Ch9 Verified Test Bank Physical And Cognitive Development In

Chapter 9
Physical and cognitive development in Middle Childhood

Multiple Choice

1. Between ages 6 and 8, girls are ________ than boys.

A) growing at a faster rate

B) slightly shorter and lighter

C) more muscular

D) slightly taller and heavier

Page Ref: 281

Skill Level: Remember

Objective: 9.1 Describe major trends in body growth during middle childhood.

Topic: Body Growth

Difficulty Level: Easy

2. After age 8, girls ________.

A) grow more slowly than boys

B) have slightly more muscle than boys

C) have slightly less body fat than boys

D) begin accumulating fat at a faster rate

Page Ref: 281

Skill Level: Remember

Objective: 9.1 Describe major trends in body growth during middle childhood.

Topic: Body Growth

Difficulty Level: Easy

3. As muscles adapt to an enlarging skeleton, children often experience ________.

A) a decrease in flexibility

B) nighttime “growing pains”

C) less desire for physical exercise

D) faster growth in the upper portions of the body

Page Ref: 281

Skill Level: Understand

Objective: 9.1 Describe major trends in body growth during middle childhood.

Topic: Body Growth

Difficulty Level: Moderate

4. Between ages 6 and 12, ________.

A) all 20 primary teeth are lost and replaced by permanent ones

B) boys lose their primary teeth slightly earlier than girls

C) the bones of the body shorten and narrow

D) children are especially inflexible because their ligaments tighten

Page Ref: 281

Skill Level: Understand

Objective: 9.1 Describe major trends in body growth during middle childhood.

Topic: Body Growth

Difficulty Level: Easy

5. Children from economically advantaged homes are at their healthiest in ________.

A) infancy

B) early childhood

C) middle childhood

D) adolescence

Page Ref: 282

Skill Level: Remember

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Easy

6. Research on nutrition indicates that ________.

A) the percentage of children who eat dinner with their families increases slightly after age 9

B) a diet high in sugar can boost IQ during the school years

C) mild nutritional deficits rarely affect cognitive functioning in middle childhood

D) insufficient dietary iron and folate during the school years are related to poorer concentration and mental test performance

Page Ref: 282

Skill Level: Understand

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Moderate

7. A body mass index (BMI) above the ________ percentile for a child’s age and sex is considered overweight; a BMI above the ________ percentile is considered obese.

A) 50th; 75th

B) 75th; 85th

C) 75th; 95th

D) 85th; 95th

Page Ref: 283

Skill Level: Remember

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Easy

8. Which statement about the causes of childhood obesity is true?

A) All children are equally at risk for excessive weight gain.

B) Genetic rather than environmental factors put children at risk for obesity.

C) Obese children’s maladaptive eating habits result in greater responsiveness to external stimuli associated with food.

D) Children whose parents restrict when, what, and how much they eat are not at risk for weight gain.

Page Ref: 283–284

Skill Level: Understand

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Difficult

9. ________ disrupts the brain’s regulation of hunger and metabolism.

A) Self-regulation

B) Frequent eating out

C) Reduced sleep

D) Using screen media

Page Ref: 284

Skill Level: Understand

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Moderate

10. Which child is at the greatest risk for overweight?

A) Cecilia, who watches 1 hour of TV in the family room each day

B) Travis, who uses an ad blocker to screen out ads during his 1½ hours of screen time each day

C) Marcella, who watches 1½ hours of TV in the living room each day

D) Leo, who watches 2 hours of TV and Internet with ads in his bedroom each day

Page Ref: 284

Skill Level: Apply

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Easy

11. Obesity has caused a dramatic rise in cases of ________ in children.

A) asthma

B) diabetes

C) tuberculosis

D) allergies

Page Ref: 284

Skill Level: Remember

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Easy

12. Which statement about the consequences of obesity is true?

A) Obese children and adolescents report fewer school difficulties.

B) In most cases, obese children are not at risk for health problems.

C) In Western societies, obese youngsters are stereotyped as lazy, self-doubting, and deceitful.

D) Persistent obesity has no relationship to serious psychological disorders.

Page Ref: 284

Skill Level: Understand

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Moderate

13. Which type of intervention for treating childhood obesity is regarded as the most effective?

A) weight-loss camps

B) strict diet and exercise regimens

C) rewards for weight loss and punishments for daily inactivity

D) family-based approaches focused on changing weight-related behaviors

Page Ref: 284–285

Skill Level: Understand

Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.

Topic: Health Issues

Difficulty Level: Moderate

14. The most common chronic childhood illness in the United States is ________.

A) sickle cell anemia

B) asthma

C) cystic fibrosis

D) diabetes

Page Ref: 285

Skill Level: Remember

Objective: 9.3 List factors that contribute to illness during the school years, and explain how these health problems can be reduced.

Topic: Health Issues

Difficulty Level: Easy

15. Which child is at greatest risk for developing asthma?

A) Connie, a girl who was of normal weight when she was born

B) Mitzi, an Asian girl covered by her family’s health-care plan

C) Bruno, an African-American boy who lives in poverty

D) Reggie, a boy who lives with nonsmokers in an affluent home

Page Ref: 285

Skill Level: Apply

Objective: 9.3 List factors that contribute to illness during the school years, and explain how these health problems can be reduced.

Topic: Health Issues

Difficulty Level: Easy

16. Which statement about gross-motor development in middle childhood is accurate?

A) Compared with preschoolers, school-age children are physically less pliable and elastic.

B) Preschoolers can propel themselves farther off the ground when running than school-age children.

C) During middle childhood, the capacity to react only to relevant information decreases.

D) Compared with preschoolers, school-age children are more agile and have better balance.

Page Ref: 286

Skill Level: Understand

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Moderate

17. Paul is concerned because his 6-year-old son, Jack, prints using large letters and numbers. Jack’s writing is large because he ________.

A) cannot yet visually distinguish fine details

B) has not yet developed adequate depth perception

C) makes strokes with his entire arm rather than just the wrist and fingers

D) can only use his wrist and fingers to form the letters and numbers

Page Ref: 286

Skill Level: Apply

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Difficult

18. During middle childhood, sex differences in motor skills show that girls have an edge over boys in ________.

A) gross-motor skills such as throwing and kicking

B) fine-motor skills such as handwriting and drawing

C) socially-valued athletic performance

D) participation in individual and team sports

Page Ref: 287

Skill Level: Understand

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Moderate

19. Gains in perspective taking permit the transition to ________.

A) parallel play

B) solitary play

C) rule-oriented games

D) informal outdoor play

Page Ref: 287

Skill Level: Understand

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Moderate

20. Ten-year-old Nadia enjoys making up games and playing them with her friends. Playing these child-invented games allows Nadia to ________.

A) play without any rules and increase her popularity

B) make sure her friends notice her physical superiority

C) compete against her friends and establish a dominance hierarchy

D) try out different styles of cooperating and competing with little personal risk

Page Ref: 287

Skill Level: Apply

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Difficult

21. For most children, joining community athletic teams is associated with ________.

A) decreased self-esteem

B) increased impulsivity

C) increased social skills

D) decreased physical fitness

Page Ref: 288

Skill Level: Understand

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Moderate

22. One valid criticism of youth sports is that ________.

A) participation in organized sports often results in psychological damage to children

B) they substitute adult control for children’s natural experimentation with rules and strategies

C) participation in community athletic teams is the leading cause of childhood injury

D) they often interfere with schoolwork and can cause a sharp decline in academic achievement

Page Ref: 288

Skill Level: Understand

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Moderate

23. While playing in the park, 8-year-olds Marty and Ingo wrestle, roll, hit, and run after one another. This friendly rough-and-tumble play ________.

A) is a uniquely human social behavior

B) predicts aggressive behavior during adolescence

C) offers lessons in how to handle combative interactions with restraint

D) is more common among girls than among boys

Page Ref: 288

Skill Level: Apply

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Difficult

24. Many experts believe that schools should not only offer more physical education but also reduce the emphasis placed on ________ and instead emphasize ________.

A) individual effort; grades

B) individual exercise; diet and nutritional information

C) competitive sports; informal games and individual exercise

D) informal games and individual exercise; competitive sports

Page Ref: 289

Skill Level: Understand

Objective: 9.4 Cite major changes in motor development and play during middle childhood.

Topic: Motor Development and Play

Difficulty Level: Moderate

25. Children in middle childhood are in Piaget’s ________ stage, which extends from about 7 to 11 years.

A) sensorimotor

B) preoperational

C) concrete operational

D) formal operational

Page Ref: 290

Skill Level: Remember

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Easy

26. During a conservation-of-liquid task, 8-year-old Zhenya shows she is capable of ________ when she notes that water poured into a new container has changed in both width and height and that this accounts for the amount of water remaining the same.

A) seriation

B) class inclusion

C) reversibility

D) decentration

Page Ref: 290

Skill Level: Apply

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Difficult

27. When presented with Piaget’s conservation tasks, 9-year-old Ramon demonstrates reversibility. This means that Ramon can ________.

A) focus on several aspects of a problem and then center on just one

B) think through a series of steps and then mentally reverse direction

C) order items along a quantitative dimension, such as length or weight

D) focus on relations between a general category and two specific categories at the same time

Page Ref: 290

Skill Level: Apply

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Difficult

28. Tori passed Piaget’s class inclusion problem. This indicates that Tori can ________.

A) think through a series of steps and then mentally reverse direction

B) relate perceived specific categories to their less-obvious general categories

C) solve problems using abstract reasoning

D) order items along a quantitative dimension

Page Ref: 290

Skill Level: Apply

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Difficult

29. To test for ________, Piaget asked children to arrange sticks of different lengths from shortest to longest.

A) classification

B) decentration

C) reversibility

D) seriation

Page Ref: 290

Skill Level: Remember

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Easy

30. The concrete operational child can ________ mentally, an ability called ________.

A) conserve; seriation

B) seriate; transitive inference

C) enumerate; decentration

D) reverse; class inclusion

Page Ref: 290

Skill Level: Understand

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Moderate

31. School-aged children’s cognitive maps show that their understanding of ________ is more accurate than that of preschoolers.

A) space

B) time

C) quantity

D) categories

Page Ref: 290

Skill Level: Understand

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Easy

32. Which statement about children’s map-making abilities is true?

A) Preschool children do not yet include landmarks on maps they draw.

B) By age 6, most children can accurately place stickers on a map to indicate landmarks.

C) By age 7, most children can give clear, well-organized instructions for getting from one place to another.

D) By age 12, most children grasp the notion of scale.

Page Ref: 290–291

Skill Level: Understand

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Difficult

33. School-age children master concrete operational tasks ________.

A) all at once

B) gradually, in a continuum of acquisition

C) much later than Piaget believed

D) after they become capable of abstract thinking

Page Ref: 291

Skill Level: Understand

Objective: 9.5 Describe advances in thinking, and cognitive limitations, during the concrete operational stage.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Moderate

34. Which statement about the impact of culture and schooling on concrete operational thought is accurate?

A) Children with no formal schooling master Piagetian tasks only as adults.

B) When children of the same age are tested, those who have been in school longer score lower on transitive inference problems.

C) Brain development combined with experience leads children everywhere to reach the concrete operational stage at about the same time.

D) Evidence indicates that specific cultural and school practices have much to do with mastery of Piagetian tasks.

Page Ref: 291

Skill Level: Understand

Objective: 9.6 Discuss follow-up research on concrete operational thought.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Moderate

35. Based in part on research comparing Zinacanteco children with North American children of the same age, some investigators have concluded that the forms of logic required by Piagetian tasks are ________.

A) heavily influenced by training, context, and cultural conditions

B) primarily developed through focused attention and self-discipline

C) evident in all children at about the same time

D) influenced by biological age and mastered all at once

Page Ref: 291–292

Skill Level: Understand

Objective: 9.6 Discuss follow-up research on concrete operational thought.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Difficult

36. Compared with Piaget’s theory, neo-Piagetian approaches better account for ________.

A) the abrupt mastery of logical concepts in middle childhood

B) the similar timing of appearance of abstract thinking across cultures

C) the discontinuous restructuring of children’s thinking

D) unevenness across tasks in children’s understanding of the same logical insight

Page Ref: 292

Skill Level: Understand

Objective: 9.6 Discuss follow-up research on concrete operational thought.

Topic: Piaget’s Theory: The Concrete Operational Stage

Difficulty Level: Moderate

37. In contrast to Piaget’s approach to cognition, the information-processing perspective ________.

A) examines separate aspects of thinking

B) fails to consider biological influences on cognitive development

C) applies only to children in cultures that require formal schooling

D) focuses on overall cognitive change

Page Ref: 293

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

38. Heritability evidence suggests ________ genetic contribution to executive function.

A) little or no

B) only minor

C) moderate

D) considerable

Page Ref: 293

Skill Level: Remember

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Easy

39. Which statement about attention-deficit hyperactivity disorder (ADHD) is true?

A) All children with ADHD are hyperactive.

B) Fraternal twins are more likely than identical twins to share ADHD.

C) Boys are diagnosed with ADHD two to three times as often as girls.

D) For a child to be diagnosed with ADHD, symptoms must have appeared before age 5.

Page Ref: 294 Box: BIOLOGY AND ENVIRONMENT: Children with Attention-Deficit Hyperactivity Disorder

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

40. Ten-year-old Cora has attention-deficit hyperactivity disorder (ADHD). Cora’s ________ than that of unaffected agemates.

A) brain is probably larger in overall volume

B) executive function is probably more advanced

C) brain is probably growing more slowly

D) cerebral cortex is probably thicker

Page Ref: 294 Box: BIOLOGY AND ENVIRONMENT: Children with Attention-Deficit Hyperactivity Disorder

Skill Level: Apply

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Difficult

41. Attention-deficit hyperactivity disorder (ADHD) ________.

A) is usually a lifelong disorder

B) does not respond to drug treatment

C) is most effectively treated by medication alone

D) has little to no impact on the affected child’s family

Page Ref: 294 Box: BIOLOGY AND ENVIRONMENT: Children with Attention-Deficit Hyperactivity Disorder

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

42. Milton introduces irrelevant stimuli into a task and records how well children attend to the task’s central elements. Milton is most likely studying ________.

A) planning

B) selectivity of attention

C) memory strategies

D) elaboration

Page Ref: 293

Skill Level: Apply

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Difficult

43. Children’s ability to attend to relevant aspects of a task and inhibit irrelevant responses improves sharply between ages ________.

A) 3 and 7

B) 4 and 6

C) 6 and 10

D) 9 and 12

Page Ref: 293

Skill Level: Remember

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

44. Cecilia wants to assess how good school-age children are at flexibly shifting their attention based on task requirements. Which task should she use?

A) repeating a series of numerical digits backward

B) sorting picture cards with conflicting cues according to changing sorting rules

C) drawing a map of a large-scale outdoor space

D) advance planning involving evaluating an entire sequence of steps aimed at a goal

Page Ref: 293

Skill Level: Apply

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Difficult

45. Elementary school children who fail at school assignments that require following complex instructions and tasks with multiple steps often have limited ________.

A) long-term memories

B) gross-motor development

C) creative expression

D) working memories

Page Ref: 295

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

46. In Enrique’s fourth-grade class, the teacher asks the children to attend to their own breathing or to manipulate an object held behind their backs while noticing how it feels. Enrique’s teacher is using ________ training to enhance children’s ________.

A) elaboration; working memory

B) organization; flexible shifting

C) mindfulness; executive function

D) theory of the mind; metacognition

Page Ref: 295

Skill Level: Apply

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

47. Which statement about planning is true?

A) Six- and seven-year-olds can project ahead, predicting how early steps in their plan will affect success at later steps.

B) Planning on multistep tasks declines over the school years.

C) The demands of school tasks contribute to declines in school-age children’s planning.

D) Children learn much about planning from collaborating with more-expert planners.

Page Ref: 295–296

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

48. When Maia had to learn the state capitals, she grouped the states by region to assist her memory. Which memory strategy did Maia use?

A) elaboration

B) organization

C) rehearsal

D) taxonomical grouping

Page Ref: 296

Skill Level: Apply

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

49. To help himself learn the words dog and hat, Roman formed a mental image of a dog wearing a hat. Which memory strategy did Roman use?

A) elaboration

B) organization

C) rehearsal

D) taxonomical grouping

Page Ref: 296

Skill Level: Apply

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

50. In a study of fourth graders, children who were expert soccer players and those who were soccer novices were given lists of soccer and nonsoccer items to learn. Experts, compared to novices, remembered ________ items on the _______ list.

A) more; soccer

B) more; nonsoccer

C) fewer; nonsoccer

D) the same number of; soccer

Page Ref: 296

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

51. Children who are expert in an area ________.

A) are usually highly motivated

B) do not find memory strategies useful

C) acquire new information at a slow and steady pace

D) rarely ask how previously stored information can clarify new material

Page Ref: 296

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

52. Which statement about culture, schooling, and memory strategies is accurate?

A) People in village cultures who lack formal schooling use and benefit from instruction in memory strategies.

B) In all cultures, effective use of memory strategies is required for day-to-day problem solving.

C) Societal modernization is broadly associated with performance on cognitive tasks commonly given to children in industrialized nations.

D) The development of memory strategies can be fully explained by a more competent information-processing system.

Page Ref: 296–297

Skill Level: Understand

Objective: 9.7 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.

Topic: Information Processing

Difficulty Level: Moderate

53. Research on metacognition shows that school-age children ________.

A) fail to grasp the relationship between memory and understanding

B) use the same memory strategies as preschoolers do

C) view the mind as a passive container of information

D) view the mind as an active, constructive agent that selects and transforms information

Page Ref: 297

Skill Level: Understand

Objective: 9.8 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Topic: Information Processing

Difficulty Level: Moderate

54. Nine-year-old Lela states, “Juana thinks that Barry thinks his cell phone is on his desk, but that’s not really what Barry thinks; he knows his cell phone is in his dresser drawer.” Lela is demonstrating ________.

A) elaboration

B) recursive thought

C) cognitive self-regulation

D) rehearsal

Page Ref: 297

Skill Level: Apply

Objective: 9.8 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Topic: Information Processing

Difficulty Level: Difficult

55. The capacity for recursive thought, first evident by age ________, is required to engage in ________.

A) 10; the memory strategy of elaboration

B) 8; advance planning

C) 7; second-order false belief

D) 6; self-regulation

Page Ref: 297

Skill Level: Remember

Objective: 9.8 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Topic: Information Processing

Difficulty Level: Moderate

56. School-age children ________.

A) insist that two people must interpret the same event in a similar manner

B) are unable to appreciate second-order false belief

C) have no difficulty putting what they know about thinking into action

D) often overlook the fact that people with different past experiences sometimes agree

Page Ref: 297

Skill Level: Understand

Objective: 9.8 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Topic: Information Processing

Difficulty Level: Difficult

57. Quinn knows that she should group items when memorizing lists, but she does not always do so. Quinn is not yet good at ________.

A) metacognition

B) selective attention

C) cognitive self-regulation

D) flexibility of attention

Page Ref: 298

Skill Level: Apply

Objective: 9.8 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Topic: Information Processing

Difficulty Level: Difficult

58. Parents who patiently point out important features of a task and suggest strategies have children who ________.

A) more often passively approach new tasks

B) less often use cognitive self-regulation skills

C) more often monitor their own performance

D) less often discuss ways to approach problems

Page Ref: 298

Skill Level: Understand

Objective: 9.8 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Topic: Information Processing

Difficulty Level: Moderate

59. Eight-year-old Miles has confidence in his own ability. When he faces a spelling test, he believes that he can practice spelling the words and that he will do well on the test. Miles has developed ________.

A) learned helplessness

B) academic self-efficacy

C) inflated self-esteem

D) interpersonal intelligence

Page Ref: 298

Skill Level: Apply

Objective: 9.8 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.

Topic: Information Processing

Difficulty Level: Moderate

60. As children make the transition from emergent literacy to conventional reading, ________ is among the advances that continue to facilitate their progress.

A) phonological awareness

B) numerical sophistication

C) practical intelligence

D) transitive inference

Page Ref: 298

Skill Level: Understand

Objective: 9.9 Discuss current perspectives on teaching reading and mathematics to elementary school children.

Topic: Information Processing

Difficulty Level: Difficult

61. Ms. Dockery believes that from the beginning, children should be exposed to text in its complete form—stories, poems, letters, posters, and lists. Ms. Dockery supports the ________ approach to teaching beginning reading.

A) phonics

B) look and say

C) basal

D) whole language

Page Ref: 299

Skill Level: Apply

Objective: 9.9 Discuss current perspectives on teaching reading and mathematics to elementary school children.

Topic: Information Processing

Difficulty Level: Moderate

62. Educators who advocate a phonics approach to teaching reading argue that ________.

A) reading should be taught in a way that parallels natural language learning

B) from the beginning, children should be exposed to text in its complete form

C) children should first learn the basic rules for translating written symbols into sounds

D) as long as reading is kept meaningful, children will be motivated to discover the skills they need

Page Ref: 299

Skill Level: Understand

Objective: 9.9 Discuss current perspectives on teaching reading and mathematics to elementary school children.

Topic: Information Processing

Difficulty Level: Moderate

63. Many studies confirm that ________.

A) the whole language approach to teaching reading overemphasizes basic skills

B) children do not benefit from reading strategies until they have fully mastered phonics

C) fluent readers tend to use ineffective reading strategies and have difficulty with comprehension

D) children learn reading best with a mixture of phonics and whole language approaches

Page Ref: 299

Skill Level: Understand

Objective: 9.9 Discuss current perspectives on teaching reading and mathematics to elementary school children.

Topic: Information Processing

Difficulty Level: Moderate

64. With regard to teaching mathematics, most experts agree that ________.

A) a blend of drill in computing and “number sense” is most beneficial

B) complex skills can be learned only by drill in computation and rote memorization

C) reasoning about number concepts should replace drill in computation in elementary school

D) children need to retrieve mathematical answers automatically and should be exclusively taught by rote

Page Ref: 299

Skill Level: Understand

Objective: 9.9 Discuss current perspectives on teaching reading and mathematics to elementary school children.

Topic: Information Processing

Difficulty Level: Moderate

65. Which statement is true about the difference between the United States and Asian countries with regard to math education?

A) Chinese parents provide their preschoolers with extensive practice in counting and computation.

B) Asian schools emphasize drill in computational skills more than U.S. schools.

C) In Asian classrooms, much less time is spent on underlying math concepts than in U.S. classrooms.

D) Compared to U.S. schools, multidigit problems are introduced later in Asian schools.

Page Ref: 299–300

Skill Level: Understand

Objective: 9.9 Discuss current perspectives on teaching reading and mathematics to elementary school children.

Topic: Information Processing

Difficulty Level: Moderate

66. Intelligence test designers use a complicated statistical technique called ________ to identify the various abilities that intelligence tests measure.

A) sample mean

B) factor analysis

C) cluster isolation

D) intelligence quotient

Page Ref: 300

Skill Level: Remember

Objective: 9.12 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

67. The Stanford-Binet and Wechsler intelligence tests ________.

A) are used mainly for planning instruction

B) require very little training of the teachers who administer them

C) are often used to identify highly intelligent children and to diagnose children with learning problems

D) do not take into account the child’s behavior during the administration of the test

Page Ref: 300–301

Skill Level: Remember

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Difficult

68. The nonverbal mode of the Stanford-Binet Intelligence Scales, Fifth Edition, ________.

A) emphasizes culturally loaded, fact-oriented information

B) emphasizes crystallized knowledge

C) provides separate scores for analytical, creative, and practical intelligence

D) is useful when assessing individuals with limited English

Page Ref: 300–301

Skill Level: Understand

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

69. Which factor of the Stanford-Binet Intelligence Scales, Fifth Edition, is the most likely to contain culturally loaded problems?

A) visual–spatial processing

B) quantitative reasoning

C) working memory

D) basic information processing

Page Ref: 300–301

Skill Level: Remember

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

70. On the Wechsler Intelligence Scale for Children (WISC-V), which factor emphasizes culture-dependent information?

A) verbal comprehension

B) visual–spatial reasoning

C) fluid reasoning

D) working memory

Page Ref: 301

Skill Level: Remember

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

71. In Robert Sternberg’s triarchic theory of successful intelligence, intelligent behavior involves balancing ________ intelligences.

A) linguistic, emotional, and practical

B) spatial, kinesthetic, and interpersonal

C) creative, intrapersonal, and emotional

D) analytical, creative, and practical

Page Ref: 301–302

Skill Level: Understand

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

72. According to Sternberg’s triarchic theory of successful intelligence, the capacity to solve novel problems involves ________ intelligence.

A) analytical

B) creative

C) practical

D) emotional

Page Ref: 301–302

Skill Level: Understand

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

73. Madison is strong in executive function, strategic thinking, knowledge acquisition, and cognitive self-regulation. According to Sternberg’s triarchic theory, Madison is high in ________ intelligence.

A) analytical

B) creative

C) practical

D) emotional

Page Ref: 301–302

Skill Level: Apply

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

74. Luis interacts skillfully with other people and engages in complex artistic activities. According to Sternberg’s triarchic theory, Luis displays ________ intelligence.

A) emotional

B) analytical

C) creative

D) practical

Page Ref: 301–302

Skill Level: Apply

Objective: 9..10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

75. Among the Yup’ik Eskimo people of central Alaska, intelligent youths are those ________.

A) who do well in school, score high on IQ tests, and have strong athletic abilities

B) who know how to use herbal medicines to treat disease

C) with expert hunting, gathering, navigating, and fishing skills

D) with motivation, self-management, and social skills

Page Ref: 302

Skill Level: Understand

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

76. According to Sternberg, intelligence tests ________.

A) have no accuracy in predicting school achievement

B) do not capture intellectual strengths acquired through informal learning experiences

C) yield results consistent with his triarchic theory of intelligence

D) overemphasize noncognitive capacities

Page Ref: 302

Skill Level: Understand

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

77. According to Howard Gardner’s theory of multiple intelligences, ________.

A) emotional intelligence is highly correlated with general intelligence

B) traditional intelligence tests accurately assess the complexity of human behavior

C) all forms of intelligence follow the same course of development

D) each intelligence has a unique neurological basis and a distinct course of development

Page Ref: 302–303

Skill Level: Understand

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

78. Among school-age children and adolescents, measures of emotional intelligence are positively associated with ________.

A) internalizing problems

B) externalizing problems

C) leadership skills and empathy

D) logico-mathematical ability

Page Ref: 303

Skill Level: Understand

Objective: 9.10 Describe major approaches to defining and measuring intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

79. Which statement is supported by research on group differences in IQ?

A) On average, Hispanic children score slightly lower than African-American children on measures of IQ.

B) Heredity is largely responsible for individual and ethnic variations in intelligence.

C) Minority top performers on intelligence tests are typically indistinguishable from top performers in the White majority.

D) Differences in language complexity are primarily responsible for the IQ gap between African-American and European-American children.

Page Ref: 303–304

Skill Level: Understand

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Difficult

80. On the basis of twin studies and other kinship evidence, researchers estimate that about ________ of the differences in IQ among children can be traced to their genetic makeup.

A) a quarter

B) a third

C) half

D) two-thirds

Page Ref: 304

Skill Level: Remember

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

81. Adoption studies reveal that ________.

A) adopted children show a significant decline in IQ across middle childhood and adolescence, regardless of rearing conditions

B) children of low-IQ biological mothers adopted at birth by parents who are well above average in income and education do as well as children of high-IQ biological mothers placed in similar adoptive homes

C) genetic factors play a much greater role in IQ than environmental factors but have been overlooked in heritabilities, which typically underestimate genetic influences

D) children of low-IQ biological mothers adopted at birth by parents who are well above average in income and education score above average in IQ during the school years

Page Ref: 304

Skill Level: Understand

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Difficult

82. In two investigations, African-American children adopted into economically well-off White homes during the first year of life ________.

A) scored low on intelligence tests during middle childhood

B) attained mean IQs of 110 and 117 by middle childhood

C) attained mean IQs below 95 in middle childhood

D) showed gains in IQ in early childhood, but IQs dropped by adolescence

Page Ref: 304

Skill Level: Remember

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

83. Chloe believes that many intelligence tests sample knowledge and skills that not all groups of children have had equal opportunity to learn. Chloe suspects ethnic differences in IQ result from ________.

A) heritability

B) the effects of multiple intelligences

C) test bias

D) socioeconomic status

Page Ref: 304

Skill Level: Apply

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

84. Which statement is true about African-American English?

A) It is a deficient form of standard American English.

B) It is a simple dialect with few governing rules.

C) Many African-American children learn to flexibly shift between African-American English and standard English by third grade.

D) African-American children who continue to speak mostly African-American English generally progress quickly in reading.

Page Ref: 304–305

Skill Level: Understand

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

85. According to the Flynn effect, ________.

A) societal modernization has no impact on IQ scores

B) IQs increase steadily from one generation to the next

C) heredity plays a sizable role in ethnic variations in IQ

D) IQ shows significant fluctuations over the lifespan

Page Ref: 305 Box: CULTURAL INFLUENCES: The Flynn Effect: Massive Generational Gains in IQ

Skill Level: Understand

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

86. Across nations, genders, ethnicities, and socioeconomic status, generational IQ gains are greatest on tests of ________.

A) verbal comprehension

B) quantitative reasoning

C) processing speed

D) spatial reasoning

Page Ref: 305 Box: CULTURAL INFLUENCES: The Flynn Effect: Massive Generational Gains in IQ

Skill Level: Remember

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

87. Many ethnic minority parents without extensive education prefer a(n) ________ style of communication when completing tasks with children.

A) hierarchical

B) knowledge-training

C) objective

D) collaborative

Page Ref: 306

Skill Level: Remember

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

88. With increasing education, parents establish a ________ style of communication, like that of classrooms and tests.

A) collaborative

B) convergent

C) hierarchical

D) knowledge-training

Page Ref: 306

Skill Level: Remember

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

89. Which statement is supported by research on the role of knowledge in test bias?

A) Reasoning ability, not prior knowledge, explains ethnic differences in performance.

B) Nonverbal test items, such as spatial reasoning, do not depend on learning opportunities.

C) IQ scores are not affected by specific information acquired as part of majority-culture upbringing.

D) The amount of time children spend in school predicts scores on measures of verbal intelligence.

Page Ref: 306

Skill Level: Understand

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

90. Bernardo, an 8-year-old African-American boy, is told by a researcher that certain verbal tasks are “not a test.” He is told that other verbal tasks are “a test of how good children are at school problems.” If Bernardo is aware of ethnic stereotypes, he will probably ________.

A) perform better in the “test” condition

B) perform similarly in both conditions

C) perform far worse in the “test” condition

D) answer the “test” questions, but refuse to answer the “not a test” questions

Page Ref: 306

Skill Level: Apply

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Difficult

91. Research shows that ________ predicts school performance, as measured by report card grades, better than IQ does.

A) self-discipline

B) socioeconomic status

C) the size of the cerebral cortex

D) emotional intelligence

Page Ref: 306

Skill Level: Remember

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Easy

92. Following the principles of Vygotsky’s zone of proximal development, Alfonso introduces purposeful teaching into a testing situation to find out what children can attain with social support. Alfonso is using ________.

A) traditional intelligence testing

B) summative assessment

C) dynamic assessment

D) culturally biased testing

Page Ref: 307

Skill Level: Apply

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Difficult

93. Which statement about intelligence tests in schools is true?

A) Most experts believe that intelligence tests provide the best measure of learning ability among ethnic minority children.

B) Most experts believe that intelligence testing in schools should be suspended.

C) IQ scores are inaccurate measures of school learning potential for the majority of Western children.

D) Intelligence tests are useful when interpreted by psychologists and educators who are sensitive to cultural influences on test performance.

Page Ref: 307

Skill Level: Understand

Objective: 9.11 Describe evidence indicating that both heredity and environment contribute to intelligence.

Topic: Individual Differences in Mental Development

Difficulty Level: Moderate

94. During middle childhood, ________.

A) children develop language awareness

B) vocabulary development slows to about 5 new words each day

C) children learn fewer words per day than in early childhood

D) grammar and pragmatics are fully developed

Page Ref: 307

Skill Level: Understand

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Moderate

95. By second to third grade, ________ strongly predict(s) later vocabulary size into high school.

A) exposure to at least 50,000 words per year

B) having a grasp of irony and sarcasm

C) exposure to English-only education

D) reading comprehension and reading habits

Page Ref: 307–308

Skill Level: Understand

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Moderate

96. Which statement about language development during middle childhood is true?

A) Vocabulary growth is much slower in middle childhood than in early childhood.

B) Children’s reflective, analytical approach to language permits them to appreciate the multiple meanings of words.

C) English-speaking children use the passive voice more often than the active voice.

D) Children’s increasing use of the passive voice leads to a change in their humor.

Page Ref: 308

Skill Level: Understand

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Moderate

97. Which child is most likely to have been the speaker of this narrative? “On Saturday, we went camping. When we got to our campsite, Richie and I pitched the tent while Dad started dinner. The trout tasted great. Richie was so proud that the tent stayed up all night!”

A) Loren, age 4

B) Tina, age 6

C) Van, age 7

D) Eleanor, age 9

Page Ref: 308

Skill Level: Apply

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Difficult

98. Children of bilingual parents who teach them both languages in infancy and early childhood ________.

A) generally take five to seven years to attain speaking and writing skills on par with those of monolingual agemates

B) attain language milestones in both languages far later than monolingual agemates

C) have a much smaller and less sophisticated vocabulary than monolingual children

D) separate the language systems early on and attain early language milestones according to a typical timetable

Page Ref: 309

Skill Level: Understand

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Moderate

99. Yolanda and Steve want their daughter, Eliza, to attain full proficiency in Spanish and English. To achieve this goal, Eliza’s mastery of the second language should begin ________.

A) in early adulthood

B) in early adolescence

C) in late adolescence

D) sometime in childhood

Page Ref: 309

Skill Level: Apply

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Difficult

100. At present in the United States, public opinion and educational practice favor ________ for dual language learners.

A) bilingual classroom instruction

B) English-only instruction

C) instruction in the home language only

D) instructor’s preference

Page Ref: 309–310

Skill Level: Remember

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Easy

101. In U.S. classrooms where both native-language instruction and English instruction are integrated into the curriculum, minority English-language learners _______________.

A) display frustration, boredom, and escalating academic difficulties

B) acquire English more easily

C) end up limited in both languages for a time

D) report feeling that their cultural heritage is not respected

Page Ref: 310

Skill Level: Understand

Objective: 9.12 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.

Topic: Language Development

Difficulty Level: Moderate

102. Which elementary school classroom shows evidence of high-quality education?

A) Classroom A, where parents are invited to visit by appointment only

B) Classroom B, where students work independently throughout the school day

C) Classroom C, where teachers evaluate work samples to individualize instruction

D) Classroom D, where curricular subjects are segregated, so children can develop their strengths

Page Ref: 311

Skill Level: Apply

Objective: 9.13 Describe the influence of educational philosophies on children’s motivation and academic achievement.

Topic: Learning in School

Difficulty Level: Difficult

103. Constructivist classrooms ________.

A) rely on passive student listening and completion of teacher-assigned tasks

B) are associated with gains in critical thinking and greater social and moral maturity

C) evaluate students by how well they keep pace with a uniform set of standards for their grade

D) tend to undermine academic motivation and achievement

Page Ref: 311

Skill Level: Understand

Objective: 9.13 Describe the influence of educational philosophies on children’s motivation and academic achievement.

Topic: Learning in School

Difficulty Level: Moderate

104. In social-constructivist classrooms, ________.

A) students’ learning is jointly constructed with teachers and peers

B) the teacher is the sole authority for knowledge and decision making

C) peer collaboration is often replaced by teacher-directed instruction

D) students coordinate their own thoughts rather than considering those of others

Page Ref: 311–312

Skill Level: Understand

Objective: 9.13 Describe the influence of educational philosophies on children’s motivation and academic achievement.

Topic: Learning in School

Difficulty Level: Moderate

105. In Mr. Alvarado’s classroom, small groups of students work toward common goals by considering one another’s ideas, appropriately challenging one another, and resolving differences of opinion on the basis of reasons and evidence. Mr. Alvarado ________.

A) uses cooperative learning

B) has a traditional classroom

C) is the sole authority for knowledge in the classroom

D) emphasizes teacher-directed learning

Page Ref: 312

Skill Level: Apply

Objective: 9.13 Describe the influence of educational philosophies on children’s motivation and academic achievement.

Topic: Learning in School

Difficulty Level: Easy

106. Studies show that educational self-fulfilling prophecies are especially strong ________.

A) in multigrade classrooms

B) in social-constructivist classrooms

C) when teachers rely on cooperative learning techniques

D) when teachers emphasize competition and publicly compare children

Page Ref: 312–313

Skill Level: Understand

Objective: 9.14 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.

Topic: Learning in School

Difficulty Level: Moderate

107. Magnet schools are ________.

A) voluntarily desegregated

B) largely segregated by race and socioeconomic status

C) usually located in suburban areas

D) not effective for minority students

Page Ref: 313 Box: SOCIAL ISSUES: Magnet Schools: Equal Access to High-Quality Education

Skill Level: Understand

Objective: 9.14 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.

Topic: Learning in School

Difficulty Level: Moderate

108. A study comparing students enrolled in magnet schools with those in other city schools showed that the magnet students ________.

A) pursued college less often

B) showed smaller gains in reading and math, which persisted into high school

C) performed particularly poorly when they were from low-SES neighborhoods

D) showed greater gains in reading and math achievement over a two-year period

Page Ref: 313 Box: SOCIAL ISSUES: Magnet Schools: Equal Access to High-Quality Education

Skill Level: Remember

Objective: 9.14 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.

Topic: Learning in School

Difficulty Level: Moderate

109. U.S. legislation mandates that schools place children who require special supports for learning in ________.

A) “separate but equal” learning environments

B) the “least restrictive” environments that meet their educational needs

C) fully inclusive “regular” educational settings, alongside typical students

D) “resource rooms” with teachers trained in special education

Page Ref: 314

Skill Level: Understand

Objective: 9.14 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.

Topic: Learning in School

Difficulty Level: Moderate

110. The largest number of U.S. students designated for inclusion in classroom settings have ________.

A) physical disabilities

B) mild intellectual disability

C) severe intellectual disability

D) learning disabilities

Page Ref: 314

Skill Level: Understand

Objective: 9.15 Describe conditions that promote successful placement of children with learning difficulties in regular classrooms.

Topic: Learning in School

Difficulty Level: Moderate

111. Which statement about inclusion is true?

A) Inclusive classrooms enhance academic achievement for all students with special needs.

B) Some but not all students who require special supports benefit academically from inclusion.

C) Children with special needs function best when they receive all their instruction in a resource room.

D) Full inclusion is the best approach, as regular-classroom peers are supportive of children with special needs.

Page Ref: 314

Skill Level: Understand

Objective: 9.15 Describe conditions that promote successful placement of children with learning difficulties in regular classrooms.

Topic: Learning in School

Difficulty Level: Difficult

112. Rochelle is taking a test in which she is asked to come up with as many different ways as possible to make use of a drinking straw. This is most likely a test of ________.

A) convergent thinking

B) divergent thinking

C) practical intelligence

D) analytical intelligence

Page Ref: 315

Skill Level: Apply

Objective: 9.16 Describe the characteristics of gifted children and efforts to meet their educational needs.

Topic: Learning in School

Difficulty Level: Difficult

113. Highly talented children are biologically prepared to master their domain of interest, and they display a passion for doing so. However, ________.

A) their talent must be nurtured, such as by sensitive parents who provide a stimulating home life

B) from an early age they must have rigorous master teachers to help them develop discipline

C) they would not qualify as “gifted” under current definitions of that term

D) they rarely show outstanding performance in a specific field

Page Ref: 315

Skill Level: Apply

Objective: 9.16 Describe the characteristics of gifted children and efforts to meet their educational needs.

Topic: Learning in School

Difficulty Level: Moderate

114. Which statement about gifted children is true?

A) Many gifted children and adolescents experience social isolation.

B) Most gifted children have adjustment problems.

C) The vast majority of gifted children have IQ scores of 130 or lower.

D) Most gifted children show evenly high ability across academic subjects.

Page Ref: 315

Skill Level: Understand

Objective: 9.16 Describe the characteristics of gifted children and efforts to meet their educational needs.

Topic: Learning in School

Difficulty Level: Moderate

115. Which experience is Eero most likely to have in his classroom in Finland?

A) an emphasis on native ability as the key to academic success

B) teachers who are not as well-paid as U.S. teachers

C) socioeconomic variations in achievement due to a recent influx of immigrant students

D) a nationally mandated curriculum aimed at cultivating initiative, problem solving, and creativity

Page Ref: 316

Skill Level: Apply

Objective: 9.17 Discuss factors that lead U.S. students to fall behind in academic achievement compared to students in top-achieving nations.

Topic: Learning in School

Difficulty Level: Difficult

116. Cross-cultural research shows that ________.

A) instruction in Japan, Korea, and Taiwan is less challenging than instruction in the United States

B) Japanese, Korean, and Taiwanese parents and teachers regard native ability as central to academic success

C) Asian children, influenced by interdependent values, typically view striving to achieve as a moral obligation

D) unlike Finland, Japan, Korea, and Taiwan have not established a nationally mandated curriculum

Page Ref: 316

Skill Level: Understand

Objective: 9.17 Discuss factors that lead U.S. students to fall behind in academic achievement compared to students in top-achieving nations.

Topic: Learning in School

Difficulty Level: Moderate

Essay

117. Discuss the consequences of childhood obesity.

Page Ref: 283

118. Discuss the main features of Piaget’s concrete operational stage of cognitive development.

Page Ref: 290–291

119. Discuss the impact of culture and schooling on the development of concrete operational thought.

Page Ref: 291–292

120. Describe Sternberg’s triarchic theory of successful intelligence. Include discussion of each of the interacting intelligences.

Page Ref: 301–302

121. How do children become bilingual? Is there a sensitive period for second-language development?

Page Ref: 309