knock them over. This suggests that Keisha

Feedback: Subhead: Imitating Actions

Learning Objective: 5:21 Distinguish infant imitation during the newborn period from later forms of imitation.

Bloom’s Level: 3. Applying

a. is capable of imitation.

b. prefers order over disorder.

c. is unable to exactly imitate the caregiver.

d. understands the principle of gravity.

*e. understands the caregiver’s intention.

Type: multiple choice question

Title: Chapter 05 Question 32

32. What is the purpose of false-belief experiments?

Feedback: Subhead: Inferring Knowledge and Beliefs

Learning Objective: 5.22 Review evidence that suggests infants understand that other people can have beliefs that differ from one’s own.

Bloom’s Level: 3. Applying

a. To determine whether infants/toddlers understand other people’s beliefs

*b. To determine whether infants/toddlers understand that others can have beliefs different from their own

c. To determine whether infants/toddlers have mastered the A-not-B task

d. To determine whether infants/toddlers can perform goal-directed action

e. To determine whether infants/toddlers can help others correct false beliefs

Type: multiple choice question

Title: Chapter 05 Question 33

33. What is a way that researchers infer that an infant or child is developing social cognitive understanding?

Feedback: Subhead: Inferring Knowledge and Beliefs

Learning Objective: 5.22 Review evidence that suggests infants understand that other people can have beliefs that differ from one’s own.

Bloom’s Level: 2. Understanding

a. The infant/child is able to identify the false beliefs of others.

b. The infant/child starts to use mental state vocabulary.

c. The infant/child is able to perform deferred imitation.

d. The infant/child is able to understand the intentions of others.

*e. All of the above

Type: multiple choice question

Title: Chapter 05 Question 34

34. The term social cognition refers to

Feedback: Subhead: Learning about the Social World

Learning Objective: Not aligned

Bloom’s Level: 2. Understanding

a. the influence of society on emotional development.

b. the social interactions between caregivers and infants.

*c. infants’ ability to process, store, and apply information about people and social situations.

e. the influence of social interactions between caregivers and infants on human development.

d. infants’ ability to recognize faces and people.

Type: multiple choice question

Title: Chapter 05 Question 35

35. How might caregiver sensitivity and emotional availability impact an infant’s development of social cognition?

Feedback: Subhead: Home Context of Social Cognition

Learning Objective: 5:23 Explain the role of caregiver sensitivity in infant social cognition.

Bloom’s Level: 2. Understanding

a. Caregivers model social interaction and social sensitivity, such that infants in turn learn about others.

b. Caregivers can provide direct instruction on social cognition, telling infants what to do to understand others’ emotions.

c. Caregivers can support infants’ regulation of emotions, allowing infants to then learn from their social environments

*d. Both a and c

e. All of the above

Type: multiple choice question

Title: Chapter 05 Question 36

36. Which statement best describes the results of the multicultural study by Callaghan, et al. on the development of social cognition?

Feedback: Subhead: Cultural Context of Social Cognition

Learning Objective: 5.24 Summarize findings from cross-national research on infant social cognition.

Bloom’s Level: 2. Understanding

a. Infants/children in all situations achieved similar social cognitive skills, although the timing of early social-cognitive milestones differed substantially by culture.

b. Infants/children who are frequently taught by instruction are unable to learn through observation.

*c. Infants/children in all situations achieved similar social cognitive skills, although there were some differences in the manner in which these skills were acquired.

d. Infants/children in most situations achieved similar social cognitive skills, but there were factors (such as maternal education and maternal work status) that affected the degree to which they acquired social-cognitive skills.

e. Infants/children in all situations achieved similar social cognitive skills, although there were differences in the order in which skills were acquired.

Type: multiple choice question

Title: Chapter 05 Question 37

37. In a cross-cultural study, researchers taught 15- to 18-month-old U.S. and Mayan infants how to use a novel object either by showing the object being used or showing the object being used while providing instruction. Whereas the U.S. infants were better able to imitate the action when they had some instruction compared to when they simply observed the action, the Mayan infants performed equally well with and without instruction. What is a possible conclusion that can be drawn from this result?

Feedback: Subhead: Cultural Context of Social Cognition

Learning Objective: 5.24 Summarize findings from cross-national research on infant social cognition.

Bloom’s Level: 2. Understand

a. U.S. infants are culturally discouraged from learning from observation.

b. U.S. infants are culturally more accustomed to and reliant on being shown what to do.

*c. Mayan infants are not accustomed to receiving instruction.

d. Mayan infants are culturally discouraged from relying on instruction.

e. Mayan infants have greater experience dealing with novel objects in their everyday lives.

Type: multiple choice question

Title: Chapter 05 Question 38

38. Which statement about the results of research on developmental cascades is most accurate?

Feedback: Subhead: Developmental Cascades

Learning Objective: Not aligned

Bloom’s Level: 2. Understanding

a. Development of specific cognitive skills are rarely mediated by social and cultural context.

b. Infants who exhibit strong novelty preference continue to exhibit strong novelty preference into adolescence when teens are tested in a habituation-novelty preference experiment.

c. Because cognitive skills in infancy are discontinuous, they show no prediction for cognitive skills later in life.

d. Cognitive skills in infancy predict a range of cognitive skills into adulthood and have also been found to cascade to employment and wellbeing decades later.

*e. Cognitive skills in infancy predict cognitive skills in childhood, particularly for similar types of skills such as memory.

Type: multiple choice question

Title: Chapter 05 Question 39

39. The finding that “individuals who engage in joint attention in infancy tend to perform better on language acquisition tasks in childhood” is an example of

Feedback: Subhead: Cascades from Social Cognition

Learning Objective: Not aligned

Bloom’s Level: 2. Understanding

a. an information processing view of cognitive development.

b. a nativist view of cognitive development.

c. a developmental systems view of cognitive development.

*d. a cascade from social cognition.

e. cross-cultural consistency of social cognition.

Type: multiple choice question

Title: Chapter 05 Question 40

40. Which is not a tool that cognitive development researchers use to study infants?

Feedback: Subhead: Cascades from Social Cognition

Learning Objective: Not aligned

Bloom’s Level: 1. Remembering

a. Time of looking

*b. Verbal reasoning tasks

c. Heart rate monitoring

d. Conjugate mobile tasks

e. A-not-B tasks

Type: essay/short answer question

Title: Chapter 05 Question 41

41. According to Piaget, how does mental representation relate to means-end analysis?

Feedback: To solve a means-end analysis task, such as pulling on a blanket to obtain a far-away object that is on top of it, infants must be able to identify and execute the necessary actions (the means) to achieve a specific goal (the end), which call on mental representations of the goals and plans of action. According to Piaget, infants need to be capable of mental representation to be able to perform means-end analysis—i.e., they need to be able to mentally represent objects to be able to initiate actions to manipulate them.

Subhead: Mental Representation (Sensorimotor Substage 6): 18-24 Months

Learning Objective: 5.2 Identify the hallmarks of mental representation.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 05 Question 42

42. Piaget argued that young infants are not able to mentally represent the world until they develop the concept of object permanence through interaction with their environment. How might a nativist researcher counter this argument?

Feedback: Nativists would state that Piaget did not use the proper methods to study infants’ knowledge about the world, and that looking time studies might reveal that infants know much more than credited by Piaget. According to a nativist account, infants possess certain innate cognitive abilities and are, in fact, able to understand object permanence and mentally represent the world at an early age. These cognitive abilities are further developed and refined over time as the infants interact with their environment.

Subhead: Mental Representation (Sensorimotor Substage 6): 18-24 Months

Learning Objective: 5.2 Identify the hallmarks of mental representation.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 05 Question 43

43. What is the violation-of-expectation paradigm, and how does it help researchers study the cognitive abilities of infants?

Feedback: In this type of experiment, researchers show infants something that would be seemingly “impossible” (such as dropping an object which then floats in mid-air) and then observe their looking time behaviors to such events. Nativists assume that an infant will look longer at an “impossible” situation than a “possible” situation. This allows researchers to test whether infants understand certain concepts such as the persistence of physical properties, solidity, and gravity, based on looking time.

Subhead: Infant Understanding of Object Permanence

Learning Objective: 5.4 Identify neo-nativist studies that suggest babies understand the permanence of objects at a much younger age than Piaget claimed.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 05 Question 44

44. Nativists argue that infants are hardwired with core capacities related to the understanding of object permanence and physical rules. What are the main criticisms of this view based on the results of follow-up research?

Feedback: Nativists tend to discount the impact of infants’ experience interacting with the world. Through experience, infants will build knowledge about the world, rather than having a “core concept” from the start. For example, infants encounter countless events in which they observe objects resting on other objects for support, rather than floating in the air, and so may build an understanding of this law of physics through the accumulation of experiences.

Subhead: Challenges to Nativism

Learning Objective: 5.8 Explain counter-arguments to the nativist view on core knowledge.

Bloom’s Level: 4. Analyzing

Type: essay/short answer question

Title: Chapter 05 Question 45

45. Explain how developmental systems theorists demonstrate that infants’ performance on A-not-B tasks is not necessarily the result of the infants’ understanding of object permanence.

Feedback: Developmental systems theorists say that the repeated reaches in a direction, and resulting sensory feedback from those behaviors, lead to perseverative reaching, rather than a failure of cognitive understanding. Researchers alter the A-not-B task by having the infants stand up between A and B trials or by adding weights to the infants’ wrists to change the sensory feedback, and so on, and show that they can alter infant performance.

Subhead: Changing Sensory Feedback

Learning Objective: 5.10 Explain why manipulations to infants’ posture and hand weights might alter performance on A-not-B tasks.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 05 Question 46

46. Briefly summarize the phases of attention with reference to changes in heart rates as described by information processing researchers.

Feedback: As an infant detects a stimulus, his/her heart rate increase slightly. As the infant orients to a stimulus, his/her heartrate drops. The infant’s heartrate remains low during the sustained attention phase when learning occurs. Once the infant stops attending, his/her heartrate rebounds.

Subhead: Phases of Attention

Learning Objective: 5.11 Explain the phases of attention and their connection to learning new information.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 05 Question 47

47. List and briefly describe the types of studies researchers use to study infants’ memory?

Feedback: Habituation-recovery studies: An infant’s recognition memory is tested by first habituating the infant to a certain situation through repeated exposure and then exposing them to a novel situation. Conjugate mobile studies: The duration of an infant’s memory is examined by associating certain movements (kicks) with a certain feedback (movement of a mobile) and seeing how long this association lasts. Deferred task studies: An infant’s ability to reproduce live interactions or interactions they see on a screen is tested. Such studies are used to investigate the complexity of interactions that can be imitated and the longevity of recall.

Subhead: Memory

Learning Objective: 5.14 Explain the three methods that researchers use to study infant memory.

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 05 Question 48

48. Explain how the home environment, as evaluated using tools such as the Home Observation for the Measurement of the Environment (HOME), may affect an infant’s cognitive development.

Feedback: Researchers show that certain features of the home environment relate to infants’ cognitive development by observing the home environment and then relating the environment to infant performance. Critical features of the home environment include the availability of opportunities for infants to learn (different types of stimuli and access to them) as well as the degree of support from caregivers and how parents or caregivers interact with infants (parenting quality).

Subhead: Home Context of Cognitive Development

Learning Objective: 5.15 Describe the Home Observation for the Measurement of the Environment (HOME).

Bloom’s Level: 2. Understanding

Type: essay/short answer question

Title: Chapter 05 Question 49

49. Review this figure.

Briefly summarize and interpret the experimental results shown in this figure.

Feedback: While 9-month old infants looked in the same direction as the examiner regardless of whether the examiner’s eyes were opened or close, 10-month and 11-month old infants only looked in the same direction when the examiner’s eyes were opened. This indicates that the older infants have some understanding that people are visually connected to the world and understand the role of eyes in communicating a person’s interests.

Subhead: Gaze Following and Joint Attention

Learning Objective: 5:18 Distinguish among different interpretations of infant joint attention and gaze following.

Bloom’s Level: 3. Applying

Type: essay/short answer question

Title: Chapter 05 Question 50

50. How would you design an experiment to investigate an infant’s understanding of others’ false beliefs?

Feedback: Have the infant and an experimenter watch as a toy is placed in location A. The experimenter then leaves the room, and in her absence, the toy is moved to location B. When the experimenter returns, observe the infant’s reactions as the experimenter looks for the toy in location A versus B. If the infant looks longer when the researcher looks to the new location, the suggestion is that the infant is surprised and expected the naïve researcher to continue to look in the old location.

Subhead: Inferring Knowledge and Beliefs

Learning Objective: 5.22 Review evidence that suggests infants understand that other people can have beliefs that differ from one’s own.

Bloom’s Level: 3. Applying