Childhood Development Quiz 1 Ch6 Exam Questions - Test Bank | Human Development 4e by Wendy L. Dunn. DOCX document preview.
Name____________________________________
Chapter 6—Early Childhood: Physical, Cognitive, and Language Development—Quick Quiz 1
1. Suppose that Bob is a typical 3-year-old child. By age 6, you should expect that his height will have increased by about how many inches?
a. about 4 inches
b. about 6 inches
c. about 9 inches
d. about12 inches
2. Handedness is especially interesting to developmentalists because it is intimately linked to:
a. physical size at maturity
b. homosexuality
c. language lateralization
d. intelligence as measured on an IQ test
3. When he was younger, Tommy stacked blocks for the sheer joy of doing so. Now, Tommy only stacks blocks when he is trying to build something or when he is playing a game. The term that best describes Tommy’s development is:
a. interaction
b. automaticity
c. extrinsically motivated behavior
d. functional subordination
4. A child who climbs to the top of a staircase for the challenge and fun of the activity has what type of motivation?
a. intrinsic
b. extrinsic
c. egocentric
d. “out” directed
5. Laura and Ted like to play “house,” a game they invented in which Laura pretends to be the “mother” and Ted the “father.” In this game, Laura cooks the food on a pretend stove and Ted takes out the pretend garbage. The ability to play this game relies most directly on which cognitive ability?
a. egocentrism
b. conservation
c. reversibility
d. symbolic representation
6. When a young child learns to help fold laundry and put clothes away, cultural information is
being transmitted. According to Vygotsky’s view, this is best considered to be an example of:
a. scaffolding
b. guided participation
c. social referencing
d. synchrony
7. Generalizing from research presented in the text, which of the following memory strategies would most likely lead a young child to the best recall of a group of common household items?
a. remembering that the items are all stored in the same place (e.g., in the junk drawer)
b. remembering that the items all begin with the same letter (e.g., the letter “b”)
c. remembering that the items are all about the same size (e.g., all the size of a baseball)
d. remembering that the items are all used for the same purpose (e.g., that they are all containers that hold things)
8. Which of the following is the best example of overregularization?
a. “I am a big, big girl!”
b. “No!”
c. “I breaked the cup.”
d. “I love my momma.”
9. The social and cultural aspects of language use are referred to by the term:
a. grammar acquisition
b. communication
c. pragmatics
d. cultural linguistics
10. Sara and James are 2 years old and are playing near each other. Sara is pretending to be a princess, while James is pretending to be a fireman. According to the text, what type of play are they engaging in?
a. dramatic play
b. selfish play
c. cooperative play
d. egocentric play
Name____________________________________
Chapter 6—Early Childhood: Physical, Cognitive, and Language Development—Quick Quiz 2
1. The process by which soft tissue or cartilage is transformed into bone is called:
a. calcification
b. grafting
c. cartilogenesis
d. ossification
2. Dr. Jacobs is describing a process by which neurons become insulated so that they can conduct neural impulses more efficiently. The process he is describing would be called:
a. lateralization
b. myelination
c. ossification
d. automation
3. Suppose you examine an ultrasound image of a fetus, who is sucking her left thumb. Generalizing from research presented in the text, what is the probability that this fetus will be left-handed at age 15?
a. about 50%
b. about 67%
c. about 85 %
d. about 100%
4. At first, Mike has to concentrate very hard when typing, thinking where each letter on the keyboard is. However, after practicing a great deal, he now types without even thinking about how his fingers are moving. The concept that best describes Mike’s development is:
a. automaticity
b. lateralization
c. functional subordination
d. readiness
5. A child who believes that objects and people in their thoughts and dreams are real is displaying what?
a. animism
b. reification
c. egocentrism
d. paranormal cognition
6. Dr. Larsen states that he likes to give his students just enough “hints” so that they can figure out how to solve a difficult problem with a minimum of guidance. Dr. Larsen’s approach best demonstrates the concept of:
a. automaticity
b. symbolic representation
c. conservation
d. scaffolding
7. Which of the following is the best example of a script?
a. listing items in alphabetic order
b. arranging a set of items from largest to smallest in size
c. recalling the order of tasks involved in starting a car
d. drawing a picture of what a dog looks like
8. Generalizing from research presented in the text, if a 4-year-old was observed speaking to a 2-year-old, what kind of speech would the 4-year-old be most likely to use:
a. the same kind of speech he uses when talking to his mother
b. the same kind of speech he uses when talking to his older brother
c. the same kind of speech he uses when talking to his preschool teacher
d. a simpler version of his normal speech
9. Research presented in the text suggests that playing with which of the following types of toys appears to encourage the language development the most?
a. with dolls
b. with trucks
c. with blocks
d. with guns
10. Suppose you observe two children, sitting together and occasionally looking at each other, but not really interacting. Each is playing with her own toy. If these children are typical for their age, about how old are they?
a. one girl is probably 2 and the other much older, perhaps age 6
b. both girls are probably about 2 years old
c. both girls are probably about 4 years old
d. both girls are probably about 7 years old
Quick Quiz Answers
Quick Quiz 6.1
1. c; 6.1.1
2. c; 6.1.2
3. d; 6.2.1
4. a; 6.2.3
5. d; 6.3.1
6. b; 6.3.4
7. a; 6.4.3
8. c; 6.5.1
9. c; 6.5.2
10. a; 6.6.3
Quick Quiz 6.2
1. d; 6.1.1
2. b; 6.1.2
3. b; 6.1.2
4. a; 6.2.1
5. b; 6.3.1
6. d; 6.3.4
7. c; 6.4.4
8. d; 6.5.2
9. a; 6.5.3
10. b; 6.6.2
Chapter 6
Early Childhood: Physical, Cognitive, and Language Development
Learning Objectives:
6.1: Outline the physical developments of early childhood
6.2: Relate motor skills development to early childhood behavior
6.3: Evaluate preoperational thinking as a cognitive development paradigm
6.4: Characterize early childhood memory development
6.5: Describe factors that affect childhood language development
6.6: Explain the role of play in childhood learning
Multiple Choice questions:
Physical Development
Learning Objective 6.1: Outline the physical developments of early childhood
6.1. Early childhood is the span of time from:
a. birth to 2 years
b. 2 to 6 years
c. 1 to 7 years
d. 3 to 8 years
Module: Chapter Introduction
Learning Objective 6.1
Understand the Concept
Easy
6.2. Between the ages of 2 and 6 years, a child is in which period of childhood?
a. early childhood
b. early toddlerhood
c. late childhood
d. late toddlerhood
Module: Chapter Introduction
Learning Objective 6.1
Apply What You Know
Moderate
Rationale: According to the text, the period of early childhood spans the ages of 2 to 6 years.
6.3. During the period of early childhood, the typical child would grow an average of per year.
a. one-half inch
b. 1 inch
c. 2 inches
d. 3 inches
Module: 6.1.1: Changes in the Body
Learning Objective 6.1
Understand the Concept
Moderate
6.4. Suppose that Bob is a typical 3-year-old child. By age 6, you should expect that his height will have increased by about how many inches?
a. about 4 inches
b. about 6 inches
c. about 9 inches
d. about12 inches
Module: 6.1.1: Changes in the Body
Learning Objective 6.1
Apply What You Know
Difficult
Rationale: Children grow about 3 inches per year during early childhood, so over 3 years (from age 3 to age 6), Bob should grow about 9 inches.
6.5. Leon is in his preschool years. If he is typical how much weight would you expect him to gain each year he is in preschool?
a. 1 pound
b. 2½ pounds
c. 4½ pounds
d. 6 pounds
Module: 6.1.1: Changes in the Body
Learning Objective 6.1
Apply What You Know
Difficult
Rationale: As noted in the text., during early childhood, young children typically gain an average of 4 pounds 12 ounces (2 kilograms), and they grow almost 3 inches (7.6 centimeters) taller, each year.
6.6. The process by which soft tissue or cartilage is transformed into bone is called:
a. calcification
b. grafting
c. cartilogenesis
d. ossification
Module: 6.1.1: Changes in the Body
Learning Objective 6.1
Understand the Concept
Easy
6.7. Ossification refers to the process by which:
a. baby teeth are replaced by permanent teeth
b. children grow rapidly, usually experiencing growing pains
c. soft tissue or cartilage is transformed into bone
d. baby hair falls out and is replaced by adult-like hair
Module: 6.1.1: Changes in the Body
Learning Objective 6.1
Understand the Concept
Moderate
6.8. Dr. Bemus is describing how bones develop and harden during the period of early childhood. The process he is describing is called:
a. lateralization
b. myelination
c. osteoporosis
d. ossification
Module: 6.1.1: Changes in the Body
Learning Objective 6.1
Analyze It
Moderate
Rationale: Throughout the early childhood period, bones develop and harden through ossification, in which soft tissue or cartilage is transformed into bone.
6.9. Mary notices that her 3-year-old seems to have difficulty when he tries to stop running. When coming to a quick stop, he often tips forward, nearly falling on his face. From a developmental perspective, this boy’s difficulty most likely stems from having:
a. a higher center of gravity than an older child would have
b. weaker leg muscles than an older child would have
c. poorer peripheral vision than an older child would have
d. an underdeveloped inner ear, which will develop more fully by age 6
Module: 6.1.1: Changes in the Body
Learning Objective 6.1
Analyze It
Moderate
Rationale: As noted in the text, young children carry a greater proportion of their weight in their upper body than do adults, which gives them a higher center of gravity. Being top-heavy makes it more difficult to control body movements. In early childhood, children lose their balance more easily and have difficulty coming to a quick stop without tipping forward. They also have difficulty catching a large ball without falling backward.
6.10. Dr. Jacobs is describing a process by which neurons become insulated so that they can conduct neural impulses more efficiently. The process he is describing would be called:
a. lateralization
b. myelination
c. ossification
d. automation
Module: 6.1.2: Brain Development
Learning Objective 6.1
Analyze It
Moderate
Rationale: Maturation of the brain and the central nervous system includes myelination, which is the formation of sheathing cells that insulate the neurons and make transmission of neural impulses much more efficient.
6.11. The formation of sheathing cells to insulate neurons is called :
a. myelination
b. ossification
c. assimilation
d. lateralization
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Easy
6.12. Which of the following systems is the first to become myelinated during development?
a. the system involved with vision
b. the system controlling complex motor coordination
c. the system involving in controlling hand-eye coordination
d. the system involved in memory and attention span
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Moderate
6.13. Brain lateralization refers to which of the following?
a. The brain develops sequentially, with development proceeding from back to front.
b. The brain develops sequentially, with development proceeding from bottom to top.
c. The brain develops so that different skills are performed by the left and right hemispheres.
d. The brain undergoes neural pruning, as well as growth, during infancy.
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Moderate
Rationale: Lateralization refers to the process where specific skills and competencies become localized in either the left or right cerebral hemisphere.
6.14. For most people (and nearly all right-handed people), language is heavily lateralized in which hemisphere of the brain?
a. right
b. left
c. longitudinal
d. lateral
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Moderate
6.15. If you were to use a brain imaging device to observe the brain activity of children as they were drawing and putting puzzles together, you would expect to see the most neural activity in which region of the brain?
a. in the right hemisphere
b. in the left hemisphere
c. in both left and right hemispheres, in roughly equal amounts
d. in neither the left nor right hemisphere, since visual tasks are coordinated by the cerebellum
Module: 6.1.2: Brain Development
Learning Objective 6.1
Analyze It
Difficult
Rationale: The left hemisphere generally is lateralized for skills that involve logical and sequential operations, such as writing, scientific reasoning, and quantitative logic. For most people, the right hemisphere is lateralized for spatial processing and for the more artistic and creative kinds of thought. Because drawing requires artistic and creative thought and putting puzzles together requires social processing, the correct answer is the right hemisphere.
6.16. According to the text, about what percent of the population is left-handed?
a. 1%
b. 5%
c. 10%
d. 25%
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Easy
6.17. According to the text, about what percent of the population is right-handed?
a. 10%
b. 50%
c. 90%
d. 75%
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Easy
6.18. Which of the following statements is correct?
a. Younger children are more likely to be right-handed than older children.
b. Women are more likely to be right-handed than men.
c. Men are more likely to be right-handed than women.
d. About equal numbers of 2-year-olds are right- versus left-handed.
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Moderate
6.19. Suppose you examine an ultrasound image of a fetus, who is sucking her right thumb. Generalizing from research presented in the text, what is the probability that this fetus will be right-handed at age 15?
a. about 50%
b. about 67%
c. about 85 %
d. about 100%
Module: 6.1.2: Brain Development
Learning Objective 6.1
Analyze It
Moderate
Rationale: Research has shown that handedness may develop very early. Using ultrasound, fetuses were observed sucking their thumbs, and they were 8 times more likely to be sucking the thumb on their right hand (Hepper, Wells, & Lynch, 2005). When these fetuses were followed to ages 10 to 12 years, all 60 of the “right-thumb” fetuses were right-handed.
6.20. Suppose you examine an ultrasound image of a fetus, who is sucking her left thumb. Generalizing from research presented in the text, what is the probability that this fetus will be left-handed at age 15?
a. about 50%
b. about 67%
c. about 85 %
d. about 100%
Module: 6.1.2: Brain Development
Learning Objective 6.1
Analyze It
Difficult
Rationale: Research has shown that handedness may develop very early. Using ultrasound, fetuses were observed sucking their thumbs, and they were 8 times more likely to be sucking the thumb on their right hand (Hepper, Wells, & Lynch, 2005). When these fetuses were followed to ages 10 to 12 years, of the 15 “left-thumb” fetuses, 5 had become right-handed.
6.21. Research suggests that a person’s preference for right- versus left-handedness develops at about what age?
a. prenatally
b. at about 1 year of age
c. at about 2 ½ years of age
d. at about 4 years of age, as the child is learning to draw
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Moderate
Rationale: Research has shown that handedness may develop prenatally. Using ultrasound, fetuses were observed sucking their thumbs, and they were 8 times more likely to be sucking the thumb on their right hand (Hepper, Wells, & Lynch, 2005). When these fetuses were followed to ages 10 to 12 years, all 60 of the “right-thumb” fetuses were right-handed, but of the 15 “left-thumb” fetuses, 5 had become right-handed. Thus, early hand preferences seem more predictive for later development among right-handers.
6.22. For people who are right-handed, language functions are generally found in _____ hemisphere(s) of the brain; for people who are left-handed, language functions are generally found in _____ hemisphere(s) of the brain.
a. the right; the left
b. the left; the right
c. both; the left
d. the left; both
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Moderate
6.23. If Joshua is left-handed, your best guess would be that his language abilities are localized in which part of his brain?
a. the left hemisphere
b. the right hemisphere
c. both the left and right hemisphere
d. in neither the left nor the right hemisphere
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Moderate
Rationale: For the 10% or so of the population who are left-handed, language is often shared by the two sides of the brain. This finding suggests that the brains of left-handed people may be less lateralized, in general, than the brains of right-handed people.
6.24. If Mary Ann is right-handed, your best guess would be that her language abilities are localized in which part of her brain?
a. the left hemisphere
b. the right hemisphere
c. both the left and right hemisphere
d. in neither the left nor the right hemisphere
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Moderate
Rationale: As noted in the text, for the large majority of right-handed people, language is highly localized in areas of the left hemisphere.
6.25. Handedness is especially interesting to developmentalists because it is intimately linked to:
a. physical size at maturity
b. homosexuality
c. language lateralization
d. intelligence as measured on an IQ test
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Moderate
6.26. Suppose that you can place a child with developmental disabilities into one of four programs. Which of these would you choose because it would likely produce the best outcome for the child?
a. a program that begins in infancy and focuses broadly, addressing both cognitive and health-related needs
b. a program that begins at age 4 and focuses broadly, addressing both cognitive and health-related needs
c. a program that begins in infancy and focuses narrowly and directly on cognitive development
d. a program that begins at age 4 and focuses narrowly and directly on cognitive development
Module: 6.1.2: Brain Development
Learning Objective 6.1
Apply What You Know
Moderate
Rationale: Other things being equal, those educational programs and intervention projects that enroll high-risk children in early infancy generally have a much greater impact than those that are begun later in life (Walker, 2011). Of course, the quality of the program also matters. Day-care programs that emphasize a comprehensive approach and therefore address broad issues—such as nutritional needs, other health needs, social development, cognitive development, family functioning, as well as child functioning—are more likely to produce positive results (NICHD, 2009).
6.27. The ability of the brain to adapt during childhood is referred to as:
a. lateralization
b. myelination
c. plasticity
d. elasticity
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Easy
6.28. Which of the following individuals would be most likely to experience the most severe and permanent disruptions in language abilities following a brain injury?
a. an adult whose injury is to the left hemisphere of the brain
b. an adult whose injury is to the right hemisphere of the brain
c. a child whose injury is to the left hemisphere of the brain
d. a child whose injury is to the right hemisphere of the brain
Module: 6.1.2: Brain Development
Learning Objective 6.1
Analyze It
Moderate
Rationale: For most people, and for nearly all right-handed people, language is heavily lateralized in the left hemisphere. Consequently, damage to this region of the brain often results in a severe and sometimes complete inability to speak or understand language, especially if the damage occurs in adulthood, when the brain has lost most of its plasticity.
6.29. Dr. Lansing emphasizes that just as the environment influences the child’s development, the child also acts on the environment, changing it. The concept that best describes this two-way interchange is:
a. lateralization
b. egocentrism
c. interaction
d. pragmatics
Module: 6.1.3: An Interactive and Individual Approach to Human Development
Learning Objective 6.1
Evaluate It
Moderate
Rationale: As noted in the textbook, it is important to emphasize that brain development and other aspects of development interact; that is, they influence each other and, in turn, are influenced by each other. Likewise, the various aspects of a child’s development act on the environment and vice versa.
Motor Skills Development
Learning Objective 6.2: Relate motor skills development to early childhood behavior
6.30. Which of the following is the best example of a gross motor skill?
a. writing
b. handling a fork and spoon
c. drawing
d. running
Module: 6.2: Motor Skills Development
Learning Objective 6.2
Analyze It
Moderate
Rationale: As noted in the textbook, gross motor skills include skills such as running, hopping, and throwing.
6.31. A child who is running and kicking a soccer ball is making use of what set of skills?
a. intuitive skills
b. animism skills
c. fine motor skills
d. gross motor skills
Module: 6.2: Motor Skills Development
Learning Objective 6.2
Apply What You Know
Moderate
Rationale: As noted in the textbook, gross motor skills include skills such as running, hopping, and throwing.
6.32. The ability to perform motor behaviors without consciously thinking about them is called
a. telepathy
b. automaticity
c. self-efficacy
d. ossification
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Understand the Concept
Easy
6.33. At first, Mike has to concentrate very hard when typing, thinking where each letter on the keyboard is. However, after practicing a great deal, he now types without even thinking about how his fingers are moving. The concept that best describes Mike’s development is:
a. automaticity
b. lateralization
c. functional subordination
d. readiness
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Apply What You Know
Moderate
Rationale: Automaticity refers to the ability to perform motor behaviors without consciously thinking about them.
6.34. According to the text, at what age do children’s overall activity levels peak?
a. about age 1
b. about age 2 ½
c. about age 4
d. about age 6
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Understand the Concept
Moderate
6.35. Generalizing from information in the text about the age at which children’s activity levels peak, which of the following children would you expect to be most active?
a. Fred, who is 1 year old
b. Tom, who is 2 ½ years old
c. Nelson, who is 4 years old
d. Bennett, who is 6 years old
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: According to the text, children’s activity levels peak at age 2 or 3.
6.36. Which of the following children would you expect to have the highest activity level and consequently the hardest time sitting still?
a. Judy (a girl) who is 3 years old
b. Janice (a girl) who is 6 years old
c. Renaldo (a boy) who is 3 years old
d. Jose (a boy) who is 6 years old
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: According to the text, children’s activity levels peak at age 2 or 3, but activity level declines earlier for girls than boys.
6.37. When he was younger, Tommy stacked blocks for the sheer joy of doing so. Now, Tommy only stacks blocks when he is trying to build something or when he is playing a game. The term that best describes Tommy’s development is:
a. interaction
b. automaticity
c. extrinsically motivated behavior
d. functional subordination
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Analyze It
Difficult
Rationale: Functional subordination is the integration of a number of separate, simple actions or schemas into a more complex pattern of behavior. Actions that are initially performed for their own sake later become integrated into more complex, purposeful skills. For example, when a child first learns to hop, hopping is an end in itself; later, hopping becomes part of a dance or game as it is functionally subordinated to more complex sports skills.
6.38. Skipping would best be considered an example of which type of motor skill:
a. fine motor skill
b. gross motor skill
c. intrinsic motor skill
d. extrinsic motor skill
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Evaluate It
Moderate
Rationale: Gross motor skills involve movements of the major muscles of the body in activities such as running and jumping. Skipping is a similar skill. Fine motor skills are those that require the coordinated and dexterous use of hand, fingers, and thumb. The terms intrinsic and extrinsic refer to motivation, not to motor skills.
6.39. Lateefah can vary the rhythm of her running, skip awkwardly, and jump. However, she cannot tie her shoes or completely dress herself. If her motor development is typical for children her age, how old would she be?
a. 2 years old
b. 3 years old
c. 4 years old
d. 5 years old
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Evaluate It
Difficult
Rationale: According to the text, by age 4, children can vary the rhythm of their running. Many 4-year-olds can skip, although awkwardly, and they can execute a running jump or a standing broad jump. A 3- to 4-year-old child can fasten and unfasten items of clothing and independently serve food, although children of this age sometimes make a mess while doing so.
6.40. When William is handed a cracker, he extends both of his hands to receive it. If his motor development is typical for children his age, how old would he be:
a. 2 years old
b. 3 years old
c. 4 years old
d. 5 years old
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Apply What You Know
Difficult
Rationale: As noted in the textbook, toddlers also tend to use both arms (or legs) when only one is necessary. When handed a cookie, for example, a 2-year-old is likely to extend both hands.
6.41. Cutting with scissors would best be considered an example of which type of motor skill?
a. fine motor skill
b. gross motor skill
c. intrinsic motor skill
d. extrinsic motor skill
Module: 6.2.2: Fine Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: Fine motor skills are those that require the coordinated and dexterous use of hand, fingers, and thumb. These are the skills involved in cutting with scissors. The terms intrinsic and extrinsic refer to motivation, not to motor skills. Gross motor skills involve movements of the major muscles of the body in activities such as running and jumping.
6.42. Maria can tie her own shoes. What type of skill is this?
a. fine motor skill
b. gross motor skill
c. adaptive motor skill
d. functional motor skill
Module: 6.2.2: Fine Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: Fine motor skills often require the coordinated and dexterous use of hand, fingers, and thumb, all of which are required of tying one’s shoes.
6.43. According to the text, at about what age, on average, do most children learn to tie their own shoe laces?
a. age 2–3
b. age 3–4
c. age 4–5
d. age 5–6
Module: 6.2.2: Fine Motor Skills
Learning Objective 6.2
Understand the Concept
Moderate
6.44. Which of the following behaviors would likely be the hardest for a young child to perform and consequently the last to develop?
a. reaching with their preferred hand
b. running
c. tying shoe laces on tennis shoes
d. hanging from a bar by both hands
Module: 6.2.2: Fine Motor Skills
Learning Objective 6.2
Evaluate It
Moderate
Rationale: Six-year-olds who wear shoes with laces usually can tie them, although many still find it difficult and may ask for help instead. One-handed reaching and running skills tend to be present by age 4, and children as young as age 2 can hang from a bar with both hands.
6.45. Mr. Williams argues that there is no use trying to teach a 3-year-old to read because children of this age have not yet developed neural structures adequate for this task. Instead, he says that children will learn to read much faster and with less effort when they are 5 years old. His argument is based on the concept of:
a. practice
b. functional subordination
c. automaticity
d. readiness
Module: 6.2.3: Learning and Motor Skills
Learning Objective 6.2
Evaluate It
Moderate
Rationale: Learning any new skill—whether motor or cognitive—is easiest if the child is ready to learn. Readiness implies that a certain level of maturation has been achieved and that the necessary prerequisite skills are in place so that the child can profit from training
6.46. According to information presented in the text, what is the best indication of when a child has reached the point of optimal readiness?
a. when the child has acquired gross motor skills needed for the task
b. when the child develops extrinsic motivation
c. when the child begins to imitate simple skills involved in the task
d. when the child demonstrates functional subordination of the skills involved
Module: 6.2.3: Learning and Motor Skills
Learning Objective 6.2
Understand the Concept
Moderate
6.47. Elizabeth spends a lot of time sitting at the piano, picking out melodies by trial and error. Her parents decide that they should probably provide her with piano lessons. Elizabeth’s behavior is best considered an example of which of the following developmental concepts?
a. readiness
b. lateralization
c. egocentrism
d. functional subordination
Module: 6.2.3: Learning and Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: Learning any new skill—whether motor or cognitive—is easiest if the child is ready to learn. Readiness implies that a certain level of maturation has been achieved and that the necessary prerequisite skills are in place so that the child can profit from training.
6.48. A child who climbs to the top of a staircase for the challenge and fun of the activity has what type of motivation?
a. intrinsic
b. extrinsic
c. egocentric
d. “out” directed
Module: 6.2.3: Learning and Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: Intrinsically motivated behavior is behavior performed for its own sake, with no particular goal or explicit reward.
6.49. Roberto is “motivated” to practice the piano because his parents pay him $5 for every half-hour he plays. This type of motivation would best be considered as:
a. intrinsic motivation
b. extrinsic motivation
c. egocentric motivation
d. functional subordination
Module: 6.2.3: Learning and Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: Extrinsically motivated behavior is behavior performed to obtain explicit rewards or to avoid explicit adverse events.
6.50. Martha plays with a basketball and makes baskets to receive praise from her father. This
best reflects what type of motivation:
a. responsive motivation
b. directive motivation
c. intrinsic motivation
d. extrinsic motivation
Module: 6.2.3: Learning and Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: Extrinsically motivated behavior is behavior performed to obtain explicit rewards or to avoid explicit adverse events.
6.51. Jeff loves to practice the piano. His parents never need to tell him to practice or offer rewards for him to play. Jeff’s behavior is best considered an example of:
a. automaticity
b. functional subordination
c. intrinsic motivation
d. extrinsic motivation
Module: 6.2.3: Learning and Motor Skills
Learning Objective 6.2
Analyze It
Moderate
Rationale: Intrinsically motivated behavior is behavior performed for its own sake, with no particular goal or explicit reward.
Preoperational thinking in Cognitive Development
Learning Objective 6.3: Evaluate preoperational thinking as a cognitive development paradigm
6.52. According to Piaget, when children encounter something familiar, they ________ it; when they encounter something new, they ___________ it.
a. accommodate; animate
b. animate; assimilate
c. assimilate; accommodate
d. symbolize; animate
Module: 6.3: Preoperational thinking in Cognitive Development
Learning Objective 6.3
Understand the Concept
Moderate
6.53. The use of actions, images, words, or other signs to represent past and present events, experiences, and concepts is the definition of:
a. symbolic representation
b. concrete operations
c. egocentrism
d. reification
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Moderate
6.54. Preoperational children are concerned with the here and now and with physical things they can represent easily. This means that their thinking is:
a. concrete
b. intuitive
c. abstract
d. formal
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Apply What You Know
Moderate
Rationale: One limitation of preoperational thinking is that it is concrete: the preoperational child has the tendency to think in terms of what can be directly experienced.
6.55. When 4-year-old Kayla is asked if she has a brother, she says, “Yes.” When she is asked if her brother has a sister, she says, “No.” Kayla’s response is best considered an example of:
a. centration
b. irreversibility
c. egocentricity
d. animism
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Moderate
Rationale: Children at the preoperational stage of cognitive development show irreversibility: an inability to think backwards, or to see how an event can be reversed.
6.56. What is Piaget’s second stage of cognitive development?
a. sensorimotor
b. concrete operational
c. formal operational
d. preoperational
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Easy
6.57. Piaget’s preoperational period extends from:
a. birth to age 2
b. age 2 to 7
c. age 8 to 12
d. age 13 to 18
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Easy
6.58. Which of the following children would most likely exhibit the logic that characterizes Piaget’s preoperational period?
a. Amy, who is 18 months old
b. Lindsay, who is 4 years old
c. Jane, who is 8 years old
d. Martha, who is 14 years old
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: Piaget’s preoperational period is generally thought to characterize the thinking of children between the ages of 2 and 7.
6.59. Which of Piaget’s developmental periods is divided into the preconceptual stage and the intuitive stage?
a. sensorimotor period
b. concrete operational period
c. formal operational period
d. preoperational period
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Easy
6.60. Kayla hugged her doll because she said that her doll was “crying.” Her belief that her doll is alive illustrates the concept of:
a. animism
b. egocentrism
c. artificialism
d. centration
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: Animism is a characteristic of preoperational thought in which all things that move are assumed to be alive and have human characteristics.
6.61. Jackie believes that her Teddy bears are really alive and that they can talk to her. This characteristic of her thought is best considered to be an example of Piaget’s concept of:
a. egocentrism
b. reification
c. accommodation
d. adaptation
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: Reification is a characteristic of preoperational thought in which a child believes that people and objects in stories and dreams are real.
6.62. Robbie has a dream about a robot that hides under his bed and might eat him alive while he sleeps. Even though his father explains over and over that robots are not real, Robbie is still afraid and insists the robot might be real. Robbie’s thinking is best considered an example of:
a. reification
b. assimilation
c. accommodation
d. egocentrism
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: Reification is a characteristic of preoperational thought in which a child believes that people and objects in stories and dreams are real.
6.63. A child who believes that objects and people in their thoughts and dreams are real is displaying what?
a. animism
b. reification
c. egocentrism
d. paranormal cognition
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Moderate
6.64. Molly is watching TV. She doesn’t understand that a child standing behind the TV set cannot see what is on the screen, because she assumes that the other child sees the same thing she does. Molly’s thinking is best considered an example of:
a. reification
b. animism
c. symbolic representation
d. egocentrism
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: Egocentrism is a characteristic of preoperational thought in which a child views everything from a personal point of view rather than objectively.
6.65. Mr. Phillips assumes that everyone thinks about politics the same way he does. When people disagree with his views, he thinks they are just trying to make him angry. Even though he is an adult, Mr. Phillips’s thinking still is hampered by which of the following?
a. symbolic representation
b. animism
c. egocentrism
d. automaticity
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Difficult
Rationale: Egocentrism is a characteristic of preoperational thought in which a child views everything from a personal point of view rather than objectively.
6.66. Four-year-old Rose views everything in relation to herself. Her failure to understand another person’s perspective is best thought of as a consequence of:
a. animism
b. centration
c. irreversibility
d. egocentrism
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: Egocentrism is a characteristic of preoperational thought in which a child views everything from a personal point of view rather than objectively.
6.67. The “mountain problem” described in the text is most often used to demonstrate the concept of:
a. symbolic representation
b. conservation of number
c. conservation of volume
d. egocentrism
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Moderate
Rationale: Egocentrism is a characteristic of preoperational thought in which a child views everything from a personal point of view rather than objectively. In the three-dimensional mountain problem, the preoperational child typically is unable to imagine how the mountains would appear from another perspective, for example, to a person sitting across the table.
6.68. Which of the following statements about the progress of development is correct?
a. The intuitive stage occurs before the sensorimotor period.
b. The intuitive stage occurs before the preconceptual stage.
c. The preconceptual stage occurs before the sensorimotor period.
d. The preconceptual stage occurs before the period of concrete operations.
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: The order of Piaget’s stages of cognitive development is: sensorimotor, preoperational, concrete operations, formal operations. Within the preoperational stage, the preconceptual stage develops first, followed by the intuitive stage.
6.69. Which of the following is a correct statement of how children in the preconceptual stage are different from those in the intuitive stage?
a. Children in the preconceptual stage are more egocentric.
b. Children in the preconceptual stage are more likely to display animism in their thinking.
c. Children in the preconceptual stage are more likely to display reification in their thinking.
d. Children in the preconceptual stage are more likely to correctly solve the “mountain problem.”
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Moderate
Rationale: Piaget observed that preconceptual children still have difficulty with major categories of reality and display animism, reification, and egocentrism (in the “mountain problem” for example). In the intuitive (or transitional) period, Egocentrism eases somewhat, and intuitive children often can understand multiple points of view and how things relate to each other, although sometimes in an inconsistent and incomplete way.
6.70. According to the text, the most dramatic cognitive difference between infants and 2-year-olds is in their use of:
a. animism
b. reification
c. automaticity
d. symbolic representation
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Moderate
6.71. Jose has just begun to understand that numbers, such as “1, 2, 3,” are connected conceptually to the number of objects on a table. Now when he is asked how many objects on the table, he holds up three fingers. Jose’s thinking in this instance is best considered an example of:
a. symbolic representation
b. reification
c. egocentrism
d. accommodation
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: Symbolic representation refers to the use of actions, images, words, or other signs to represent past and present events, experiences, and concepts; it marks the emergence of the preoperational period.
6.72. Laura and Ted like to play “house,” a game they invented in which Laura pretends to be the “mother” and Ted the “father.” In this game, Laura cooks the food on a pretend stove and Ted takes out the pretend garbage. The ability to play this game relies most directly on which cognitive ability?
a. egocentrism
b. conservation
c. reversibility
d. symbolic representation
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Difficult
Rationale: Symbolic representation refers to the use of actions, images, words, or other signs to represent past and present events, experiences, and concepts; it marks the emergence of the preoperational period.
6.73. At which of the following ages are children typically the best at tasks involving symbolic representation?
a. age 3
b. age 4
c. age 5
d. age 6
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Easy
6.74. The term “sociocentric” is best thought of as the opposite of the term:
a. egocentric
b. collectivist
c. individualist
d. symbolic
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Moderate
Rationale: The development of symbolic thought helps children in interactions by allowing them to become more sensitive to the feelings and viewpoints of others. This sensitivity, in turn, helps them make the transition to less egocentric and more sociocentric thinking.
6.75. Suppose that a child is shown two rows of 8 pennies each. In one row the pennies are laid next to each other; in the other the pennies are spread out with more space between them. Now the child is asked to count the number of pennies in each row and then respond to the question, “Which row has more pennies?” This demonstration is most likely to be used to test the child’s:
a. egocentrism
b. symbolic representation skills
c. conservation ability
d. automaticity
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Evaluate It
Moderate
Rationale: The term conservation refers to understanding that changing the shape or appearance of objects and materials does not change their mass, volume, number, and so forth.
6.76. Suppose a child is shown a set of glass marbles that includes 5 red marbles and 8 green marbles. The child is asked to count the red marbles, then the green marbles, and then all the marbles, which she can do. Although she can answer the question, “Are there more red or green marbles?” she cannot correctly answer the question, “Are there more red marbles than glass marbles?” This situation most clearly demonstrates which of the following concepts?
a. irreversibility
b. egocentrism
c. centration
d. symbolic representation
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Analyze It
Difficult
Rationale: Centration is a characteristic of preoperational thought in which children display an inability to focus on more than one aspect of a situation at a time.
6.77. A child is presented with two identical balls of clay. As the child watches, one ball is rolled into a sausage, while the other remains untouched. The child is asked which has more clay, the sausage shape or the untouched ball of clay. This experiment most likely is testing which of the following concepts?
a. seriation
b. conservation
c. egocentrism
d. classification
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Evaluate It
Moderate
Rationale: The term conservation refers to understanding that changing the shape or appearance of objects and materials does not change their mass, volume, number, and so forth.
6.78. According to the text, one reason that young children often fail to correctly solve conservation problems is that they do not see them as logical problems; rather they see them as:
a. perceptual problems
b. social problems
c. personal problems
d. emotional problems
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Understand the Concept
Moderate
6.79. Mark can describe to his teacher how he walks from his house to the playground, where a bus picks him up, but he cannot describe how he would walk from the playground back to his house, because he has never done this. Mark’s thinking is best considered to be an example of:
a. conservation of space
b. irreversibility
c. centration
d. reification
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Analyze It
Difficult
Rationale: Irreversibility is a characteristic of preoperational thought in which children have an inability to think backwards, or to see how an event can be reversed.
6.80. The evaluation of Piaget’s theory presented in the text suggests that which of the following appears to be the most significant error in Piaget’s perspective?
a. Piaget underestimated the competence of young children.
b. Piaget overemphasized the emotional unsteadiness of young children.
c. Piaget failed to differentiate between children who were given formal instruction and those who were not.
d. Piaget did not appreciate the rather large gender differences that exist in children’s cognitive processes.
Module: 6.3.3: Evaluating Piaget’s Theory
Learning Objective 6.3
Evaluate It
Moderate
Rationale: The textbook notes that although Piaget’s general views have been supported, subsequent research has pointed out that children are probably more competent and their thinking is not as limited as his view suggests.
6.81. According to Lev Vygotsky, the process by which more experienced people transmit cultural information to children is called:
a. conservation
b. synchrony
c. guided participation
d. social referencing
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Understand the Concept
Moderate
6.82. When a young child learns to help fold laundry and put clothes away, cultural information is
being transmitted. According to Vygotsky’s view, this is best considered to be an example of:
a. conservation
b. guided participation
c. social referencing
d. synchrony
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Evaluate It
Moderate
Rationale: Most theorists today believe that the child’s understanding of the world is embedded in cultural knowledge. All cultures initiate children into activities through guided participation, and such interactions with others provide important information and guidance for children as they develop their cognitive abilities. Vygotsky emphasized that much of children’s cognitive growth takes place through guided participation, in what is called the zone of proximal development.
6.83. The difference between the child's actual developmental level and that child’s potential level of development if guided by adults or older peers is called the:
a. intelligence quotient
b. intellectual gap
c. zone of potential development
d. zone of proximal development
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Understand the Concept
Moderate
6.84. In comparison to Piaget’s view of cognitive development, Lev Vygotsky’s view put more emphasis on:
a. gender differences between boys and girls
b. whether children were raised in one-parent versus two-parent families
c. social factors involved in learning
d. egocentrism
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Evaluate It
Moderate
Rationale: As noted in the text, a limitation of Piaget’s perspective is its rather narrow focus on the problem-solving aspects of cognitive development. Many contemporary theorists view cognitive developmental processes as also being social in nature, and they emphasize the important ways in which others in the child’s environment influence the development of the child’s thought processes. According to Vygotsky, children’s thinking and social skills develop by participating in activities that are slightly beyond their competence, provided they are given the assistance of others who are more skilled and knowledgeable.
6.85. One way of describing Piaget’s and Vygotsky’s views of childhood would be to note that Piaget saw children as ___________ whereas Vygotsky saw them as ____________.
a. competent; incompetent
b. little scientists; apprentices
c. egocentric; sociocentric
d. preoperational; postoperational
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Evaluate It
Moderate
Rationale: Piaget viewed children as “little scientists,” learning through interactions with their physical environment. According to Vygotsky, children’s thinking and social skills develop by participating in activities that are slightly beyond their competence, provided they are given the assistance of others who are more skilled and knowledgeable. In other words, Vygotsky saw children as learning through apprenticeships with more skilled others.
6.86. Which of the following would define the lowest point in a child’s zone of proximal development, according to Vygotsky?
a. the problem is too hard for the child to solve, even with help
b. the child can solve the problem with no help from anyone
c. the child can solve the problem, but only if someone helps with the solution
d. the child can solve the problem without help 50% of the time
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Understand the Concept
Moderate
6.87. Which of the following would define the highest point in a child’s zone of proximal development, according to Vygotsky?
a. The problem is too hard for the child to solve, even with help.
b. The child can solve the problem with no help from anyone.
c. The child can solve the problem, but only if someone helps with the solution.
d. The child can solve the problem without help 50% of the time.
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Understand the Concept
Moderate
6.88. Dr. Larsen states that he likes to give his students just enough “hints” so that they can figure out how to solve a difficult problem with a minimum of guidance. Dr. Larsen’s approach best demonstrates the concept of:
a. automaticity
b. symbolic representation
c. conservation
d. scaffolding
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Analyze It
Moderate
Rationale: Scaffolding refers to the progressive structuring of tasks by parents or others so that the level of task difficulty is appropriate.
6.89. Rickie can’t figure out how to solve a math problem. His teacher gives Rickie a “hint” that helps him think a little differently about the problem, and now he solves it. Rickie’s teacher has used a technique best described as:
a. scaffolding
b. proximal development
c. conservation
d. symbolic representation
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Analyze It
Moderate
Rationale: Scaffolding refers to the progressive structuring of tasks by parents or others so that the level of task difficulty is appropriate.
The Role of Memory
Learning Objective 6.4: Characterize early childhood memory development
6.90. According to the text, memory processes reach nearly adult capabilities by about what age?
a. age 2 years
b. age 5 years
c. age 7 years
d. age 10 years
Module: 6.4: The Role of Memory
Learning Objective 6.4
Understand the Concept
Moderate
6.91. According to the information-processing view of memory, human memory operates much like:
a. a television camera
b. a telephone
c. a computer
d. a refrigerator
Module: 6.4.1: A Brief Overview of Memory Processes
Learning Objective 6.4
Understand the Concept
Easy
6.92. According to the information-processing theory of memory, when a person is actively thinking about a problem, what part of the memory system is at work?
a. the encoding mechanism
b. the short-term memory
c. the long-term memory
d. the synaptic memory
Module: 6.4.1: A Brief Overview of Memory Processes
Learning Objective 6.4
Understand the Concept
Moderate
6.93. If Lark is asked to tell her teacher what she had for breakfast that morning, this task would best be considered an example of:
a. creative recollection
b. recall
c. recognition
d. encoding
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Analyze It
Moderate
Rationale: Recall refers to the ability to retrieve stored information and memories with or without cues or prompts.
6.94. The best example of a recognition task would be:
a. an essay test question
b. a short-answer test question
c. a multiple-choice test question
d. remembering to write one’s name on the top of a test
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Evaluate It
Moderate
Rationale: Recognition refers to the ability to correctly identify objects or situations previously experienced when they appear again.
6.95. The best example of a recognition task would be:
a. remembering what one had from breakfast
b. remembering one’s phone number
c. choosing the same tie from the closet that one wore yesterday
d. reciting the Pledge of Allegiance without making a mistake
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Evaluate It
Moderate
Rationale: Recognition refers to the ability to correctly identify objects or situations previously experienced when they appear again.
6.96. The best example of a recall task would be:
a. selecting the same type of pizza that you ordered the last time you had pizza
b. answering a multiple choice question like this one
c. looking at a picture and identifying the people who you had met at a party and those who were not there
d. remembering where you parked your car in the parking lot at the shopping center
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Evaluate It
Moderate
Rationale: Recall refers to the ability to retrieve stored information and memories with or without cues or prompts.
6.97. If you are presented with a series of photos and asked to select the photos of only those people who were in your high school graduating class, this task would primarily involve:
a. recall
b. relearning
c. recognition
d. functional subordination
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Evaluate It
Difficult
Rationale: Recognition refers to the ability to correctly identify objects or situations previously experienced when they appear again.
6.98. If you gave children a recall test and a recognition test, which group of children would probably perform the worst?
a. younger children who had a recall test
b. younger children who had a recognition test
c. older children who had a recall test
d. older children who had a recognition test
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Evaluate It
Moderate
Rationale: In one classic study that compared recall versus recognition performance of younger and older children, in the recognition task where many objects were shown only once to children between the ages of 2 and 5, even the youngest children could correctly point to 81% of the objects as having been seen before; the older children recognized 92% of the objects. However, when children between the ages of 2 and 4 were asked to recall objects by naming them, 3-year-olds could name only 22% of the items and 4-year-olds only 40% (W. Schneider & Bjorklund, 1998). Subsequent research also has shown that younger children can be more easily lured away from correct recognitions by misleading questions.
6.99. If you gave children a recall test and a recognition test, which group of children would probably perform the best?
a. younger children who had a recall test
b. younger children who had a recognition test
c. older children who had a recall test
d. older children who had a recognition test
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Evaluate It
Moderate
Rationale: In one classic study that compared recall versus recognition performance of younger and older children, in the recognition task where many objects were shown only once to children between the ages of 2 and 5, even the youngest children could correctly point to 81% of the objects as having been seen before; the older children recognized 92% of the objects. However, when children between the ages of 2 and 4 were asked to recall objects by naming them, 3-year-olds could name only 22% of the items and 4-year-olds only 40% (W. Schneider & Bjorklund, 1998). Subsequent research also has shown that younger children can be more easily lured away from correct recognitions by misleading questions.
6.100. Generalizing from research presented in the text, which of the following memory strategies would most likely lead a young child to the best recall of a group of common household items?
a. remembering that the items are all stored in the same place (e.g., in the junk drawer)
b. remembering that the items all begin with the same letter (e.g., the letter “b”)
c. remembering that the items are all about the same size (e.g., all the size of a baseball)
d. remembering that the items are all used for the same purpose (e.g., that they are all containers that hold things)
Module: 6.4.3: Developing Memory Strategies
Learning Objective 6.4
Analyze It
Difficult
Rationale: As noted in the text, learning strategies that do appear to enhance children’s ability to remember often involve organizing information according to spatial, rather than concept-related, cues.
6.101. Which of the following is the best example of a script?
a. listing items in alphabetic order
b. arranging a set of items from largest to smallest in size
c. recalling the order of tasks involved in starting a car
d. drawing a picture of what a dog looks like
Module: 6.4.4: Memory for Scripts
Learning Objective 6.4
Evaluate It
Moderate
Rationale: It appears that children develop scripts for routine events, such as what happens at dinner time, what happens when they go to preschool, and so forth. These scripts, which serve as lists for what happens first, second, and so forth, provide a useful schema for remembering time-sequenced events.
6.102. Little Jason describes his morning routine: first he gets up, then he gets dressed, then he eats breakfast, and then he brushes his teeth. Jason’s memory of his morning activities is best considered to be an example of:
a. a script
b. encoding
c. a recognition task
d. egocentrism
Module: 6.4.4: Memory for Scripts
Learning Objective 6.4
Analyze It
Moderate
Rationale: As noted in the text, scripts serve as lists for what happens first, second, and so forth, provide a useful schema for remembering time-sequenced events.
Language Development
Learning Objective 6.5: Describe factors that affect childhood language development
6.103. By age 6, most children have a working vocabulary of _____ words, and can understand more than ______ words.
a. 250; 5,000
b. 1,100; 13,000
c. 2,600; 20,000
d. 10,000; 45,000
Module: 6.5: Language Development
Learning Objective 6.5
Understand the Concept
Moderate
6.104. If Cathy is a typical 18-month-old child, her parents should expect that for the next several months she will learn about how many new words a day?
a. 2
b. 9
c. 50
d. 85
Module: 6.5: Language Development
Learning Objective 6.5
Apply What You Know
Moderate
Rationale: As noted in the text, beginning at about 18 months of age, children learn an average of about 9 new words a day.
6.105. Suppose that Jalla is 3 years old. She understands the concept of “empty,” but not of “full.” Based on information presented in the text, your best conclusion about Jalla is that:
a. she probably has a mild hearing problem
b. she has mild mental retardation
c. she is at increased risk for developing dyslexia
d. she is normal
Module: 6.5: Language Development
Learning Objective 6.5
Analyze It
Difficult
Rationale: As noted in the text, young children’s understanding of concepts is often incomplete. For example, they often understand one concept, such as more, much earlier than they know the word or the concept that contrasts with it, such as less.
6.106. Parker says, “I goed to the playground” instead of “I went to the playground.” This speech error is best considered an example of:
a. automaticity
b. functional subordination
c. egocentrism
d. overregularization
Module: 6.5.1: Expanding Grammar
Learning Objective 6.5
Analyze It
Moderate
Rationale: Overregularization refers to children’s tendency to incorrectly generalize language rules to cases that are exceptions. This is typically done by preschool children who are rapidly expanding their vocabularies.
6.107. Which of the following is the best example of overregularization?
a. “I am a big, big girl!”
b. “No!”
c. “I breaked the cup.”
d. “I love my momma.”
Module: 6.5.1: Expanding Grammar
Learning Objective 6.5
6.5.1: Expanding Grammar
Evaluate It
Moderate
Rationale: Overregularization refers to children’s tendency to incorrectly generalize language rules to cases that are exceptions. This is typically done by preschool children who are rapidly expanding their vocabularies. Here the
“-ed” means the past action rule is generalized to a situation in which it does not apply.
6.108. What is the term used to refer to the language we use when we talk to ourselves?
a. babbling
b. recall
c. collective monologue
d. private speech
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Understand the Concept
Easy
6.109. Children’s conversations that include taking turns talking, but during which children to do not necessarily talk about the same topic, are called:
a. private speech
b. individual monologues
c. collective monologues
d. dialogues
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Understand the Concept
Moderate
6.110. Sam and Marty are having a conversation. Sam says that he just saw a big truck. Marty replies that his father is a doctor. Sam and Marty are engaging in a:
a. collective monologue
b. private conversation
c. dialogue
d. meaningful communication
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Analyze It
Moderate
Rationale: Very young children’s conversations are often collective monologues—two children appear to take turns speaking to each other, but they may be talking about entirely different, unrelated subjects.
6.111. When a child learns to speak in a hushed, quiet voice in church or at the library, what aspect
of language is he learning?
a. syntax
b. semantics
c. phonology
d. pragmatics
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Analyze It
Moderate
Rationale: Pragmatics refers to the social and cultural aspects of language use.
6.112. When Madeline is in school, she knows that she should raise her hand and be called on by
the teacher before speaking. Madeline has learned about the rules of:
a. syntax
b. phonology
c. pragmatics
d. semantics
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Analyze It
Moderate
Rationale: Pragmatics refers to the social and cultural aspects of language use.
6.113. The social and cultural aspects of language use are referred to by the term:
a. grammar acquisition
b. communication
c. pragmatics
d. cultural linguistics
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Understand the Concept
Moderate
6.114. Research on the development of gesturing suggests that gestures develop primarily as the result of:
a. classical conditioning
b. habituation
c. biological programming
d. egocentrism
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Understand the Concept
Moderate
6.115. Research presented in the text suggests that playing with which of the following types of toys appears to encourage the language development the most?
a. with dolls
b. with trucks
c. with blocks
d. with guns
Module: 6.5.3: The Influence of Parents’ Language Use
Learning Objective 6.5
Understand the Concept
Moderate
6.116. Generalizing from the text, being bilingual is probably viewed most negatively by people in which of the following countries?
a. India
b. France
c. Japan
d. the United States
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.5
Evaluate It
Moderate
Rationale: The text states that bilingualism is usually considered an advantage in cultures that value knowing more than one language, for example, when it is associated with being a well-educated person. It is usually undervalued in societies where it is associated with immigrant status. The example given was how bilingualisms is associated with status and prestige in Europe, but not in the United States where immigrants are more common. This question calls on students to generalize from their knowledge of other areas of the world, where knowing English in particular is seen as a socially desirable ability.
6.117. The text reports a study that found that bilingual children in the United States and the United Kingdom scored lower on standardized tests than did monolingual English-speaking children. However, this result was suspect because:
a. the study did not take into account the socioeconomic level of the children’s families
b. the children were highly intelligent to begin with
c. the second language was Japanese, which is a very difficult language for English-speakers to learn
d. the bilingual children were older than the children who learned only English
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.5
Understand the Concept
Moderate
6.118. Generalizing from research conclusions presented in the text, if given the choice, would you recommend that children be raised in bilingual environment?
a. Yes
b. No, because this will limit the size of their vocabulary
c. No, because this will delay their learning to talk
d. No, because this will make them more likely to develop reading problems
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.5
Evaluate It
Moderate
Rationale: Most research today supports the conclusion that linguistically, culturally, and probably cognitively, it is often an advantage to grow up bilingual.
6.119. According to the text, most research supports the conclusion that growing up bilingual:
a. causes students to fall behind in their school work
b. has many advantages for the student
c. places unnecessary burdens on children
d. causes serious learning disabilities
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.5
Understand the Concept
Easy
Play and Learning
Learning Objective 6.6: Explain the role of play in childhood learning
6.120. According to Piaget, what is the child’s “work”:
a. conservation
b. symbolic representation
c. elimination of egocentrism
d. play
Module: 6.6: Play and Learning
Learning Objective 6.6
Understand the Concept
Easy
6.121. When Elizabeth and Hannah bang pots and pans together to experience new sounds, they are engaging in what type of play?
a. rough-and-tumble
b. dramatic
c. sensory pleasure
d. constructive
Module: 6.6: Play and Learning
Learning Objective 6.6
Apply What You Know
Difficult
Rationale: Sensory pleasure refers to a type of play in which sensory experience is the goal in and of itself. This type of play teaches children essential facts about their bodies and the environment.
6.122. According to the text, what type of play is a child engaged in who splashes water in a birdbath?
a. ritual play
b. sensory pleasure play
c. dramatic play
d. play with motion
Module: 6.6: Play and Learning
Learning Objective 6.6
Analyze It
Difficult
Rationale: Sensory pleasure refers to a type of play in which sensory experience is the goal in and of itself. This type of play teaches children essential facts about their bodies and the environment.
6.123. Running, jumping, and skipping are best considered to be examples of:
a. sensory pleasure
b. play with motion
c. rough-and-tumble play
d. play with language
Module: 6.6: Play and Learning
Learning Objective 6.6
Understand the Concept
Easy
6.124. According to the text, play with physical objects, such as bouncing a ball, appears to:
a. help them increase their knowledge of the world
b. lessen the distinction that children make between “pretend” and “real”
c. be used equally by boys and girls
d. increase aggressiveness
Module: 6.6.1: Exploring Physical Objects
Learning Objective 6.6
Evaluate It
Moderate
Rationale: According to the text, play with objects helps children acquire information and build their knowledge.
6.125. Suppose you observe two children, sitting together and occasionally looking at each other, but not really interacting. Each is playing with her own toy. This type of play is called:
a. symbolic play
b. parallel play
c. oppositional play
d. independent play
Module: 6.6.2: Play and Egocentrism
Learning Objective 6.6
Analyze It
Moderate
Rationale: Parallel play refers to the play typically engaged in by 2-year-olds, which is characterized by each child playing independently, although in proximity to each other.
6.126. Suppose you observe two children, sitting together and occasionally looking at each other, but not really interacting. Each is playing with her own toy. If these children are typical for their age, about how old are they?
a. one girl is probably 2 and the other much older, perhaps age 6
b. both girls are probably about 2 years old
c. both girls are probably about 4 years old
d. both girls are probably about 7 years old
Module: 6.6.2: Play and Egocentrism
Learning Objective 6.6
Evaluate It
Moderate
Rationale: Parallel play refers to the play typically engaged in by 2-year-olds, which is characterized by each child playing independently, although in proximity to each other.
6.127. Generalizing from research presented in the text, if a 4-year-old was observed speaking to a 2-year-old, what kind of speech would the 4-year-old be most likely to use?
a. the same kind of speech he uses when talking to his mother
b. the same kind of speech he uses when talking to his older brother
c. the same kind of speech he uses when talking to his preschool teacher
d. a simpler version of his normal speech
Module: 178
Learning Objective 6.6
Evaluate It
Moderate
Rationale: In one early study (M. Shatz & Gelman, 1973) researchers asked 4-year-olds to describe to 2-year-olds how a specific toy worked. Even 4-year-olds understood the need to address younger children in simpler terms. The researchers found that 4-year-olds spoke slowly; they used short sentences; they employed many attention-getting words, such as look and here; and they frequently repeated the child’s name. Four-year-olds did not speak to older children or adults in the same manner, indicating that they were able to understand the differing perspectives of others.
6.128. Parallel play is most likely to be displayed by which of the following children?
a. a 2-year-old
b. a 4-year-old
c. a 6-year-old
d. an 8-year-old
Module: 6.6.2: Play and Egocentrism
Learning Objective 6.6
Analyze It
Moderate
Rationale: As noted in the text, parallel play is typically engaged in by 2-year-olds, which is characterized by each child playing independently, although in proximity to each other
6.129. Which of the types of play is most directly linked to advancing the child’s skills with symbolic representation?
a. dramatic play
b. solitary play
c. parallel play
d. sensory play
Module: 6.6.3: Dramatic Play and Social Knowledge
Learning Objective 6.6
Understand the Concept
Easy
6.130. According to the text, dramatic play begins to be displayed in earnest at which of the following ages?
a. age 2
b. age 4
c. age 6
d. age 8
Module: 6.6.3: Dramatic Play and Social Knowledge
Learning Objective 6.6
Understand the Concept
Moderate
6.131. Which of the following is not a good example of dramatic play?
a. imitation of a parent’s behavior
b. reading a book
c. pretending to be a clown
d. role playing the role of “teacher”
Module: 6.6.3: Dramatic Play and Social Knowledge
Learning Objective 6.6
Evaluate It
Moderate
Rationale: Dramatic play develops at about age 3 or 4 and is characterized by meaningful interactions among children, often including imitation, pretending, and role playing.
6.132. Sara and James are 2 years old and are playing near each other. Sara is pretending to be a princess, while James is pretending to be a fireman. According to the text, what type of play are they engaging in?
a. dramatic play
b. selfish play
c. cooperative play
d. egocentric play
Module: 6.6.3: Dramatic Play and Social Knowledge
Learning Objective 6.6
Analyze It
Moderate
Rationale: Dramatic play develops at about age 3 or 4 and is characterized by meaningful interactions among children, often including imitation, pretending, and role playing.
6.133. The text suggests that children benefit from playing with other children who are older and younger than they are. Why?
a. Older children can model for younger children, providing scaffolding.
b. Older children teach rules of discipline better than same-age children.
c. Younger children allow children to escape reality, thereby fostering dramatic play.
d. Younger children help older children practice their language skills better than same-age children.
Module: 6.6.4: The Role of Peers
Learning Objective 6.6
Evaluate It
Moderate
Rationale: As noted in the text, mixed-age peer groups can offer older children the opportunity to practice teaching and child care with younger children, and younger children can imitate and practice role relations with older children. As noted earlier in the chapter, the most effective instruction involves scaffolding, which is the progressive structuring of tasks by parents or others so that the level of task difficulty is appropriate. This finding makes clear the significance of having older children as role models for those who are younger.
Current Issues: A Theory of Mind
6.134. The text describes an experiment where 3- and 5-year-old children were shown two objects that were identical except one was red and the other was blue. The children were then given one of the objects that was inside a tube so the child could feel, but not see, it. This experiment is one that was devised to test the concept of:
a. animism
b. the mountain problem
c. the theory of mind
d. automaticity
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Moderate
Rationale: This is a theory of mind problem because it focuses on how children’s cognitive processes change as they age.
6.135. Suppose that young children are asked what is most likely to be inside a small dog cage. They say “a dog.” When they look inside, they see a chicken. To test the children’s theory of mind, what would they likely be asked next?
a. What color is a chicken?
b. What do chickens and dogs have in common?
c. If your friend came in the room and was asked what was in the dog cage, what would he guess?
d. Which would make a better pet, a dog or a chicken?
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Difficult
Rationale: False belief tasks are often used to study the limits of children’s thinking. A very similar example of a false belief task was described on page 166 of the text. It takes a while for children to understand that we have beliefs based on our experience, and that sometimes those beliefs are false because we do not have enough evidence.
6.136. According to the text, which of the following groups of 3- to 5-year-old children would be most likely to have difficulty solving theory of mind problems?
a. children who were raised in collectivist cultures, such as Japan
b. children who were raised in individualist cultures, such as the United States
c. children with schizophrenia
d. children who had not attended preschool
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Understand the Concept
Moderate
Changing Perspectives: Bilingual Kindergarten and Play
6.137. Juan and Maria move to the United States from Mexico, where they begin school. From their first day, they are placed in an English-speaking classroom in which no Spanish is spoken. This method of teaching a second language would best exemplify which of the following models?
a. immersion
b. English as a Second Language
c. two-way bilingual education
d. trial-by-fire language learning
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.6
Analyze It
Moderate
Rationale: One bilingual education model, which often is called an inclusion or immersion model, involves classes taught exclusively in English. In this model, non-English-speaking children are immersed in the majority language, with the idea that they will eventually learn it out of necessity.
6.138. Jack’s family moves to Japan, where he attends a school in which most of the instruction is done in both English and Japanese, which he learns to use as he plays with other children. This type of instruction is best thought of as an example of:
a. immersion language learning
b. two-way bilingual education
c. the “English as a Second Language” approach
d. the symbolic-social pyramid approach
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.6
Analyze It
Moderate
Rationale: In the two-way bilingual education model, children are taught in their own language but ample opportunities are created for different language groups to interact, which requires all members of the class to learn a second language.
Short Answer questions:
Physical Development
Learning Objective 6.1: Outline the physical developments of early childhood
6.139. Give an example of how physical development and cognitive development interact.
Module: 6.1: Physical Development
Learning Objective 6.1
Apply What You Know
Moderate
6.140. Describe the two processes that occur during the brain growth spurt during early childhood.
Module: 6.1.2: Brain Development
Learning Objective 6.1
Understand the Concept
Moderate
6.141. What is meant by the term “lateralization” when it is used to describe brain development. Give an example of a function that is lateralized.
Module: 6.1.2: Brain Development
Learning Objective 6.1
Analyze It
Moderate
6.142. Why is early intervention usually better than later intervention when providing support to at-risk children?
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Moderate
6.143. Describe what it means to state that brain development and cognitive development interact. Give an example of what is meant by the term “interaction” in this context.
Module: 6.1.3: An Interactive and Individual Approach to Human Development
Learning Objective 6.1
Analyze It
Moderate
Motor Skills Development
Learning Objective 6.2: Relate motor skills development to early childhood behavior
6.144. Define the concept of automaticity and give an example that demonstrates this ability.
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Apply What You Know
Moderate
6.145. Give an example of what is meant by the term “functional subordination.”
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Apply What You Know
Moderate
6.146. Distinguish between gross motor skills and fine motor skills and give an example of each.
Module: 6.2.1: Gross Motor Skills; 6.2.2: Fine Motor Skills
Learning Objective 6.2
Evaluate It
Moderate
6.147. Describe three ways in which a 2-year-old’s motor abilities are different from those of a 6-year-old child.
Module: 6.2.1: Gross Motor Skills; 6.2.2: Fine Motor Skills
Learning Objective 6.2
Evaluate It
Moderate
6.148. Define the term “readiness” and give an example of this concept.
Module: 6.2.3
Learning Objective 6.2
Apply What You Know
Moderate
6.149. Differentiate between intrinsic and extrinsic motivation and give an example of each.
Module: 6.2.3
Learning Objective 6.2
Evaluate It
Moderate
Preoperational thinking in Cognitive Development
Learning Objective 6.3: Evaluate preoperational thinking as a cognitive development paradigm
6.150. Describe the “mountain problem” and suggest how egocentrism limits the child’s ability to correctly solve this problem.
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Moderate
6.151. Define what is meant by the term “theory of mind.”
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Apply What You Know
Moderate
6.152. Differentiate between animism and reification and give an example of each.
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Moderate
6.153. Describe a typical conservation problem and suggest how a child in Piaget’s preoperational stage would solve this differently than would an older child.
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Evaluate It
Moderate
6.154. Give an example of what the problem of “irreversibility” involves.
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Apply What You Know
Moderate
6.155. Define the term “scaffolding” and give an example of how parents can provide scaffolding assistance to their children as the children learn new complex tasks.
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Apply What You Know
Moderate
6.156. What did Vygotsky mean when he argued that children learn through guided participation?
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Analyze It
Moderate
The Role of Memory
Learning Objective 6.4: Characterize early childhood memory development
6.157. Give an example of a recognition task and an example of a recall task. What is the essential difference between these two types of tasks?
Module: 6.4.2: Recognition and Recall
Learning Objective 6.4
Evaluate It
Moderate
6.158. What type of scripts do young children find most helpful when they are trying to learn about events? Give an example of how a child might use this type of script.
Module: 6.4.4: Memory for Scripts
Learning Objective 6.4
Evaluate It
Moderate
Language Development
Learning Objective 6.5: Describe factors that affect childhood language development
159. Define “overregularization” and give an example of this type of speech.
Module: 6.5.1: Expanding Grammar
Learning Objective 6.5
Apply What You Know
Moderate
6.160. Young children engage in two types of speaking behavior: 1) private speech and 2) collective monologues. What are the characteristics of these two types of behaviors?
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Evaluate It
Moderate
6.161. Define the term “pragmatics” as it is used to describe speech. Give two examples of how pragmatics influences how speech develops.
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Apply What You Know
Moderate
6.162. Suggest how cultural differences between nations might influence how bilingual children are viewed.
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.5
Evaluate It
Moderate
Play and Learning
Learning Objective 6.6: Explain the role of play in childhood learning
6.163. Describe the differences between parallel play and dramatic play.
Module: 6.6.3: Dramatic Play and Social Knowledge
Learning Objective 6.6
Evaluate It
Moderate
6.164. What advantages are associated with children’s play groups that include children of different ages, as opposed to those that are age-segregated?
Module: 6.6.4: The Role of Peers
Learning Objective 6.6
Evaluate It
Moderate
Essay questions:
Physical Development
Learning Objective 6.1: Outline the physical developments of early childhood
6.695. Comment on the accuracy of the following statement: “Bob is left-brained and that is why he is so good at solving math problems, whereas Linda is right-brained, so she is good at artistic pursuits.”
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Difficult
6.166. Why are left-handed people more likely to be ambidextrous than right-handed people?
Module: 6.1.2: Brain Development
Learning Objective 6.1
Apply What You Know
Moderate
6.167. Describe the research that looks at prenatal thumb-sucking as a precursor to the development of handedness. What conclusions should be drawn from this research?
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Difficult
6.168. Why would it be desirable to begin interventions programs for at-risk children earlier, rather than later, in development?
Module: 6.1.2: Brain Development
Learning Objective 6.1
Evaluate It
Moderate
Motor Skills Development
Learning Objective 6.2: Relate motor skills development to early childhood behavior
6.169. Define the term “automaticity” and describe how a 2-year-old is different with respect to this trait than a 6-year-old.
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Apply What You Know
Moderate
6.170. Give two examples of functional subordination, one that involves gross motor skills and one that involves fine motor skills.
Module: 6.2.1: Gross Motor Skills
Learning Objective 6.2
Apply What You Know
Moderate
6.171. Discuss what is meant by the concept of “readiness” and suggest how a parent can become aware of when a child is “ready” to learn something new. Give an example that demonstrates the points you make in your answer.
Module: 6.2.3
Learning Objective 6.2
Analyze It
Difficult
6.172. List and describe four conditions that are involved in learning motor skills and give an example of each.
Module: 6.2.3
Learning Objective 6.2
Analyze It
Difficult
6.173. Suggest how both intrinsic and extrinsic motivation contribute to the development of a child’s motor skills. Be sure to distinguish clearly what is meant by each of these types of motivation.
Module: 6.2.3
Learning Objective 6.2
Apply What You Know
Moderate
Preoperational thinking in Cognitive Development
Learning Objective 6.3: Evaluate preoperational thinking as a cognitive development paradigm
6.174. Describe how a child moves through the preconceptual and intuitive periods within Piaget’s preoperational stage, suggesting how cognitive processes change as the child moves from the first to the second period in this stage.
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Difficult
6.175. How does egocentrism limit a child’s thought?
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Evaluate It
Moderate
6.176. Describe how the child’s development of symbolic representation contributes to the development of language and to the development of dramatic play.
Module: 6.3.1: Preoperational Substages and Thought
Learning Objective 6.3
Analyze It
Difficult
6.177. Define the terms “centration” and “irreversibility” and suggest how each limits the child when solving a conservation problem.
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Evaluate It
Difficult
6.178. The text makes the point that younger children view conservation problems as perceptual problems, whereas older children see them as logical problems. What does this mean? Use a standard conservation problem to illustrate your answer.
Module: 6.3.2: Limitations of Preoperational Thinking
Learning Objective 6.3
Evaluate It
Difficult
6.179. What two criticisms are most often raised with regard to Piaget’s theory of cognitive development? Do you think these criticisms have merit? Why or why not?
Module: 6.3.3: Evaluating Piaget’s Theory
Learning Objective 6.3
Evaluate It
Difficult
6.180. Define what Vygotsky meant when he suggested that children’s cognitive growth takes place within a zone of proximal development. How would a parent know what the lower range of the child’s zone is? How would the parent know what the upper limit of the child’s zone is?
Module: 6.3.4: Other Social Perspectives
Learning Objective 6.3
Analyze It
Difficult
6.181. Describe two differences between the way that Piaget conceptualized early childhood and the way Vygotsky viewed this period of development.
Module: 6.3.1: Preoperational Substages and Thought; 6.3.4: Other Social Perspectives
Learning Objective 6.3
Evaluate It
Difficult
The Role of Memory
Learning Objective 6.4: Characterize early childhood memory development
6.182 Describe the basic features of the information processing perspective on memory.
Module: 6.4.1: A Brief Overview of Memory Processes
Learning Objective 6.4
Understand the Concept
Moderate
6.183 Describe a study that could be designed to provide information about how memory strategies used by 2-year-olds differ from those used by older children. Be sure to state a hypothesis, describe the method the study would use, and suggest the expected results.
Module: 6.4.3: Developing Memory Strategies
Learning Objective 6.4
Analyze It
Difficult
6.184. Describe how children use scripts as a memory strategy during early childhood. What kinds of scripts do they find especially helpful? Give an example to illustrate your answer.
Module: 6.4.4: Memory for Scripts
Learning Objective 6.4
Evaluate It
Moderate
Language Development
Learning Objective 6.5: Describe factors that affect childhood language development
6.185. Comment on the statement, “Children learn the rules of language before they learn the exceptions to the rules.” Use an example of overregularization to support your answer.
Module: 6.5.1: Expanding Grammar
Learning Objective 6.5
Evaluate It
Difficult
6.186. Is private speech something that parents of young children should try to encourage or discourage? Explain your answer.
Module: 6.5.2: Mastering the Subtleties of Speech
Learning Objective 6.5
Evaluate It
Difficult
6.187. Generalizing from research presented in the text about how children’s play influences their language development, how might parents encourage play behaviors that will facilitate the development of their child’s language abilities?
Module: 6.5.3: The Influence of Parents’ Language Use
Learning Objective 6.5
Evaluate It
Difficult
6.188. Does being raised in a bilingual culture provide advantages or disadvantages for a child? Describe research that supports your answer.
Module: 6.5.4: Multicultural Aspects of Language Development
Learning Objective 6.5
Analyze It
Moderate
Play and Learning
Learning Objective 6.6: Explain the role of play in childhood learning
6.189. What does it mean to say that play both mirrors and encourages cognitive development?
Module: 6.6: Play and Learning
Learning Objective 6.6
Apply What You Know
Moderate
6.190. Describe how children’s egocentrism is linked to the type of play that they prefer.
Module: 6.6.2: Play and Egocentrism
Learning Objective 6.6
Apply What You Know
Moderate
6.191. How would a child’s skills of symbolic representation contribute to, or limit, the types of play activities in which the child engaged?
Module: 6.6.3: Dramatic Play and Social Knowledge
Learning Objective 6.6
Evaluate It
Difficult
6.192. Provide two examples of how a child’s level of cognitive development is linked to the kind of play activities in which that child engages.
Module: 6.6.2: Play and Egocentrism; 6.6.3: Dramatic Play and Social Knowledge
Learning Objective 6.6
Apply What You Know
Difficult
6.193 Suppose a good friend asked for your opinion about whether she should ask her Spanish-speaking nanny speak to her infant in English, in Spanish, or in both languages. (Assume that only English is spoken in your home.) What advice would you give her, based on your reading of the research cited in the text? What are the advantages and disadvantages of raising a child to be bilingual?
Module: 6.6.4: The Role of Peers
Learning Objective 6.6
Evaluate It
Moderate