Ch.7 Physical And Cognitive Development In + Full Test Bank

Chapter 7
Physical and cognitive development in early childhood

Multiple Choice

1. Between ages 2 and 6, ________.

A) individual differences in body size become less apparent than in infancy and toddlerhood

B) children grow more quickly than in infancy and toddlerhood

C) approximately 45 new epiphyses emerge in various parts of the skeleton

D) girls continue to be slightly taller, heavier, and more muscular than boys

Page Ref: 203

Skill Level: Remember

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

2. X-rays of epiphyses enable doctors to estimate children’s ________.

A) adult weight

B) loss of baby teeth

C) brain development

D) skeletal age

Page Ref: 203

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Easy

3. Which child is the most likely to get his or her permanent teeth first?

A) Brooke, an overweight girl

B) Malik, an undernourished boy

C) Jack, a boy of average weight

D) Sasha, an undernourished girl

Page Ref: 203

Skill Level: Apply

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Difficult

4. Children ________ are at increased risk for decayed teeth.

A) who drink fluoridated water

B) who get sealants on primary teeth

C) in homes with regular smokers

D) in middle-SES homes

Page Ref: 204

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

5. ________ occurs when neurons that are seldom stimulated lose their connective fibers.

A) Lateralization

B) Synaptic pruning

C) Cerebral dominance

D) Cortical overproduction

Page Ref: 205

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

6. By ages 8 to 10, ________.

A) energy metabolism in the cerebral cortex peaks

B) the number of synapses in the prefrontal cortex is nearly half the adult value

C) energy consumption of most cortical regions diminishes to near-adult levels

D) brain size increases to about 70 percent of its adult weight

Page Ref: 205

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Difficult

7. Measures of neural activity reveal especially rapid growth from early to middle childhood in ________.

A) areas of the brain devoted to executive function

B) brain regions associated with spatial skills

C) the occipital lobes of the brain

D) taste and smell centers of the brain

Page Ref: 205

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Easy

8. For most children, the left cerebral hemisphere ________.

A) is especially active between 3 and 6 years and then levels off

B) shows slow activity throughout early and middle childhood

C) shows a slight growth spurt between ages 8 and 10

D) increases in size between 1 and 3 years and decreases slowly throughout early childhood

Page Ref: 205

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

9. Language skills ________, whereas spatial skills ________.

A) peak during adolescence; expand rapidly during early childhood

B) are usually located in the right hemisphere; are usually located in the left hemisphere

C) develop gradually during early childhood; develop rapidly during early childhood

D) develop rapidly in early childhood; develop gradually over childhood and adolescence

Page Ref: 205

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Difficult

10. Research on handedness reveals that ________.

A) among right-handers, language is located in the right hemisphere

B) the brains of left-handers tend to be less strongly lateralized than those of right-handers

C) about 25 percent of the population in Western nations is left-handed

D) the brains of right-handers tend to be less strongly lateralized than those of left-handers

Page Ref: 205

Skill Level: Remember

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

11. Although rates of left-handedness are relatively high in tribal and village cultures, in a study of one such society in New Guinea, individuals who ________ were far more likely to be extremely right-handed.

A) had a left-handed parent

B) had intellectual disabilities

C) did not engage in athletic activities

D) had attended school in childhood

Page Ref: 205

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

12. Which statement regarding handedness is true?

A) There is a genetic bias favoring left-handedness.

B) Handedness is strongest for complex skills requiring extensive training.

C) Left-handedness occurs less frequently among people with mental illness than in the general population.

D) Right-handedness is associated with prenatal and birth difficulties that can result in brain damage.

Page Ref: 205

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

13. Research on handedness reveals that ________.

A) most left-handers have no developmental problems

B) right-handedness is associated with premature birth

C) little cultural variation exists in rates of left-handedness

D) right-handed children are more likely to be mathematically talented

Page Ref: 206

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

14. Fibers linking the ________ to the ________ grow and myelinate from birth through the preschool years, contributing to dramatic gains in motor coordination.

A) cerebellum; cerebral cortex

B) corpus callosum; reticular formation

C) reticular formation; cerebellum

D) cerebral cortex; hippocampus

Page Ref: 206

Skill Level: Remember

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

15. Gordon suffered damage to the cerebellum. Gordon will most likely display both ________ and ________ deficits.

A) emotional; problem-solving

B) motor; cognitive

C) cognitive; social

D) emotional; motor

Page Ref: 206

Skill Level: Apply

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Difficult

16. The ________ maintains alertness and consciousness.

A) cerebellum

B) amygdala

C) hippocampus

D) reticular formation

Page Ref: 206

Skill Level: Remember

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Easy

17. The hippocampus plays a vital role in ________.

A) balance and control of body movement

B) memory and spatial understanding

C) sustained, controlled attention

D) processing emotional information

Page Ref: 206

Skill Level: Understand

Objective: 7.1 Describe body growth and brain development during early childhood.

Topic: A Changing Body and Brain

Difficulty Level: Moderate

18. The pituitary gland releases hormones that ________.

A) induce growth

B) coordinate movement

C) enhance memory

D) help us find our way

Page Ref: 207

Skill Level: Understand

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

19. Lia lacks growth hormone (GH). Without medical intervention, Lia will probably ________.

A) be about as tall as the average adult

B) grow slowly throughout childhood and then, beginning in adolescence, grow at a normal rate

C) reach an average mature height of only 4 to 4½ feet

D) be intellectually disabled

Page Ref: 207

Skill Level: Apply

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Difficult

20. Thyroid-stimulating hormone (TSH) prompts the thyroid gland in the neck to release ________, which is necessary for brain development and for growth hormone (GH) to have its full impact on body size.

A) protein

B) estrogen

C) thyroxine

D) oxytocin

Page Ref: 207

Skill Level: Remember

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Easy

21. Priya was born with a deficiency of thyroxine. She did not receive prompt treatment. Priya is most likely ________.

A) extremely tall for her age

B) intellectually disabled

C) growing at a normal rate

D) strong in spatial relationship skills

Page Ref: 207

Skill Level: Apply

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Difficult

22. With the transition to early childhood, many children ________.

A) have an increase in appetite due to slowed growth

B) become unpredictable, picky eaters

C) need larger quantities of food than adults require

D) require different nutrients than adults need for a healthy diet

Page Ref: 207

Skill Level: Understand

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

23. Four-year-old Erin is a picky eater. How can Erin’s parents encourage her to eat a new food?

A) Reward her with dessert if she eats the new food.

B) Repeatedly expose her to the new food without any direct pressure to eat it.

C) Add salt or sugar to the new food to increase her willingness to eat it.

D) Make her stay at the table until she takes a few bites of the new food.

Page Ref: 207

Skill Level: Apply

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Difficult

24. Which statement is supported by research on nutrition?

A) Preschoolers require significantly more carbohydrates and fat than adults need.

B) Serving “adult” foods like broccoli or tofu promotes picky eating in preschoolers.

C) Offering small bribes is a useful strategy for increasing children’s liking of healthy foods.

D) Offering sweet fruit drinks or soft drinks promotes “milk avoidance.”

Page Ref: 207

Skill Level: Understand

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

25. In a Dutch study, the more mothers reported pressuring their child to eat, ________.

A) the more successful they were in encouraging a preference for the offered food

B) the greater the likelihood of an overweight child

C) the greater the likelihood of an underweight child

D) the higher the chances of the child making healthy food choices

Page Ref: 207

Skill Level: Understand

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

26. In developing countries, diarrhea ________.

A) leads to an estimated 2 million childhood deaths each year

B) results from unsafe water and contaminated foods

C) is less prevalent than in industrialized nations

D) has been linked to a mercury-based preservative in vaccines

Page Ref: 208

Skill Level: Remember

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Easy

27. Agata suffered from persistent diarrhea in early childhood. As a result, during her school years, Agata is probably ________ than her agemates who were not stricken with persistent diarrhea.

A) heavier in weight

B) shorter in height

C) better nourished

D) more attentive

Page Ref: 208

Skill Level: Apply

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Difficult

28. Most developmental impairments and deaths due to diarrhea can be prevented with oral rehydration therapy (ORT), which consists of ________.

A) iron supplements

B) antiviral drugs

C) immunization of infants and young children

D) a solution of glucose, salt, and water

Page Ref: 208

Skill Level: Remember

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Easy

29. Low-cost supplements of ________ substantially reduce the incidence of severe and prolonged diarrhea.

A) zinc

B) iron

C) folic acid

D) vitamin D

Page Ref: 208

Skill Level: Remember

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Easy

30. Many poverty-stricken U.S. children ________.

A) receive free oral rehydration therapy (ORT)

B) are shorter in height due to persistent diarrhea

C) suffer from developmental impairments due to persistent diarrhea

D) do not receive full immunization protection until it is required for school entry

Page Ref: 208

Skill Level: Understand

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

31. What is one reason the United States lags behind Australia, Canada, Denmark, the Netherlands, Norway, Sweden, and the United Kingdom in childhood immunizations?

A) Uninsured U.S. children do not receive free immunizations.

B) Childhood diseases have been virtually eradicated in the United States, making immunization unnecessary.

C) Children in many low-income U.S. families do not have adequate health insurance coverage.

D) More U.S. parents are aware that immunizations cause autism.

Page Ref: 208

Skill Level: Understand

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

32. Megan is considering not immunizing her newborn son because she read an article about a possible link between a mercury-based preservative used in vaccines and a rise in autism diagnoses. Megan should know that large-scale studies show ________ association between the preservative and autism.

A) no

B) only a weak

C) only a modest

D) a strong

Page Ref: 208

Skill Level: Apply

Objective: 7.2 Describe the effects of heredity, nutrition, and infectious disease on physical growth and health in early childhood.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

33. The leading cause of childhood mortality in industrialized nations is ________.

A) malnutrition

B) diarrhea

C) childhood diseases

D) unintentional injuries

Page Ref: 176

Skill Level: Remember

Objective: 7.3 Cite factors that increase the risk of unintentional injuries, and explain how childhood injuries can be prevented.

Topic: Influences on Physical Growth and Health

Difficulty Level: Easy

34. In the United States, ________ is/are the overall leading cause of mortality among school-age children and adolescents.

A) maltreatment

B) motor vehicle collisions

C) fires

D) falls

Page Ref: 209

Skill Level: Remember

Objective: 7.3 Cite factors that increase the risk of unintentional injuries, and explain how childhood injuries can be prevented.

Topic: Influences on Physical Growth and Health

Difficulty Level: Easy

35. Which statement about unintentional injuries in childhood is true?

A) Girls are nearly twice as likely as boys to be injured.

B) Compliant children are more likely than defiant children to be injured.

C) Boys are more likely than girls to be injured.

D) Middle-SES children are more likely than low-SES children to be injured.

Page Ref: 209

Skill Level: Understand

Objective: 7.3 Cite factors that increase the risk of unintentional injuries, and explain how childhood injuries can be prevented.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

36. ________ are strongly associated with childhood injury.

A) Authoritative child rearing and participation in child care

B) Poverty, single parenthood, and low parental education

C) Large family size, rural living, and wealth

D) Sociability and insecure parental attachment

Page Ref: 209

Skill Level: Understand

Objective: 7.3 Cite factors that increase the risk of unintentional injuries, and explain how childhood injuries can be prevented.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

37. Which statement is supported by research on childhood injury rates in the United States?

A) Children from economically advantaged U.S. families are at greater risk for injury than children in other Western nations.

B) The rate of childhood death from injury in the United States is higher than the rates in developing countries.

C) Safety devices, such as car seats and bicycle helmets, are readily available and affordable in the United States, so injury rates are lower than those in other Western nations.

D) Contrary to popular belief, U.S. girls are more likely to be unintentionally injured than boys during childhood.

Page Ref: 209

Skill Level: Understand

Objective: 7.3 Cite factors that increase the risk of unintentional injuries, and explain how childhood injuries can be prevented.

Topic: Influences on Physical Growth and Health

Difficulty Level: Difficult

38. Which statement about preventing childhood injuries is true?

A) Once they know better, children do not behave in ways that compromise safety.

B) Parents should ease off on monitoring preschoolers once they have learned safety rules.

C) American parents rarely ignore safety rules.

D) Many parents overestimate young children’s knowledge of safety rules.

Page Ref: 210

Skill Level: Understand

Objective: 7.3 Cite factors that increase the risk of unintentional injuries, and explain how childhood injuries can be prevented.

Topic: Influences on Physical Growth and Health

Difficulty Level: Moderate

39. As children’s bodies become more streamlined and less top-heavy, ________.

A) balance improves greatly

B) their center of gravity shifts upward

C) gross-motor development is temporarily disrupted

D) fine-motor development slows

Page Ref: 210

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

40. Two-year-old Norton can probably ________.

A) use a spoon effectively

B) use a fork effectively

C) pedal and steer a tricycle

D) tie his shoes

Page Ref: 211, Table 7.1

Skill Level: Apply

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Difficult

41. Two-year old Salomé quickly moved her crayon across a piece of paper from left to right, explaining, “Car zooms!” Which statement best describes Salomé’s drawing progress?

A) Her gestures, rather than the resulting marks on the page, contained the intended representation.

B) She drew a recognizable shape and then described it.

C) She used lines to represent the boundaries of objects.

D) Her drawing was complex and realistic.

Page Ref: 211

Skill Level: Apply

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

42. When adults draw with children and point out the resemblances between drawings and objects, preschoolers’ pictures ________.

A) contain more distortions

B) become simpler and less fanciful

C) become more comprehensible and detailed

D) contain fewer details

Page Ref: 212

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

43. When drawing, 5- and 6-year-olds ________.

A) typically make scribbles on paper to represent their thoughts

B) create conventional figures, with the head and body differentiated

C) do not yet add features, such as eyes, nose, mouth, and hair

D) do not yet use lines to represent the boundaries of objects

Page Ref: 212

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

44. When taught to paint, Chinese children ________.

A) must first inhibit the brush strokes they acquired from practicing Chinese characters

B) are encouraged to use self-expression, painting whatever they like

C) are encouraged to create fantasy images and novel scenes

D) follow prescribed brush strokes, at first copying a teacher’s model

Page Ref: 213 Box: CULTURAL INFLUENCES: Why Are Children from Asian Cultures Advanced in Drawing Skills?

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

45. In research comparing artistic maturity and originality, Chinese-American children’s drawings were ________ than European-American children’s drawings.

A) more advanced but less creative

B) more advanced and more creative

C) less advanced and less creative

D) less advanced but more creative

Page Ref: 213 Box: CULTURAL INFLUENCES: Why Are Children from Asian Cultures Advanced in Drawing Skills?

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

46. Preschoolers’ first attempts to print often involve ________.

A) writing in lowercase letters

B) making a pretend grocery list

C) writing a parent’s name

D) writing their own name

Page Ref: 214

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

47. By age 5, boys ________ than girls.

A) have better balance

B) can broad-jump slightly farther

C) can hop and skip better

D) have better precision of movement

Page Ref: 214

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

48. Raina and Enrico want to provide their 3-year-old daughter with experiences that promote her motor development. They can best do so by ________.

A) making sure she follows a daily home exercise routine that includes running, jumping, hopping, and catching

B) enrolling her in gymnastics, tumbling, and other formal lessons

C) encouraging everyday active play and providing access to play spaces with appropriate equipment

D) having her watch videos that show preschoolers demonstrating how to perform challenging motor skills

Page Ref: 214

Skill Level: Understand

Objective: 7.4 Cite major milestones of gross- and fine-motor development, along with factors that affect motor progress, in early childhood.

Topic: Motor Development

Difficulty Level: Moderate

49. The most obvious change as children move from the sensorimotor to the preoperational stage of cognitive development is an extraordinary increase in ________.

A) symbolic activity

B) private speech

C) motor activity

D) abstract thought

Page Ref: 215

Skill Level: Understand

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

50. Piaget believed that ________ lead(s) to internal images of experience, which children then label with words.

A) imagination

B) early cooing and babbling

C) sensorimotor activity

D) role playing

Page Ref: 215

Skill Level: Remember

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Easy

51. Piaget believed that through ________, young children practice and strengthen newly acquired representational schemes.

A) chance encounters

B) make-believe play

C) artistic expression

D) talking with others

Page Ref: 215

Skill Level: Understand

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

52. In earliest pretending, toddlers ________.

A) use only realistic objects, imitating adult actions

B) imagine objects without any real-world support

C) become detached participants, as when they make a doll feed itself

D) combine their make-believe schemes with those of peers

Page Ref: 215

Skill Level: Understand

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

53. Many researchers today believe that make-believe play ________.

A) is not nearly as important as Piaget thought

B) not only reflects but also contributes to children’s cognitive and social skills

C) is less important than drawing or building with blocks

D) consists simply of practice of representational schemes

Page Ref: 216

Skill Level: Understand

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

54. Which statement about research on make-believe play is true?

A) In sociodramatic play, children do not understand that make-believe is a representational activity.

B) Children with imaginary companions display less complex and less imaginative make-believe play.

C) Preschoolers who devote more time to sociodramatic play are rated by observers as more socially competent a year later.

D) Children who engage in more make-believe play are less able to reflect on their own thinking.

Page Ref: 216

Skill Level: Understand

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Difficult

55. While playing house, 3-year-old Aisha uses a straw as a “bottle” to feed her doll. Aisha has begun to grasp ________.

A) egocentrism

B) animistic thinking

C) conservation

D) dual representation

Page Ref: 217

Skill Level: Apply

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Difficult

56. According to Piaget, young children are not capable of ________.

A) egocentrism

B) operations

C) animistic thinking

D) dual representation

Page Ref: 217

Skill Level: Understand

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

57. Three-year-old Clarence says to his father, “You have to say there’s more lemonade in the tall glass than the short glass because that’s what I think!” Clarence’s statement suggests that his thinking is ________.

A) animistic

B) magical

C) egocentric

D) operational

Page Ref: 217

Skill Level: Apply

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Difficult

58. According to Piaget, magical thinking is common during the preschool years because young children ________.

A) fail to grasp the principles of conservation

B) egocentrically assign human purposes to physical events

C) cannot mentally go through a series of steps in a problem and then reverse direction

D) believe that physical characteristics of objects remain the same, even when their outward appearance changes

Page Ref: 218

Skill Level: Understand

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

59. Four-year-old Jasmine is shown two identical tall glasses of water and agrees that they contain the same amount of liquid. When the liquid from one glass is poured into a short, wide container, she says there is more water in the shorter container because it is “all spread out.” Jasmine lacks an understanding of ________.

A) conservation

B) centration

C) dual representation

D) reversibility

Page Ref: 218

Skill Level: Apply

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Difficult

60. Piaget’s conservation-of-liquid task demonstrates that preoperational children’s thinking is characterized by ________, in that they focus on one aspect of a situation, neglecting other important features.

A) class inclusion

B) centration

C) animistic thinking

D) reversibility

Page Ref: 218

Skill Level: Remember

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Easy

61. The most important illogical feature of preoperational thought is its ________.

A) irreversibility

B) centration

C) animistic thinking

D) magical thinking

Page Ref: 218

Skill Level: Remember

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Easy

62. Elias is shown 15 toy cars, 5 of which are blue and 10 of which are red. When asked, “Are there more red cars, or cars?” Elias responds, “More red cars.” This class inclusion problem shows that Elias ________.

A) uses animistic thinking

B) uses magical thinking

C) has mastered the ability to conserve

D) has difficulty with hierarchical classification

Page Ref: 219

Skill Level: Apply

Objective: 7.5 Describe advances in mental representation, and limitations of thinking, during the preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Difficult

63. Which statement accurately reflects the findings of follow-up research on preoperational thought?

A) Piagetian problems contain too many familiar elements.

B) Piaget correctly determined that preschoolers are cognitively deficient.

C) Piaget missed many naturally occurring instances of effective reasoning by preschoolers.

D) Preschoolers almost never say that magic accounts for events they cannot otherwise explain.

Page Ref: 219

Skill Level: Understand

Objective: 7.6 Explain the implications of follow-up research on early childhood cognitive development for the accuracy of Piaget’s preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

64. Follow-up research reveals that Piaget ________ preschoolers’ ________.

A) underestimated; magical thinking

B) overestimated; animistic beliefs

C) overestimated; abstract thinking

D) underestimated; egocentrism

Page Ref: 219

Skill Level: Understand

Objective: 7.6 Explain the implications of follow-up research on early childhood cognitive development for the accuracy of Piaget’s preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

65. When preschoolers are given tasks that are simplified and relevant to their everyday lives, they ________.

A) cannot reason effectively

B) do not infer others’ intentions

C) do not display the illogical characteristics that Piaget saw in the preoperational stage

D) cannot engage in reasoning by analogy about physical changes

Page Ref: 220

Skill Level: Understand

Objective: 7.6 Explain the implications of follow-up research on early childhood cognitive development for the accuracy of Piaget’s preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

66. Follow-up research on the preoperational stage indicates that ________.

A) Piaget was partly wrong and partly right about young children’s cognitive capacities

B) preschoolers’ category systems are more complex than those of older children and adults

C) young children have difficulty with class inclusion problems because they cannot organize categories into nested categories

D) preschoolers rely on faulty logic to solve problems, even when given simplified tasks based on familiar experiences

Page Ref: 221

Skill Level: Understand

Objective: 7.6 Explain the implications of follow-up research on early childhood cognitive development for the accuracy of Piaget’s preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

67. Neo-Piagetian theorists have modified Piaget’s original formulation of the preoperational stage by ________.

A) rejecting outright Piaget’s notion of developmental stages

B) giving preschoolers more complex tasks to solve than Piaget originally used

C) building on strong evidence that Piaget’s strict stage definitions are valid

D) combining Piaget’s stage approach with the information-processing emphasis on task-specific change

Page Ref: 221

Skill Level: Understand

Objective: 7.6 Explain the implications of follow-up research on early childhood cognitive development for the accuracy of Piaget’s preoperational stage.

Topic: Piaget’s Theory: The Preoperational Stage

Difficulty Level: Moderate

68. According to Vygotsky’s sociocultural theory, ________ broadens preschoolers’ participation in social dialogues with more knowledgeable individuals, who encourage them to master culturally important tasks.

A) individual sensorimotor exploration

B) an understanding of conservation

C) development of reflexive schemes

D) rapid expansion of language

Page Ref: 222

Skill Level: Understand

Objective: 7.7 Describe Vygotsky’s perspective on the social origins and developmental significance of children’s private speech.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Moderate

69. Piaget called children’s self-directed utterances ________ speech, reflecting his belief that young children have difficulty taking the perspectives of others.

A) inner

B) egocentric

C) private

D) collaborative

Page Ref: 222

Skill Level: Remember

Objective: 7.7 Describe Vygotsky’s perspective on the social origins and developmental significance of children’s private speech.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Easy

70. Vygotsky maintained that ________ serves as the foundation for all higher cognitive processes.

A) egocentrism

B) language

C) sensorimotor activity

D) self-reflection

Page Ref: 222

Skill Level: Remember

Objective: 7.7 Describe Vygotsky’s perspective on the social origins and developmental significance of children’s private speech.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Easy

71. Four-year-old Brigid is likely to use more ________ when she is faced with an appropriately challenging task.

A) animistic thinking

B) hierarchical classification

C) private speech

D) magical thinking

Page Ref: 222

Skill Level: Apply

Objective: 7.7 Describe Vygotsky’s perspective on the social origins and developmental significance of children’s private speech.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Difficult

72. According to Vygotsky, children’s learning takes place ________.

A) within the zone of proximal development

B) primarily through acting on the environment

C) through reinforcement and punishment

D) through independent activity

Page Ref: 222

Skill Level: Understand

Objective: 7.7 Describe Vygotsky’s perspective on the social origins and developmental significance of children’s private speech.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Moderate

73. Nina selects a puzzle for her son that is slightly too difficult for him to put together alone and adjusts the support she offers to fit his current level of performance. Nina is engaging in ________.

A) scaffolding

B) dual representation

C) proximal teaching

D) preoperational learning

Page Ref: 223

Skill Level: Apply

Objective: 7.7 Describe Vygotsky’s perspective on the social origins and developmental significance of children’s private speech.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Moderate

74. Vygotsky saw ________ as the ideal social context for fostering cognitive development in early childhood.

A) make-believe play

B) preoperational trial and error

C) private speech

D) parallel play

Page Ref: 223

Skill Level: Remember

Objective: 7.8 Describe Vygotsky’s view of make-believe play, and evaluate his major ideas.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Easy

75. Preschoolers who spend more time engaged in ________ play are better at inhibiting impulses, regulating emotion, and taking responsibility for following rules.

A) block

B) sociodramatic

C) gross-motor

D) independent

Page Ref: 223

Skill Level: Remember

Objective: 7.8 Describe Vygotsky’s view of make-believe play, and evaluate his major ideas.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Easy

76. Vygotsky’s theory ________.

A) focuses on how basic motor skills contribute to socially transmitted higher cognitive processes

B) pays more attention than Piaget’s theory to the development of basic cognitive processes

C) underscores the wide cultural variation in children’s cognitive skills

D) addresses how elementary mental capacities spark changes in children’s social experiences

Page Ref: 223

Skill Level: Understand

Objective: 7.8 Describe Vygotsky’s view of make-believe play, and evaluate his major ideas.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Moderate

77. Ixchel, a Yucatec Mayan preschooler, is hungry. She is most likely to ________.

A) decide for herself when and how much to eat

B) ask her mother to make her a meal

C) wait until the family’s set mealtime to eat

D) make a pretend meal for herself and her dolls to “eat”

Page Ref: 224 Box: CULTURAL INFLUENCES: Children in Village and Tribal Cultures Observe and Participate in Adult Work

Skill Level: Apply

Objective: 7.8 Describe Vygotsky’s view of make-believe play, and evaluate his major ideas.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Difficult

78. Yucatec Mayan parents ________ their preschoolers.

A) rely on conversation to teach

B) spend very little time with

C) rarely converse or play with

D) engage in rough-and-tumble play with

Page Ref: 224 Box: CULTURAL INFLUENCES: Children in Village and Tribal Cultures Observe and Participate in Adult Work

Skill Level: Understand

Objective: 7.8 Describe Vygotsky’s view of make-believe play, and evaluate his major ideas.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Moderate

79. The concept of guided participation ________.

A) is a narrower concept than scaffolding

B) involves spontaneous interaction with the environment

C) calls for the verbal presentation of knowledge

D) allows for variations across situations and cultures

Page Ref: 224

Skill Level: Understand

Objective: 7.8 Describe Vygotsky’s view of make-believe play, and evaluate his major ideas.

Topic: Vygotsky’s Sociocultural Theory

Difficulty Level: Moderate

80. With age, preschoolers ________.

A) become more distracted by stimuli

B) gain steadily in ability to inhibit impulses and keep their mind on a competing goal

C) experience a decrease in their ability to flexibly shift their focus

D) are able to hold less information in their working memory

Page Ref: 225

Skill Level: Understand

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Moderate

81. Children’s greater ________ eases effort in keeping several rules in mind, which in turn contributes to more effective problem solving.

A) social interaction

B) working-memory capacity

C) time management

D) emotional control

Page Ref: 226

Skill Level: Understand

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Easy

82. Which statement about preschoolers’ ability to generate and follow a plan is true?

A) Young preschoolers can easily adjust their plans to fit task requirements.

B) With respect to planning, children learn very little from directions for playing games.

C) When parents encourage planning in everyday activities, they help children plan more effectively.

D) Preschoolers are not yet capable of planning, even if the tasks are familiar and not too complex.

Page Ref: 226

Skill Level: Understand

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Moderate

83. Sfuzi shows a preschooler a tray with a set of 10 familiar items. She then takes the tray out of the room and asks the child to name the items. Sfuzi is testing ________.

A) recognition memory

B) recall memory

C) sustained attention

D) episodic memory

Page Ref: 227

Skill Level: Apply

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Difficult

84. Even preschoolers with good language skills recall poorly because they ________.

A) repeat items over and over to remember

B) are not able to remember familiar, repeated events

C) intentionally group items that are alike to remember

D) are not skilled at using memory strategies

Page Ref: 227

Skill Level: Understand

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Moderate

85. When asked to tell what happens in a restaurant, 3-year-old Alexander says, “You go in, sit down, get food, eat, and pay.” Alexander is using ________.

A) a script

B) semantic memory

C) autobiographical memory

D) scaffolding

Page Ref: 228

Skill Level: Apply

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Difficult

86. Over spring break, Prachi goes to Disney World with her family. When she returns to school, Prachi excitedly tells her teacher about the trip. Prachi’s representation of this personally meaningful, one-time event is an example of ________.

A) a script

B) metacognition

C) a false belief

D) autobiographical memory

Page Ref: 228

Skill Level: Apply

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Moderate

87. When asked questions to elicit autobiographical narratives, preschoolers who experience the ________ style recall ________ information about past events.

A) repetitive; more

B) elaborative; less

C) metacognitive; less

D) elaborative; more

Page Ref: 228

Skill Level: Understand

Objective: 7.9 Describe changes in executive function and memory during early childhood.

Topic: Information Processing

Difficulty Level: Moderate

88. Three-year-old Mei-wing reflects on his own thought processes, using the words “think,” “remember,” and “pretend.” Mei-wing is developing ________.

A) an elaborative style

B) a repetitive style

C) metacognition

D) magical thinking

Page Ref: 229

Skill Level: Apply

Objective: 7.10 Describe the young child’s theory of mind.

Topic: Information Processing

Difficulty Level: Difficult

89. A researcher shows 3-year-old Emilia two small boxes—a familiar crayon box and a plain, unmarked box. When the researcher asks Emilia to pick the box with the crayons in it, Emilia picks the familiar box. The researcher then shows Emilia that the familiar box is empty and the unmarked box contains crayons. Finally, the researcher introduces Emilia to a puppet named Betty and asks, “Where do you think Betty will look for the crayons?” The researcher is testing Emilia’s grasp of ________.

A) false beliefs

B) conservation

C) irreversibility

D) class inclusion

Page Ref: 229

Skill Level: Apply

Objective: 7.10 Describe the young child’s theory of mind.

Topic: Information Processing

Difficulty Level: Difficult

90. Children who spontaneously use, or who are trained to use, mental-state words in conversation are especially likely to pass ________ tasks.

A) hierarchical-classification

B) false-belief

C) class-inclusion

D) conservation

Page Ref: 229

Skill Level: Understand

Objective: 7.10 Describe the young child’s theory of mind.

Topic: Information Processing

Difficulty Level: Moderate

91. Children with autism ________.

A) have narrow and overly intense interests

B) have smaller-than-average brains

C) engage in more make-believe play than typically developing children

D) excel in imitating others

Page Ref: 231 Box: BIOLOGY AND ENVIRONMENT: Autism and Theory of Mind

Skill Level: Understand

Objective: 7.10 Describe the young child’s theory of mind.

Topic: Information Processing

Difficulty Level: Moderate

92. Mounting evidence reveals that children with autism ________.

A) more often use mental state words like believe, think, and feel

B) are impaired in theory of mind

C) are advanced in joint attention and social referencing

D) excel in generating plans and inhibiting irrelevant responses

Page Ref: 231 Box: BIOLOGY AND ENVIRONMENT: Autism and Theory of Mind

Skill Level: Understand

Objective: 7.10 Describe the young child’s theory of mind.

Topic: Information Processing

Difficulty Level: Moderate

93. One hypothesis with growing research support is that children with autism are ________.

A) flexible, goal-oriented thinkers

B) high in emotional intelligence

C) skilled in nonverbal communication

D) impaired in executive function

Page Ref: 231 Box: BIOLOGY AND ENVIRONMENT: Autism and Theory of Mind

Skill Level: Understand

Objective: 7.10 Describe the young child’s theory of mind.

Topic: Information Processing

Difficulty Level: Easy

94. Four-year-old Dorrit “reads” familiar signs, but does not yet understand the symbolic function of the elements of print. Dorrit’s parents expose her to books, calendars, magazines, lists, and signs. Dorrit’s active efforts to understand written language through her informal experiences are called ________.

A) emergent literacy

B) phonological speech

C) private speech

D) interactive reading

Page Ref: 230

Skill Level: Apply

Objective: 7.11 Summarize children’s literacy and mathematical knowledge during early childhood.

Topic: Information Processing

Difficulty Level: Moderate

95. Phonological awareness is ________.

A) weakly associated with later reading success

B) unrelated to literacy development

C) a strong predictor of later spelling achievement

D) a strong predictor of later math achievement

Page Ref: 232

Skill Level: Understand

Objective: 7.11 Summarize children’s literacy and mathematical knowledge during early childhood.

Topic: Information Processing

Difficulty Level: Difficult

96. Three-year-old Martin understands that 3 is more than 2, and 2 is more than 1. Martin has a grasp of ________.

A) ordinality

B) cardinality

C) chronological order

D) one-to-one correspondence

Page Ref: 232

Skill Level: Apply

Objective: 7.11 Summarize children’s literacy and mathematical knowledge during early childhood.

Topic: Information Processing

Difficulty Level: Moderate

97. When asked, “How many are there?” 5-year-old Kara correctly counts nine gummy bears. She tells her teacher there are nine bears because she knows that the last number in the counting sequence indicates the quantity of items in the set. Kara has a grasp of ________.

A) chronological order

B) addition

C) cardinality

D) interactive mathematics

Page Ref: 232

Skill Level: Apply

Objective: 7.11 Summarize children’s literacy and mathematical knowledge during early childhood.

Topic: Information Processing

Difficulty Level: Difficult

98. Research with the Home Observation for Measurement of the Environment (HOME) early childhood subscales reveals that preschoolers who develop well intellectually ________.

A) have parents who resolve conflicts with punishment

B) have parents who stimulate language and academic knowledge

C) have fewer siblings than average

D) learn to overcome a lack of emotional support from parents and other caregivers

Page Ref: 234

Skill Level: Remember

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

99. In child-centered preschool and kindergarten programs, ________.

A) teachers structure children’s learning

B) teachers rely on repetition and drill

C) children learn through formal lessons

D) much learning takes place through play

Page Ref: 234

Skill Level: Understand

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

100. Pramada attends a preschool program that stresses formal academic training. As a result, Pramada is more likely to ________ than peers who attend a child-centered program.

A) show significant gains in IQ throughout her school years

B) display more stress behaviors such as wiggling and rocking

C) have better study habits in elementary school

D) prefer more challenging tasks

Page Ref: 234

Skill Level: Apply

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Difficult

101. In the High/Scope Perry Preschool Project, those individuals who had attended preschool were ________ likely when they reached adulthood to ________ than their no-preschool counterparts.

A) less; own their own home

B) less; be married

C) more; have earned both high school and college degrees

D) more; have been involved with the criminal justice system

Page Ref: 235

Skill Level: Remember

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

102. A consistent finding is that gains in IQ and achievement test scores from attending Head Start and other interventions ________.

A) quickly dissolve

B) taper off after middle school

C) are evident throughout adolescence

D) persist well into adulthood

Page Ref: 235

Skill Level: Remember

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

103. Which statement is supported by research on child care?

A) The effects of substandard child care typically “wash out” after the child starts elementary school.

B) Preschoolers exposed to substandard care score higher in social skills than their no-preschool agemates.

C) Regardless of quality, exposure to child care leads to poor school readiness.

D) Good child care enhances cognitive, language, and social development, particularly for low-SES children.

Page Ref: 236

Skill Level: Understand

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

104. Regularly watching children’s television programs with slow-paced action and easy-to-follow narratives is associated with ________.

A) reading fewer books

B) placing less value on achievement in high school

C) improved executive function

D) less elaborate make-believe play

Page Ref: 236

Skill Level: Understand

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

105. Dan and Steven are considering getting their 4-year-old son a computer. Which statement can you share with them to best help them understand computer-based learning in early childhood?

A) Computers have no educational benefits until children are old enough to read fluently.

B) The use of word-processing programs in early childhood inhibits writing skills because the programs revise errors automatically.

C) Young children who use computers to draw or write produce much less elaborate pictures and text.

D) Computer literacy and math programs, including online storybooks, expand children’s general knowledge.

Page Ref: 238

Skill Level: Apply

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Difficult

106. Which statement is true about the use of screen media for entertainment?

A) Girls are more likely than boys to be daily game players.

B) Time spent game playing more than triples from early to middle childhood.

C) In early childhood, children spend an average of two hours per day playing games.

D) Most preschoolers display little interest in using screen media for game playing.

Page Ref: 238

Skill Level: Understand

Objective: 7.12 Describe early childhood intelligence tests and the impact of home, preschool and kindergarten programs, child care, and educational media on mental development.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

107. Children typically learn about five new words each day. One mechanism that helps them build their vocabularies so quickly is ________.

A) underextension

B) fast-mapping

C) mutual exclusivity

D) overregularization

Page Ref: 238

Skill Level: Remember

Objective: 7.13 Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Topic: Language Development

Difficulty Level: Moderate

108. Compared with their English-speaking agemates, children learning Chinese, Japanese, and Korean acquire ________ especially quickly.

A) nouns

B) adjectives

C) verbs

D) language

Page Ref: 239

Skill Level: Remember

Objective: 7.13 Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Topic: Language Development

Difficulty Level: Easy

109. Which statement about strategies for early word learning is true?

A) Mutual exclusivity explains how preschoolers reconcile multiple names for the same object.

B) Children’s first several hundred nouns mostly refer to objects organized by color or shape.

C) Preschoolers discover many word meanings by observing how words are used in the structure of sentences.

D) Young children find it difficult to use social information about word meanings that adults often provide.

Page Ref: 239

Skill Level: Understand

Objective: 7.13 Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Topic: Language Development

Difficulty Level: Moderate

110. Two-year-old Asha says, “I have two foots.” Asha is demonstrating ________.

A) overextension

B) underextension

C) overregularization

D) underregularization

Page Ref: 240

Skill Level: Apply

Objective: 7.13 Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Topic: Language Development

Difficulty Level: Moderate

111. Which statement is true of children’s mastery of more complex grammatical structures?

A) Once children use the correct order of subject and verb when asking a question, mistakes are rare.

B) Most children are unable to form embedded sentences (“I think he will come”) until ages 8 or 9.

C) Full mastery of the passive form is not complete until the end of middle childhood.

D) Children display problems with subject–verb agreement and subject case only when challenged with complex structures during the school years.

Page Ref: 240

Skill Level: Understand

Objective: 7.13 Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Topic: Language Development

Difficulty Level: Difficult

112. In addition to acquiring vocabulary and grammar, 4-year-old Penelope is learning to engage in effective and appropriate communication. Penelope is mastering the social side of language, known as ________.

A) phonetics

B) linguistics

C) pragmatics

D) semantics

Page Ref: 241

Skill Level: Apply

Objective: 7.13 Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Topic: Language Development

Difficulty Level: Moderate

113. As early as age 2, children ________.

A) take turns in face-to-face interaction

B) can infer a speaker’s indirectly expressed intention

C) adjust their speech to fit the age of their listeners

D) adjust their speech to fit the social status of their listeners

Page Ref: 241

Skill Level: Understand

Objective: 7.13 Trace the development of vocabulary, grammar, and conversational skills in early childhood.

Topic: Language Development

Difficulty Level: Moderate

114. Adults often provide indirect feedback about grammar by using ________, which restructures inaccurate speech into correct form.

A) fast-mapping

B) an expansion

C) overregularization

D) a recast

Page Ref: 242

Skill Level: Remember

Objective: 7.14 Cite factors that support language learning in early childhood.

Topic: Language Development

Difficulty Level: Easy

Essay

115. Dominic is left-handed. He would like to know if his infant son is likely to be left-handed or right-handed. What can you tell him about the roles of nature and nurture in handedness?

Page Ref: 205

116. Summarize the functions of areas of the brain that show significant development during early childhood.

Page Ref: 205–206

117. Discuss research evidence for the benefits of make-believe play.

Page Ref: 216

118. Describe both child-centered and academic preschool and kindergarten programs. Which type of programming does the research favor for early childhood?

Page Ref: 234

119. Describe the benefits for children of watching educational television, such as Sesame Street.

Page Ref: 236–237