Chapter 5 Exam Prep + Cognitive Development In Infancy And

Chapter 5
Cognitive Development in infancy and toddlerhood

Multiple Choice

1. The first stage of Piaget’s cognitive-developmental theory, spanning the first two years of life, is called the ________.

A) scheme-development stage

B) preoperational stage

C) sensorimotor stage

D) critical period

Page Ref: 139

Skill Level: Remember

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Easy

2. Piaget believed that infants and toddlers ________.

A) carry out many activities inside their heads

B) “think” with their eyes, ears, and hands

C) assimilate more than they accommodate

D) are incapable of constructing schemes

Page Ref: 139

Skill Level: Understand

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

3. According to Piaget’s cognitive-developmental theory, a scheme is an ________.

A) internal process that occurs apart from any contact with the environment

B) understanding of objects as continuing to exist when out of sight

C) ability to copy the behavior of others

D) organized way of making sense of experience

Page Ref: 139

Skill Level: Remember

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

4. Six-month-old Eva dropped her toy in a fairly rigid way, simply letting go and watching it with interest. This demonstrates Piaget’s view that at first, schemes are ________.

A) sensorimotor action patterns

B) deliberate and creative

C) tertiary circular reactions

D) disorganized and random

Page Ref: 139

Skill Level: Apply

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

5. According to Piaget, adaptation involves ________.

A) building schemes through internal reflection

B) strengthening schemes through caregiver reinforcement

C) building schemes through direct interaction with the environment

D) refining schemes through social interaction with adults or peers

Page Ref: 139

Skill Level: Understand

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

6. Six-month-old Olivia dropped her rattle. Then she let go of her teething ring and watched with interest. When Olivia dropped her teething ring, she was ________ it to her sensorimotor “dropping scheme.”

A) accommodating

B) equalizing

C) organizing

D) assimilating

Page Ref: 140

Skill Level: Apply

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

7. Two-year-old Lupe dropped a block into her toy box. She then dropped a cup, a car, and a doll—some gently, and some with force. Lupe’s modification of her dropping scheme is an example of ________.

A) equilibrium

B) organization

C) accommodation

D) assimilation

Page Ref: 140

Skill Level: Apply

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

8. When children are not changing much cognitively, they ________ more than they ________.

A) accommodate; organize

B) organize; assimilate

C) assimilate; accommodate

D) organize; adapt

Page Ref: 140

Skill Level: Understand

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

9. During times of rapid cognitive change, children ________.

A) are in a state of disequilibrium

B) assimilate more than they accommodate

C) are likely to construct inefficient schemes

D) balance assimilation and accommodation

Page Ref: 140

Skill Level: Understand

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

10. In Piaget’s theory, each time the back-and-forth movement between equilibrium and disequilibrium occurs, ________.

A) children temporarily regress to a previous cognitive stage

B) less effective schemes are produced

C) children adapt more than they organize

D) more effective schemes are produced

Page Ref: 140

Skill Level: Understand

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

11. Apart from direct contact with the environment, schemes also change through ________, a process that occurs internally.

A) organization

B) circular motion

C) deferred imitation

D) heredity

Page Ref: 140

Skill Level: Understand

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

12. Piaget based the six substages of sensorimotor development on ________.

A) interviews with parents and children

B) observations of a large sample of young children

C) observations of his own three children

D) field experiments with toddlers and preschoolers

Page Ref: 141

Skill Level: Remember

Objective: 5.1 Explain how, in Piaget’s theory, schemes change over the course of development.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

13. A ________ is a means of adapting schemes that involves stumbling onto a new experience caused by the baby’s own motor activity, then trying to repeat the event again and again.

A) sensorimotor reflex

B) circular reaction

C) mental representation

D) goal-directed behavior

Page Ref: 141

Skill Level: Remember

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Easy

14. Primary circular reactions are centered around ________.

A) the manipulation of objects

B) internal depictions of events

C) the infant’s basic needs

D) imitation of familiar behaviors

Page Ref: 141, Table 5.1

Skill Level: Understand

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

15. Two-month-old Gustav accidentally made a smacking sound after feeding. Then he tried to repeat it many times. Based on this activity, Gustav has attained Substage ________ of Piaget’s sensorimotor substages.

A) 1—reflexive schemes

B) 2—primary circular reactions

C) 3—secondary circular reactions

D) 4—coordination of secondary circular reactions

Page Ref: 141

Skill Level: Apply

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

16. Through the secondary circular reaction, babies ________.

A) repeat chance behaviors largely motivated by basic needs

B) repeat behaviors with variation, deliberately exploring the environment

C) suck, grasp, and look in much the same way, no matter what experiences they encounter

D) try to repeat interesting events in the surrounding environment that are caused by their own actions

Page Ref: 141

Skill Level: Understand

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

17. Three-month-old Huey accidentally kicked his mobile, producing music. Huey then repeatedly kicked his leg to reproduce the effect, gradually forming a new “kicking” scheme. Huey’s behavior indicates that he has attained which of Piaget’s sensorimotor substages?

A) 1—reflexive schemes

B) 2—primary circular reactions

C) 3—secondary circular reactions

D) 4—coordination of secondary circular reactions

Page Ref: 141

Skill Level: Apply

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

18. In Piaget’s sensorimotor Substage ________, 8- to 12-month-olds can first engage in intentional, or goal-directed, behavior.

A) 1—reflexive schemes

B) 2—primary circular reactions

C) 3—secondary circular reactions

D) 4—coordination of secondary circular reactions

Page Ref: 141

Skill Level: Understand

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

19. Ten-month-old Hannah is shown a toy sheep, and then it is hidden under a blanket. On the basis of Hannah’s age, which statement is likely true?

A) Hannah will be able to find the toy sheep by coordinating two schemes—“pushing” aside the blanket and “grasping” the sheep.

B) Hannah will not be able to retrieve the toy sheep because she is still in the primary circular reaction stage.

C) Hannah will have no awareness that the toy sheep has gone out of sight.

D) Hannah will not be able to retrieve the toy sheep until she is in Substage 5 of Piaget’s sensorimotor stage.

Page Ref: 141

Skill Level: Apply

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

20. Nine-month-old Sholanda can retrieve her ball when her mother hides it under a blanket. Sholanda has begun to master ________.

A) the tertiary circular reaction

B) reflexive schemes

C) object permanence

D) deferred imitation

Page Ref: 141

Skill Level: Apply

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

21. Awareness of object permanence is not yet complete in Piaget’s Substage 4 because babies ________.

A) still make the A-not-B search error

B) have schemes with a hit-or-miss quality

C) have schemes that appear as sudden solutions

D) are not yet able to retrieve hidden objects

Page Ref: 141

Skill Level: Understand

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

22. As 11-month-old Rudy sees his mother put on her coat, he starts to whimper and crawls toward her in an effort to keep her from leaving. Rudy displays these behaviors because he ________.

A) relies mainly on reflexive behaviors

B) performs simple motor actions based on his bodily needs

C) has formed a mental representation of “abandonment”

D) can anticipate events and can use his capacity for intentional behavior to try to change those events

Page Ref: 141

Skill Level: Apply

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

23. Using abilities that emerge in sensorimotor Substage 5, toddlers ________.

A) create mental representations

B) repeat behaviors with variation

C) repeat chance behaviors largely motivated by basic needs

D) arrive at solutions suddenly rather than through trial-and-error

Page Ref: 142

Skill Level: Understand

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

24. On Monday, 20-month-old Raoul watched his older brother Carlos stir his applesauce with a spoon. On Thursday, Raoul tried to use a spoon to stir his applesauce. Raoul is using a(n) ________ to imitate Carlos’s behavior.

A) reflexive scheme

B) primary circular reaction

C) A-not-B search error

D) mental representation

Page Ref: 142

Skill Level: Apply

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

25. In sensorimotor Substage 6, the ability to create mental representations enables toddlers to ________ and ________.

A) engage in deferred imitation; engage in make-believe play

B) understand object permanence; develop simple motor habits

C) engage in deferred imitation; use primary circular reactions

D) commit the A-not-B search error; use the violation-of-expectation method

Page Ref: 142

Skill Level: Understand

Objective: 5.2 Describe major cognitive attainments of the sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

26. Researchers using the violation-of-expectation method may use ________ to familiarize babies with the testing situation.

A) habituation

B) assimilation

C) accommodation

D) imitation

Page Ref: 142

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

27. Using the violation-of-expectation method, researchers show babies ________.

A) where to find objects hidden under a cover

B) two events, one consistent with and the other inconsistent with reality

C) behavior models displaying gross-motor skills

D) a series of similar objects, one at a time

Page Ref: 142

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

28. In a series of studies using the violation-of-expectation method, Renée Baillargeon and her collaborators claimed to have found evidence for ________.

A) mental representations in babies between 6 and 12 months of age

B) mental representations in babies between 12 and 15 months of age

C) object permanence in the first few months of life

D) tertiary circular reactions in the first few months of life

Page Ref: 143

Skill Level: Remember

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget's sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

29. Research supports the conclusion that infants’ understanding of object permanence ________.

A) is not possible until age 2

B) is evident during Piaget’s sensorimotor Substage 2

C) becomes increasingly complex with age

D) develops suddenly, at around 4 months

Page Ref: 143

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

30. Laboratory research suggests that deferred imitation is ________.

A) possible at birth

B) present at 6 weeks of age

C) not possible until mastery of object permanence

D) a skill that develops only in Western cultures

Page Ref: 144

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

31. Older infants and toddlers are more likely to imitate ________ than ________.

A) adults; children

B) arbitrary; purposeful behaviors on objects

C) purposeful; arbitrary behaviors on objects

D) a series of actions; a single behavior

Page Ref: 144

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

32. Evidence from experiments involving problem solving by analogy suggests that at the end of the first year, ________.

A) infants are unable to transfer skills learned in one context to another, related context

B) infants are adept at imitating actions an adult tries to produce, even if these are not fully realized

C) little progress has been made toward forming schemes about how objects work

D) infants form flexible mental representations of how to use tools to get objects

Page Ref: 145

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

33. When 12-month-old Trent’s father asks him to get his stuffed bunny, Trent looks at and points to the pillow where the bunny usually rests. Trent is displaying ________.

A) the violation-of-expectation method

B) deferred imitation

C) inferred imitation

D) displaced reference

Page Ref: 145

Skill Level: Apply

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

34. A group of 2-year-olds watches through a window while a live adult hides an object in an adjoining room. Another group watches the same event on a video screen. What is likely to occur?

A) Children in the direct viewing condition will retrieve the toy easily; those in the video condition will have difficulty.

B) Children in the video condition will retrieve the toy easily; those in the direct viewing condition will have difficulty.

C) Both groups of children will have difficulty retrieving the toy.

D) Both groups of children will be able to retrieve the toy easily.

Page Ref: 146 Box: SOCIAL ISSUES: Baby Learning from Screen Media: The Video Deficit Effect

Skill Level: Apply

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

35. The video deficit effect ________.

A) increases around age 3

B) is strongest when toddlers view interactive videos

C) declines around age 2½

D) is strongest when videos are rich in social cues

Page Ref: 146 Box: SOCIAL ISSUES: Baby Learning from Screen Media: The Video Deficit Effect

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

36. Recent research indicates that ________ earlier than Piaget expected.

A) infants actively search for hidden objects

B) first signs of problem solving by analogy emerge

C) infants master the A–B object search

D) toddlers engage in make-believe play

Page Ref: 147

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

37. Francis is convinced that babies are born with a set of innate knowledge systems. His stance is consistent with the ________ perspective.

A) sociocultural

B) core knowledge

C) information-processing

D) sensorimotor

Page Ref: 147

Skill Level: Apply

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Difficult

38. Core knowledge theorists argue that ________.

A) babies construct all mental representations based on sensorimotor activity

B) newborns begin life with a set of biases for attending to certain information

C) babies are born with core domains of thought that permit a ready grasp of new, related information

D) complex mental activities have their origins in social interaction with more mature members of society

Page Ref: 147

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

39. Research suggests that infants ________.

A) can discriminate quantities up to five

B) have basic numerical knowledge

C) can multiply and divide single-digit problems

D) experience cognitive change abruptly

Page Ref: 148

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

40. Current research on infant cognition yields broad agreement that ________.

A) the cognitive changes of infancy are stagelike

B) the cognitive changes of infancy are abrupt

C) all aspects of infant cognition develop together

D) various aspects of infant cognition change unevenly

Page Ref: 149

Skill Level: Understand

Objective: 5.3 Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.

Topic: Piaget’s Cognitive-Developmental Theory

Difficulty Level: Moderate

41. Information-processing researchers ________.

A) want to know exactly what individuals of different ages do when faced with a task or problem

B) are satisfied with general concepts, such as assimilation and accommodation, to describe how children think

C) provide a single, unified theory of cognitive development to describe the human cognitive system

D) emphasize that children live in rich social and cultural contexts that affect their cognitive development

Page Ref: 149

Skill Level: Understand

Objective: 5.4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.

Topic: Information Processing

Difficulty Level: Moderate

42. In the information-processing system, information first enters the ________.

A) central executive

B) short-term memory store

C) sensory register

D) long-term memory store

Page Ref: 149

Skill Level: Remember

Objective: 5.4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.

Topic: Information Processing

Difficulty Level: Easy

43. In the short-term memory store, ________.

A) we retain information briefly so we can actively “work on” it to reach our goals

B) sights and sounds are represented directly and stored briefly

C) incoming information is coordinated with information already in the system

D) information is permanently stored

Page Ref: 150

Skill Level: Understand

Objective: 5.4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.

Topic: Information Processing

Difficulty Level: Moderate

44. ________ can be thought of as a “mental workspace” that we use to accomplish many daily activities.

A) Automatic processing

B) Sustained attention

C) Working memory

D) The sensory register

Page Ref: 150

Skill Level: Remember

Objective: 5.4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.

Topic: Information Processing

Difficulty Level: Easy

45. The ________ is the conscious, reflective part of our mental system.

A) sensory register

B) central executive

C) short-term memory store

D) automatic cognitive processor

Page Ref: 150

Skill Level: Remember

Objective: 5.4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.

Topic: Information Processing

Difficulty Level: Easy

46. ________ are so well-learned that they require no space in working memory and, therefore, permit us to focus on other information while performing them.

A) Executive functions

B) Sensory processes

C) Permanent functions

D) Automatic processes

Page Ref: 151

Skill Level: Remember

Objective: 5.4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.

Topic: Information Processing

Difficulty Level: Easy

47. One aspect of ________ is controlling attention by inhibiting impulses and irrelevant actions.

A) automatic processes

B) working memory

C) executive function

D) mirror neurons

Page Ref: 151

Skill Level: Understand

Objective: 5.4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.

Topic: Information Processing

Difficulty Level: Moderate

48. Measures of executive function predict important ________ in childhood, adolescence, and adulthood.

A) IQ scores

B) physical and cognitive outcomes

C) social and physical outcomes

D) cognitive and social outcomes

Page Ref: 151

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

49. In the second year, attraction to ________ declines and ________ increases.

A) intentional behavior; gazing

B) familiar stimuli; reflexive action

C) novelty; sustained attention

D) goal-directed behavior; memory

Page Ref: 151

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

50. Studies of infant memory reveal that retention of visual events ________.

A) is adultlike at birth

B) improves greatly with age

C) slowly declines throughout childhood

D) decreases from two items at 6 months to one at 12 months

Page Ref: 151

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

51. ________ is more challenging than ________.

A) Recall; recognition

B) Recognition; short-term recall

C) Recognition; long-term recall

D) Identification; retrieval

Page Ref: 152

Skill Level: Remember

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Easy

52. Which statement about infants’ memory processing is true?

A) Infants display recognition but not recall.

B) Infants display recall but not recognition.

C) Infants’ memory processing is remarkably similar to that of older children and adults.

D) Infants acquire information slowly and fail to retain it over time.

Page Ref: 152

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

53. One theory of infantile amnesia credits brain development, pointing to the ________, which plays a vital role in the formation of new memories.

A) hypothalamus

B) thalamus

C) prefrontal cortex

D) hippocampus

Page Ref: 153 Box: BIOLOGY AND ENVIRONMENT: Infantile Amnesia

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Difficult

54. Research using the Magic Shrinking Machine suggests that a sharply improved capacity for ________ recall between ages 3 and 4 plays an important role in the decline of infantile amnesia.

A) numerical

B) spatial

C) verbal

D) operant

Page Ref: 153 Box: BIOLOGY AND ENVIRONMENT: Infantile Amnesia

Skill Level: Remember

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

55. Evidence indicates that ________ contributes to the end of infantile amnesia.

A) an implicit memory system

B) acquiring mnemonic strategies

C) the development of object permanence

D) the advent of a clear self-image

Page Ref: 153 Box: BIOLOGY AND ENVIRONMENT: Infantile Amnesia

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

56. Four-month-old Michaela groups stimuli on the basis of shape and size. This means that Michaela is able to ________.

A) habituate

B) categorize

C) defer imitation

D) sustain attention

Page Ref: 152

Skill Level: Apply

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

57. Babies’ earliest categories are based on ________.

A) common function

B) subtle features

C) common behaviors

D) similar overall appearance

Page Ref: 154

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

58. Which statement about categorization is true?

A) Not until the preschool years can children categorize flexibly.

B) Toddlers’ categorization skills are not evident in their play behaviors.

C) Toddlers’ vocabulary growth promotes categorization.

D) Toddlers do not categorize their emotional or social worlds.

Page Ref: 154

Skill Level: Understand

Objective: 5.5 Describe changes in attention, memory, and categorization over the first two years.

Topic: Information Processing

Difficulty Level: Moderate

59. In applying the ________ view, researchers analyze each cognitive attainment to see how it results from a complex system of prior accomplishments and the child’s current goals.

A) information-processing

B) cognitive-developmental

C) sociocultural

D) dynamic systems

Page Ref: 155

Skill Level: Understand

Objective: 5.6 Explain the strengths and limitations of the information-processing approach to early cognitive development.

Topic: Information Processing

Difficulty Level: Moderate

60. ________ believed that complex mental activities have their origins in social interaction.

A) Jean Piaget

B) Renée Baillargeon

C) Noam Chomsky

D) Lev Vygotsky

Page Ref: 155

Skill Level: Understand

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Easy

61. According to Vygotsky, children master activities through ________.

A) joint activities with more mature members of their society

B) interaction with the physical environment

C) operant conditioning and modeling

D) trial and error

Page Ref: 155

Skill Level: Understand

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Moderate

62. The zone of proximal development refers to ________.

A) the adjustment of old schemes after noticing that current ways of thinking are flawed

B) the cognitive discomfort the child feels during times of rapid cognitive change

C) a range of tasks that the child cannot yet handle alone but can do with the help of more skilled partners

D) internal depictions of information that the mind can manipulate

Page Ref: 155

Skill Level: Understand

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Moderate

63. Two-year-old Carmen is trying to fit pieces into a wooden puzzle form. Carmen’s father helps her turn the pieces so they fit snugly in place. As Carmen’s skill improves, her father steps back, letting her try on her own. This illustrates the concept of ________.

A) novelty preference

B) accommodation

C) sustained attention

D) scaffolding

Page Ref: 155

Skill Level: Apply

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Difficult

64. ________ is related to advanced play, language, and problem solving in toddlerhood and early childhood.

A) Novelty preference

B) Infantile amnesia

C) Scaffolding

D) Displaced reference

Page Ref: 155

Skill Level: Understand

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Moderate

65. According to Vygotsky, make-believe play, like other culturally meaningful activities, is ________.

A) first learned under the guidance of experts

B) discovered once toddlers are capable of representational schemes

C) a core domain of thought, prewired at birth to support rapid development

D) an automatic process, so well-learned that it requires no space in working memory

Page Ref: 157 Box: CULTURAL INFLUENCES: Social Origins of Make-Believe Play

Skill Level: Understand

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Moderate

66. Herb and Nyla would like to promote their 18-month-old daughter’s make-believe play, which they view as a developmentally beneficial activity. You can tell them that toddlers’ make-believe is more elaborate when ________.

A) they play alone

B) they do not use props

C) adults participate

D) other toddlers participate

Page Ref: 157 CULTURAL INFLUENCES: Social Origins of Make-Believe Play

Skill Level: Apply

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Difficult

67. In cultures where play is viewed as solely a child’s activity and sibling caregiving is common, make-believe is more frequent and complex with ________ than with ________.

A) older siblings; mothers

B) fathers; older siblings

C) mothers; older siblings

D) non-related agemates; family members

Page Ref: 157 CULTURAL INFLUENCES: Social Origins of Make-Believe Play

Skill Level: Remember

Objective: 5.7 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.

Topic: The Social Context of Early Cognitive Development

Difficulty Level: Moderate

68. Mental tests ________.

A) measure variations in developmental progress

B) focus on the process of cognitive development

C) are accurate indicators of what babies and toddlers understand

D) focus on environmental influences on intelligence

Page Ref: 156

Skill Level: Understand

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

69. Most infant intelligence tests emphasize ________.

A) concepts and memory

B) memory and mental representations

C) perceptual and motor responses

D) attention and categorization

Page Ref: 156

Skill Level: Remember

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

70. An intelligence quotient (IQ) ________.

A) cannot be used to determine whether a child is ahead, behind, or on time in average mental development

B) rarely fluctuates between toddlerhood and adolescence

C) is expressed as the ratio of an individual’s chronological age to his or her skeletal age

D) indicates the extent to which the raw score deviates from the typical performance of same-age individuals

Page Ref: 158

Skill Level: Understand

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

71. When intelligence tests are standardized, the mean IQ is set at ________.

A) 70

B) 85

C) 100

D) 120

Page Ref: 158

Skill Level: Remember

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Easy

72. The IQs of 96 percent of individuals fall between ________ and ________.

A) 60; 100

B) 70; 130

C) 85; 110

D) 100; 140

Page Ref: 158, Figure 5.8

Skill Level: Remember

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

73. Most infant tests predict ________.

A) school achievement well

B) later intelligence poorly

C) motor responses poorly

D) adult vocational success well

Page Ref: 158

Skill Level: Understand

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

74. The Bayley-III Cognitive and Language Scales are good predictors of preschool mental test performance because they ________.

A) strictly avoid information-processing measures such as habituation

B) are used only with older children who scored well on other intelligence tests

C) focus on the quality of children’s home lives

D) better dovetail with childhood tests

Page Ref: 158

Skill Level: Understand

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

75. Infant intelligence tests are somewhat better at making long-term predictions for ________ babies.

A) extremely high-scoring

B) average- to high-scoring

C) low- to average-scoring

D) extremely low-scoring

Page Ref: 158

Skill Level: Remember

Objective: 5.8 Describe the mental testing approach and the extent to which infant tests predict later performance.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

76. The Home Observation for Measurement of the Environment (HOME) is a checklist for ________.

A) determining whether a child is ahead, behind, or on time in mental development

B) gathering information about the quality of children’s home lives

C) making long-term predictions about children’s later intelligence

D) measuring cognitive skills, such as object permanence and categorization

Page Ref: 159

Skill Level: Understand

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

77. The extent to which parents ________ contributes strongly to early language progress, which, in turn, predicts intelligence and academic achievement in elementary school.

A) provide toys or interesting activities for children

B) direct children’s behaviors and actions

C) talk to infants and toddlers

D) speak to each other and to other adults

Page Ref: 159

Skill Level: Understand

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

78. Infants and young children exposed to ________ child care score lower on measures of ________ skills during the preschool, elementary, and secondary school years.

A) full-time; social, language, and academic

B) poor-quality; cognitive, language, academic, and social

C) developmentally appropriate; cognitive, emotional, and social

D) part-time; emotional, cognitive, social, and language

Page Ref: 159

Skill Level: Remember

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

79. ________ can reduce the negative impact of a stressed, poverty-stricken home life, and it sustains the benefits of growing up in an economically advantaged family..

A) High-quality child care

B) Even low-quality child care

C) Authoritarian parenting

D) Permissive parenting

Page Ref: 159

Skill Level: Understand

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

80. In contrast to the United States, most European countries ________.

A) do not require that caregivers have special training in child development

B) nationally regulate and fund child care to ensure its quality

C) offer government-subsidized child care only to low-income families

D) do not regulate the child-care industry

Page Ref: 160

Skill Level: Understand

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

81. Middle-income parents are especially likely to place their children in ________ child-care settings, where quality tends to be lowest.

A) rural

B) family-based

C) for-profit

D) nonprofit

Page Ref: 160

Skill Level: Remember

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Easy

82. Matt is looking for child care for his 1-year-old daughter, Emmalyn. You can tell him to look for a ________.

A) for-profit center, where the quality tends to be the highest

B) center where parents have to make appointments to visit during the day

C) setting that appears crowded with children, because that means it is quite popular

D) daily schedule that includes times for active play, quiet play, naps, snacks, and meals

Page Ref: 160

Skill Level: Apply

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Difficult

83. An evaluation of Early Head Start found that by age 3, children in the program ________.

A) demonstrated gains in cognitive and language development

B) demonstrated an increase in aggression but a decrease in stress levels

C) experienced no gains in cognitive, social, emotional, or language development

D) scored, on average, 15 points higher on intelligence measures than children not enrolled

Page Ref: 161

Skill Level: Remember

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Moderate

84. An evaluation of Early Head Start found that between ages 3 and 5, the benefits of the program ________, suggesting the need for more intentional educational experiences extending through the preschool years

A) had greatly increased

B) had not changed

C) had only marginally improved

D) had declined or disappeared

Page Ref: 162

Skill Level: Remember

Objective: 5.9 Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.

Topic: Individual Differences in Early Mental Development

Difficulty Level: Difficult

85. Emil thinks that language is etched into the structure of the brain. He endorses the ________ perspective of language development.

A) dynamic systems

B) nativist

C) information-processing

D) interactionist

Page Ref: 162

Skill Level: Apply

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Moderate

86. According to linguist Noam Chomsky, all children have a ________ device that contains a universal grammar.

A) language acquisition

B) listening

C) speaking

D) translation

Page Ref: 162

Skill Level: Remember

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Easy

87. Chomsky argued that children ________.

A) must be taught the complex rules of sentence organization

B) discover the rules of grammar by analyzing the speech of more skilled older children and adults

C) can understand and speak in a rule-oriented fashion as soon as they pick up enough words

D) can master a grammatically complex language system even if exposure to language is delayed until middle childhood.

Page Ref: 162

Skill Level: Understand

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Moderate

88. Chomsky’s language acquisition device (LAD) ________.

A) allows parents to directly teach language to children

B) is a linguistic tutoring program that parents can use to help children learn grammatical rules

C) is a computer attachment that attempts to generate the linguistic rules that are needed for language acquisition

D) is an innate system that enables children to understand and speak in a rule-oriented fashion

Page Ref: 162

Skill Level: Understand

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Moderate

89. Researchers examining the language competence of deaf adults found that ________.

A) sign language can be learned equally well at any age

B) childhood is a sensitive period for language acquisition

C) those who learned American Sign Language (ASL) in adulthood were the most proficient

D) there is no sensitive period for language acquisition

Page Ref: 162

Skill Level: Understand

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Moderate

90. Challenges to Chomsky’s nativist theory of language development suggest that ________.

A) more experimentation and learning are involved in language development than Chomsky assumed

B) the ability to master a grammatically complex language is not unique to humans

C) there is no sensitive period for language acquisition

D) children acquire language more quickly than Chomsky proposed

Page Ref: 163

Skill Level: Understand

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Moderate

91. One type of interactionist theory applies the ________ perspective to language development, and a second type emphasizes ________.

A) cognitive-developmental; emotional development

B) sociocultural; physical development

C) information-processing; social interaction

D) core knowledge; emotional development

Page Ref: 163

Skill Level: Understand

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Moderate

92. Social interactionists ________.

A) note that the brain regions housing language also govern similar perceptual and cognitive abilities, such as the capacity to analyze musical patterns

B) point out that grammatical competence may depend more on specific brain structures than do other components of language

C) hold that an active child strives to communicate, which cues caregivers to provide appropriate language experiences

D) assume that children make sense of their complex language environments by applying powerful cognitive capacities of a general kind

Page Ref: 163

Skill Level: Understand

Objective: 5.10 Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.

Topic: Language Development

Difficulty Level: Difficult

93. Two-month-old Mitzi makes vowel-like noises known as ________.

A) babbling

B) telegraphic speech

C) child-directed speech

D) cooing

Page Ref: 164

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

94. Six-month-old Janessa says “bababababa.” This is an example of ________.

A) babbling

B) cooing

C) an overextension

D) an underextension

Page Ref: 164

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

95. With age, babies ________ in an effort to gain control over producing particular sounds.

A) coo more than they babble

B) increasingly babble in long strings

C) decrease their range of babbling sounds

D) make fewer consonant–vowel combinations

Page Ref: 164

Skill Level: Understand

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

96. Which statement is supported by research on babbling?

A) For vocal babbling to fully develop, infants must be able to hear human speech.

B) Western babies start babbling sooner than non-Western babies.

C) Deaf infants do not start babbling until much later than hearing infants.

D) Babies with hearing impairments produce the greatest diversity of babbling sounds.

Page Ref: 164

Skill Level: Understand

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

97. Ten-month-old Kataro frequently experiences joint attention. This means that he will probably ________.

A) have a short attention span

B) be a late talker

C) produce meaningful words earlier

D) comprehend less language

Page Ref: 164

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Difficult

98. The more time caregivers and infants spend in joint play with objects, the ________.

A) slower babies’ vocabulary growth

B) earlier babies use preverbal gestures

C) later babies say their first word

D) more often caregivers speak for infants

Page Ref: 64

Skill Level: Understand

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

99. The earlier toddlers ________, the sooner they produce two-word utterances at the end of the second year.

A) babble

B) coo

C) form word–gesture combinations

D) play peekaboo

Page Ref: 165

Skill Level: Remember

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Easy

100. Which word is most likely to be among an English-speaking toddler’s first 10 words?

A) ball

B) hug

C) vase

D) lamp

Page Ref: 165

Skill Level: Understand

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

101. A toddler makes an underextension error when she applies a new word ________.

A) too broadly

B) too narrowly

C) to a group of similar experiences

D) to a wider collection of objects than is appropriate

Page Ref: 165

Skill Level: Remember

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Easy

102. Sixteen-month-old Grayson uses the word “puppy” only to refer to his own family’s dog. This is an example of ________.

A) overextension

B) underextension

C) infant-directed speech

D) referential style

Page Ref: 165

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Difficult

103. Two-year-old Alice calls untying her shoelaces “opening” her shoes. This is an example of ________.

A) overextension

B) infant-directed speech

C) underextension

D) referential style

Page Ref: 165

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Difficult

104. Young children often ________ deliberately because they have difficulty recalling or have not acquired a suitable word.

A) underextend

B) coo

C) overextend

D) stutter

Page Ref: 65

Skill Level: Understand

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

105. At all ages, ________ develops ahead of ________.

A) overextension; underextension

B) language production; language comprehension

C) language comprehension; language production

D) telegraphic speech; babbling

Page Ref: 165

Skill Level: Remember

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

106. Between 18 and 24 months, toddlers gain ________ words per ________.

A) one or two; day

B) one or two; week

C) three or four; week

D) five or six; month

Page Ref: 165

Skill Level: Remember

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Easy

107. Which statement about language acquisition is true?

A) Most children show a steady increase in rate of word learning that continues through the preschool years.

B) Toddlers undergo an initial spurt in vocabulary around 18 months.

C) Toddlers transition from a faster to a slower language learning pace around 18 months.

D) Most toddlers experience a temporary decline in their ability to verbally label their experiences in the second year.

Page Ref: 165

Skill Level: Understand

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

108. Miranda says “more apple.” This two-word utterance is an example of ________.

A) an underextension

B) babbling

C) telegraphic speech

D) a referential style

Page Ref: 165

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

109. Which phrase is a toddler most likely to say?

A) “Can eat.”

B) “Go car.”

C) “Ball my.”

D) “Walk I.”

Page Ref: 165

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Difficult

110. ________ are slightly ahead of ________ in early vocabulary growth.

A) Boys; girls

B) Shy toddlers; outgoing toddlers

C) Girls; boys

D) Children from low-SES homes; their higher-SES agemates

Page Ref: 166

Skill Level: Remember

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

111. Parents talk more to ________ than to ________.

A) shy children; sociable children

B) toddler-age girls; toddler-age boys

C) second-born children; firstborn children

D) low-SES children; middle-SES children

Page Ref: 166

Skill Level: Remember

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

112. ________ are particularly common in the vocabularies of English-speaking toddlers, but Chinese, Japanese, and Korean toddlers have more words for ________.

A) Social words; objects

B) Object words; actions and social routines

C) Verbs; objects and social routines

D) Action words; objects

Page Ref: 166

Skill Level: Remember

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Difficult

113. Derrick speaks to his son using short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words. Derrick is using ________.

A) an exploratory style

B) an inclusive style

C) infant-directed speech

D) telegraphic speech

Page Ref: 167

Skill Level: Apply

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Difficult

114. Infant-directed speech and reciprocal adult–child conversation ________.

A) encourage mastery of social formulas but discourage object-naming

B) are less effective in increasing vocabulary than are word-learning programs on touch-screen tablets

C) have little impact on language development because language emerges spontaneously

D) create a zone of proximal development in which young children’s language expands

Page Ref: 168

Skill Level: Understand

Objective: 5.11 Describe major language milestones in the first two years, individual differences, and ways adults can support early language development.

Topic: Language Development

Difficulty Level: Moderate

Essay

115. Describe Piaget’s concept of adaptation and the roles played by assimilation and accommodation. Explain how the balance between assimilation and accommodation varies over time with regard to cognitive equilibrium and disequilibrium.

Page Ref: 139–140

116. Considering follow-up research, discuss the limitations of Piaget’s sensorimotor stage. Summarize his contributions to the field of research on infant cognition?

Page Ref: 147–149

117. Discuss development of memory in infancy and toddlerhood, including recognition, recall, and short-term and long-term retention.

Page Ref: 151–152

118. Describe the main features of effective early intervention programs, providing an example of one such program.

Page Ref: 160–161

119. Describe the social-interactionist view of language development.

Page Ref: 163