Cognition in Infancy – Ch6 | Complete Test Bank 9e - Infants and Children 9e | Test Bank with Answer Key by Laura E. Berk by Laura E. Berk. DOCX document preview.
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Chapter 6
Cognitive development in infancy and toddlerhood
MULTIPLE CHOICE
1) The first stage of Piaget’s cognitive-developmental theory, spanning the first two years of life, is called the ________.
A) preoperational stage
B) sensorimotor stage
C) formal operational stage
D) concrete operational stage
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 197; screen 6.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Easy
2) In Piaget’s sensorimotor stage, infants ________.
A) assimilate more than they accommodate
B) represent their experiences in speech, gesture, and play.
C) “think” with their eyes, ears, hands, and other sensorimotor equipment.
D) solve everyday practical problems and carry out many activities inside their heads.
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 197; screen 6.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Moderate
3) According to Piaget’s cognitive-developmental theory, a scheme is a(n) ________.
A) process that occurs apart from any contact with the environment
B) understanding of objects as continuing to exist when out of sight
C) ability to mimic the behavior of others
D) organized way of making sense of experience
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Easy
4) According to Piaget, schemes ________
A) are techniques caregivers use to better understand the way infants make sense of their world
B) require preoperational thought and provide evidence of thinking before action
C) begin as random actions that are reinforced or punished by caregivers
D) change from sensorimotor action patterns to deliberate, creative activities
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Understand
Difficulty Level: Difficult
5) In Piaget’s theory, adaptation involves ________
A) modifying schemes through internal reflection on their meaning
B) strengthening schemes through caregiver reinforcement
C) refining schemes through social interaction with adults or peers
D) building schemes through direct interaction with the environment
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Moderate
6) In Piaget’s theory, assimilation involves ________.
A) using current schemes to interpret the external world
B) rearranging new schemes with old ones to create an interconnected system
C) learning patterns of behavior taught by parents or other caregivers
D) creating more effective schemes while moving between equilibrium and disequilibrium
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Easy
7) According to Piaget, during the process of accommodation, children ________.
A) make compromises between their desires and the wishes of others
B) create new schemes or adjust old ones
C) use current schemes to interpret the external world
D) rearrange existing schemes, linking them with other schemes
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Easy
8) Two-year-old Lupe dropped a block into her toy box. She then dropped a cup, a car, and a doll—some gently, and some with force. Lupe’s modification of her dropping scheme is an example of ________.
A) equilibrium
B) organization
C) accommodation
D) assimilation
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Apply
Difficulty Level: Moderate
9) When children are not changing much cognitively, they ________ more than they ________.
A) accommodate; organize
B) organize; assimilate
C) assimilate; accommodate
D) accommodate; assimilate
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Moderate
10) During times of rapid cognitive change, children ________.
A) are in a state of disequilibrium
B) assimilate more than they accommodate
C) are more likely to construct ineffective schemes
D) balance assimilation and accommodation
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Moderate
11) According to Piaget, children in a state of disequilibrium ________.
A) fail to make the transition from sensorimotor to preoperational thought
B) rely on sensorimotor action patterns instead of showing evidence of thinking before acting
C) assimilate more than they accommodate in order to reduce cognitive discomfort
D) shift from assimilation to accommodation and modify their schemes
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Understand
Difficulty Level: Difficult
12) In Piaget’s theory, each time the back-and-forth movement between equilibrium and disequilibrium occurs, ________.
A) infants assimilate more than they accommodate, but toddlers show the opposite pattern
B) children accommodate more than they assimilate
C) children temporarily regress to a previous cognitive stage
D) more effective schemes are produced
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Understand
Difficulty Level: Moderate
13) According to Piaget, organization of schemes takes place ________.
A) internally, apart from direct contact with the environment
B) externally, as the child’s schemes interact with the schemes of others
C) through direct contact with the environment
D) when new schemes are formed through sensorimotor action patterns
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Remember
Difficulty Level: Moderate
14) Four-month-old Franklin practiced his dropping and throwing schemes and eventually developed an understanding of height. This achievement is an example of ________.
A) organization
B) accommodation
C) equilibrium
D) assimilation
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Apply
Difficulty Level: Moderate
15) One weakness of Piaget’s cognitive-developmental theory is that it ________.
A) fails to explain how infants use organization to make sense of the world
B) does not account for cognitive changes that take place in the first two years
C) claims that at birth, infants explore purposefully
D) was based on a very small sample of children
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 198; screen 6.1.1
Objective: 6.1a Explain how, in Piaget’s theory, schemes change over the course of development.
Skill: Understand
Difficulty Level: Difficult
16) In Piaget’s sequence of sensorimotor development, infants first develop ________.
A) mental representations
B) tertiary circular reactions
C) reflexive schemes
D) primary circular reactions
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 199; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
17) One-month-old Peter sometimes makes a sucking sound. What would be the strongest evidence that he is in Piaget’s reflexive schemes substage of development and not a later stage?
A) Peter always makes the sucking sound in the same way, regardless of the experiences he encounters.
B) Peter cannot adapt flexibly and quickly enough to imitate novel behaviors.
C) Peter does not combine schemes into new, more complex action schemes.
D) Peter’s actions do not seem related to any particular goal.
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 199; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Apply
Difficulty Level: Difficult
18) In Piaget’s theory, a circular reaction is a means of building schemes in which infants ________.
A) attempt to form mental representations of the world
B) try to repeat chance motor activities again and again
C) try to imitate the behaviors of others around them
D) attempt to act out imaginary activities
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 199; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
19) Through primary circular reactions, babies ________.
A) suck, grasp, and look in much the same way, no matter what experiences they encounter
B) repeat chance behaviors that are largely motivated by basic needs
C) repeat behaviors with variation, deliberately exploring the environment
D) try to repeat interesting events that are caused by their own actions
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 199; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
20) Through secondary circular reactions, babies ________.
A) suck, grasp, and look in much the same way, no matter what experiences they encounter
B) repeat chance behaviors that are largely motivated by basic needs
C) repeat behaviors with variation, deliberately exploring the environment
D) try to repeat interesting events that are caused by their own actions
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
21) Henry sometimes swats at nearby objects in his crib. What would be the strongest evidence that he is in Piaget’s secondary circular reactions stage and not a later stage?
A) Henry can adapt flexibly and quickly enough to imitate novel behaviors.
B) Henry also shows the ability to create mental representations.
C) Henry does not repeat his “swatting” behavior in varied ways to accomplish different goals.
D) When Henry swats something, his actions do not seem related to any particular goal.
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Apply
Difficulty Level: Difficult
22) In Piaget’s sensorimotor Substage ________, 8- to 12-month-olds can first engage in intentional, or goal-directed, behavior.
A) 1—reflexive schemes
B) 2—primary circular reactions
C) 3—secondary circular reactions
D) 4—coordination of secondary circular reactions
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
23) Nine-month-old Sholanda can retrieve her ball when her mother hides it under a blanket. Sholanda has begun to master ________.
A) reflexive schemes
B) object permanence
C) deferred imitation
D) make-believe play
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Apply
Difficulty Level: Moderate
24) Babies who commit the “A-not-B” search error will search ________.
A) in the same two hiding places for all missing objects
B) in the same two hiding places repeatedly when an object is not found.
C) for an object in one hiding place after seeing that it is not hidden in another place
D) for an object in its previous hiding place even after they see it hidden in a different place
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Understand
Difficulty Level: Difficult
25) Laurel has hidden one of Acadia’s favorite toys under Acadia’s blanket, but Acadia searches for it under Acadia’s pillow. What would be the strongest evidence that Acadia has not committed the “A-not-B” search error?
A) Acadia did not see Laurel hide the toy under the blanket.
B) Laurel had hidden the toy under Acadia’s pillow on previous occasions.
C) Acadia does not become distressed when she fails to find her toy on her first attempt.
D) Laurel reports that Acadia enjoys playing games in which Acadia finds hidden objects.
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Apply
Difficulty Level: Difficult
26) Piaget concluded that babies make the A-not-B search error because ________.
A) they cannot yet coordinate means–end action sequences
B) appreciation of physical causality has not been attained
C) the ability to engage in goal-directed behavior has not yet developed
D) they do not have a clear image of the object as persisting when hidden from view
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
27) Twelve-month-old Manny discovered how to use a stick to get toys that are out of reach. According to Piaget, Manny’s behavior would best be described as a ________.
A) tertiary circular reaction
B) secondary circular reaction
C) primary circular reaction
D) reflexive scheme
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Apply
Difficulty Level: Moderate
28) Using abilities that emerge during sensorimotor Substage 5, toddlers ________.
A) create mental representations
B) repeat behaviors with variation
C) repeat chance behaviors largely motivated by basic needs
D) arrive at solutions suddenly rather than through trial-and-error
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 200; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
29) On Monday, 20-month-old Raoul watched his older brother Carlos stir his applesauce with a spoon. On Thursday, without Carlos present, Raoul tried to use a spoon to stir his own applesauce. Raoul is using a(n) ________ to imitate Carlos’s behavior.
A) reflexive scheme
B) primary circular reaction
C) secondary circular reaction
D) mental representation
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 201; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Apply
Difficulty Level: Moderate
30) In sensorimotor Substage 6, the ability to create mental representations enables toddlers to ________ and ________.
A) engage in deferred imitation; engage in make-believe play
B) understand object permanence; develop simple motor habits
C) engage in deferred imitation; use primary circular reactions
D) develop simple motor habits; apply the violation-of-expectation method
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 201; screen 6.1.2
Objective: 6.1b Describe major cognitive attainments of the sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
31) Critics argue that the violation-of-expectation method is flawed because ________.
A) it is difficult for observers to discern when babies have habituated to the familiar event
B) this method cannot be used with young babies or toddlers, who easily become fatigued
C) babies make only subtle changes to their behaviors when they recover to a new stimulus
D) it reveals only babies’ perceptual preference for novelty, not their knowledge of the physical world
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 201; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
32) In a series of studies using the violation-of-expectation method, Renée Baillargeon and her collaborators claimed to have found evidence for ________ in the first few months of life.
A) deferred imitation
B) the ability to create mental representations
C) the ability to act on objects in novel ways
D) awareness of object permanence
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 201; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Difficult
33) Research supports the conclusion that infants’ mastery of object permanence ________.
A) is not possible until toddlerhood
B) is evident in the first month of life
C) is a gradual achievement
D) develops suddenly, at around 4 months of age
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 203; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Easy
34) Follow-up research on deferred imitation demonstrates that older infants and toddlers ________.
A) are more likely to imitate accidental behaviors than purposeful behaviors
B) can imitate rationally, by inferring others’ intentions
C) do not yet use intentional means–end action sequences
D) cannot yet imitate actions that an adult produces
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 204; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
35) Eighteen-month-old Svea watches her mother try to build a tower out of blocks, but her mother fails at the task. Then, Svea builds the tower herself. In doing so, Svea is demonstrating ________.
A) mastery of deferred imitation
B) the capacity for displaced reference
C) imitation by inferring another’s goal
D) the core knowledge perspective
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 204; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Apply
Difficulty Level: Moderate
36) Research on children’s ability to use tools to solve problems indicates that ________.
A) newborns can develop intentional means–ends action sequences, though they often lack the motor skills to implement those sequences
B) around the middle of the second year, children begin forming mental representations of how to use an unfamiliar tool to secure a desired object
C) by 12 months, most children can learn how to use a tool by seeing others use it successfully
D) by 12 months, most children can engage in tool use when an unfamiliar tool and an object they want are spatially separated
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 205; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Difficult
37) When 12-month-old Barrett’s mom asks him, “Where is your teddy bear?” Barrett responds by pointing to the place on his bed where the teddy bear usually rests. Barrett is displaying ________.
A) habituation and recovery
B) inferred imitation
C) displaced reference
D) the violation-of-expectation method
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 205; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
38) Displaced reference is the capacity to ________.
A) realize that words can be used to cue mental images of things not physically present
B) complete actions that were intended but not completed
C) retain modeled behaviors and copy the actions of peers and adults
D) manipulate an object in order to achieve a desired result
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 205; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Easy
39) A rudimentary awareness of the symbolic function of pictures emerges ________.
A) at birth
B) between 4 and 6 months
C) in the first year
D) in the third year
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 205; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
40) A group of 2-year-olds watches through a window while an adult hides a desired toy in an adjoining room. Another group watches the same event on a video screen. What is likely to occur?
A) Children who watched the event directly will retrieve the toy more easily than those who viewed it on video.
B) Children who viewed the event on video will retrieve the toy more easily than those who watched the event directly.
C) Children who watched the event directly will be less motivated than those who viewed it on video to find the desired toy.
D) Children who viewed the event on video will act more slowly but make a smaller number of reasoning mistakes than those who watched the event directly
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 206; Box: Social Issues: Education: Baby Learning from Screen Media: The Video Deficit Effect; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Apply
Difficulty Level: Moderate
41) The American Academy of Pediatrics recommends ________ before 1½ to 2 years of age, and between 2 and 5 years, ________.
A) against screen media exposure; limiting it to one hour per day
B) against screen media exposure; limiting it to three hours per day
C) no more than half an hour of screen media exposure per day; limiting it to one hour per day
D) no more than one hour of screen media exposure per day; limiting it to three hours per day
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 206; Box: Social Issues: Education: Baby Learning from Screen Media: The Video Deficit Effect; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
42) When toddlers watch TV or video, it is likely to work best as a teaching tool when ________.
A) the characters on the screen are changed often so the children do not become familiar with them
B) it is rich in social cues, such as addressing the viewer with questions
C) children spend three or more hours per day watching this medium, so they become accustomed to learning in this way
D) children are incapable of distinguishing an object on the screen from an object in the real world
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 206; Box: Social Issues: Education: Baby Learning from Screen Media: The Video Deficit Effect; screen 6.1.3
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Easy
43) Unlike Piaget, most researchers now believe that ________.
A) the cognitive attainments of infancy develop in a neat, stepwise fashion
B) young babies construct all mental representations out of sensorimotor activity.
C) even newborns process information much like adults
D) infants have some built-in cognitive equipment for making sense of experience
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 207; screen 6.1.4
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Easy
44) Core knowledge theorists argue that ________.
A) babies construct all mental representations based on sensorimotor activity
B) newborns begin life with a set of biases influencing their sensorimotor activities
C) humans are born with core domains of thought that permit a ready grasp of new, related information
D) complex mental activities have their origins in social interaction with more mature members of society
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 207; screen 6.1.4
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
45) Research on infants’ numerical knowledge suggests that 5-month-olds can ________.
A) discriminate quantities up to ten and use that knowledge to add but not to subtract
B) discriminate one from two and use that knowledge to add and subtract.
C) distinguish among large sets of items—for example, both 8 versus 16 and 8 versus 12
D) add and subtract large sets of items, including 8 + 16 and 12 - 8
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 209; screen 6.1.4
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Moderate
46. Evidence on infants’ numerical knowledge suggests that around the middle of the first year, they can _______________.
A) make both small-number discriminations and represent approximate large-number values
B) make small-number discriminations but cannot represent approximate large-number values
C) represent approximate large-number values but cannot make small-number discriminations
D neither make small-number discriminations nor represent approximate large-number values
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 209; screen 6.1.4
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Difficult
47) Indisputable evidence for built-in knowledge of number requires that ___________________.
A) ERP brain-wave recordings taken while infants view correct and incorrect arithmetic solutions resemble response patterns of adults
B) 6-month-olds be able to distinguish large sets of items that differ by less than a factor of two
C) infants’ small-number and large-number discriminations be evident at birth or close to it
D) toddlers be able to make less-than and greater-than comparisons between small sets
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 209; screen 6.1.4
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Understand
Difficulty Level: Moderate
48) Current research on infant cognition yields broad agreement that ________.
A) the cognitive changes of infancy are stagelike
B) most aspects of infant cognition develop together
C) the cognitive changes of infancy are independent of physical changes
D) many cognitive changes of infancy are gradual and continuous
Topic: Piaget’s Cognitive-Development Theory
Content Ref: p. 209; screen 6.1.4
Objective: 6.1c Explain the implications of follow-up research on infant cognitive development for the accuracy of Piaget’s sensorimotor stage.
Skill: Remember
Difficulty Level: Easy
49) In the information-processing system, information first enters ________.
A) working memory
B) the central executive
C) long-term memory
D) the sensory store
Topic: Information Processing
Content Ref: pp. 210–211; screen 6.2.1
Objective: 6.2a 4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Remember
Difficulty Level: Easy
50) Initially, most theorists viewed information processing as ________. However, investigators now realize that ________.
A) occurring in a serial fashion; information is stored and processed in different stores simultaneously
B) starting with the central executive; information is taken in through the sensory store first
C) composed of both short-term and long-term memory; there is no meaningful distinction between the two
D) coordinated by the central executive; information is stored in a serial fashion
Topic: Information Processing
Content Ref: p. 210; screen 6.2.1
Objective: 6.2a 4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Understand
Difficulty Level: Easy
51) In the short-term memory store, ________.
A) we retain information briefly so we can actively “work on” it to reach our goals
B) sights and sounds are represented directly and stored briefly
C) incoming information is coordinated with information already in the memory system
D) information is permanently stored
Topic: Information Processing
Content Ref: p. 211; screen 6.2.1
Objective: 6.2a 4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Remember
Difficulty Level: Moderate
52) Which statement identifies an important difference between the short-term memory store and the long-term memory store?
A) The short-term memory store is limited to storing sensory input, whereas the long-term memory store is not.
B) The short-term memory store is more limited in terms of its capacity to store information
C) The actions of the long-term memory store are coordinated by the central executive, whereas those of the short-term memory store are not.
D) The actions of the short-term memory store are coordinated by the sensory store, whereas those of the long-term memory store are not.
Topic: Information Processing
Content Ref: p. 211; screen 6.2.1
Objective: 6.2a 4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Understand
Difficulty Level: Moderate
53) Working memory is a measure of ________.
A) a person’s ability to apply what they know to solve problems
B) the number of items a person can briefly hold in mind at once for a few seconds
C) the earliest memory that a subject can accurately recall
D) all of the memories a person has acquired over his or her lifetime
Topic: Information Processing
Content Ref: p. 211; screen 6.2.1
Objective: 6.2a 4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Remember
Difficulty Level: Moderate
54) Researchers can assess changes in working memory by presenting subjects with a list of items (such as numerical digits or short sentences) and then asking them to ________.
A) recall the entire list of digits or short sentences days or weeks later
B) perform a task on the items (such as repeating the digits backwards) shortly thereafter
C) monitor their surroundings over the next day and record events that remind them of items on the list
D) describe ways in which the items on the list have personal meaning to them
Topic: Information Processing
Content Ref: p. 211; screen 6.2.1
Objective: 6.2a 4 Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Remember
Difficulty Level: Moderate
55) In the information-processing system, the central executive ________.
A) is the conscious, reflective part of the mental system
B) holds limited amounts of information that are worked on to facilitate memory and other goals
C) is where sights and sounds are represented directly and stored briefly
D) is a special part of long-term memory that manages complex activities
Topic: Information Processing
Content Ref: p. 212; screen 6.2.1
Objective: 6.2a Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Remember
Difficulty Level: Easy
56) Which statement about memory is true?
A) The more information that is retained in our long-term memory store, the easier it is to retrieve long-term memories.
B) Children can improve the speed with which information is worked on, but not the basic capacity of their memory stores.
C) Information in long-term memory is categorized by its contents using a network of associations.
D) Gains in working-memory capacity are due to improved processing speed, not to brain development.
Topic: Information Processing
Content Ref: p. 212; screen 6.2.1
Objective: 6.2a Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Understand
Difficulty Level: Moderate
57) Which statement about executive function is true?
A) Measures of executive function predict important cognitive outcomes but not social outcomes.
B) Measures of executive function predict important outcomes for children but not for adults.
C) Executive function includes controlling attention by inhibiting impulses and by flexibly directing thought.
D) Executive function is most effective when conscious thought is used for every decision an individual makes.
Topic: Information Processing
Content Ref: p. 212; screen 6.2.1
Objective: 6.2a Describe the information-processing view of cognitive development and the general structure of the information-processing system.
Skill: Understand
Difficulty Level: Moderate
58) Research on infant attention demonstrates that ________ between birth and 4 to 5 months of age.
A) attraction to novelty increases
B) sustained attention declines
C) habituation and recovery time decreases
D) the ability to shift attention declines
Topic: Information Processing
Content Ref: p. 213; screen 6.2.2
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Moderate
59) In the second year, ________ declines and ________ increases.
A) attention to intentional behavior; gazing
B) attraction to familiar stimuli; reflexive action
C) attraction to novelty; sustained attention
D) attention to directed behavior; memory
Topic: Information Processing
Content Ref: p. 213; screen 6.2.2
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Moderate
60) After 2- to 6-month-olds forget an operant response, ________
A) they need only a brief prompt to reinstate the memory
B) they reinstate the memory after a few days if an adult provides a reminder
C) it takes months for them to reinstate the memory, whether adult-provided reminders are present or not
D) they are unable to remember it without extensive training
Topic: Information Processing
Content Ref: p. 213; screen 6.2.3
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Easy
61) The fact that 2- to 6-month-olds’ memory for operant responses is highly context-dependent means that they ________.
A) require training in a variety of different conditions before they are capable of responding to operant control
B) remember poorly when they are tested in a different situation from the one in which training took place
C) need to understand the purpose of a training exercise before operant conditioning can be effective
D) do not respond to operant conditioning that takes place in an environment in which they do not feel comfortable
Topic: Information Processing
Content Ref: p. 214; screen 6.2.3
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Understand
Difficulty Level: Difficult
62) The ability to ____________ is strongly associated with 9-month-olds’ formation of an increasingly context-free memory in operant conditioning research.
A) crawl and experience frequent changes in surroundings
B) flexibly manipulate objects with both hands
C) press a lever to make a toy train move on a track
D) walk while carrying objects
Topic: Information Processing
Content Ref: p. 214; screen 6.2.3
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Moderate
63) Habituation research demonstrates that infants ________.
A) learn and retain information just by watching objects and events
B) are incapable of watching objects for longer than they do in operant conditioning studies
C) remember faces for a longer period of time than they remember movements of objects
D) decline in sensitivity to object appearance over time
Topic: Information Processing
Content Ref: p. 214; screen 6.2.3
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Understand
Difficulty Level: Easy
64) Which statement about recognition and recall is true?
A) Recognition is more challenging because of the wide variety of stimuli to which children can be exposed.
B) Recognition is more challenging because it involves generating an image of a past experience.
C) Recall is more challenging because it involves remembering something not present.
D) Recall is more challenging because it involves determining whether a new experience is identical to a past one.
Topic: Information Processing
Content Ref: p. 214; screen 6.2.3
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Understand
Difficulty Level: Difficult
65) Which statement about development of recall memory during the first two years is true?
A) The ability to recall a sequence of modeled behaviors in the order in which the actions occurred is first evident around the second birthday.
B) Infants’ long-term recall processing differs dramatically from that of older children and adults.
C) Recall memory assessed through deferred imitation at 20 months predicts memory performance at age 6.
D) Distinct short term and long-term memories are not evident until the middle of the second year.
Topic: Information Processing
Content Ref: p. 214; screen 6.2.3
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Moderate
66) Four-month-old Michaela groups stimuli on the basis of shape and size. This means that Michaela is able to ________.
A) habituate
B) categorize
C) defer imitation
D) detect invisible displacement
Topic: Information Processing
Content Ref: p. 215; screen 6.2.4
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Apply
Difficulty Level: Easy
67) Babies’ earliest categories are based on ________.
A) common function
B) subtle features
C) common behaviors
D) similar overall appearance
Topic: Information Processing
Content Ref: p. 215; screen 6.2.4
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Understand
Difficulty Level: Easy
68) When categorizing, toddlers infants are more likely than infants to be able to ________.
A) determine that a new item does not belong to a category
B) distinguish voices by gender and age
C) distinguish people from inanimate objects
D) change their basis for classification when prompted by an adult
Topic: Information Processing
Content Ref: p. 215; screen 6.2.4
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Understand
Difficulty Level: Moderate
69) One-year-old Chidare has been habituated to a series of animals. He is then shown a picture of a car and a horse. If Chidare spends more time looking at the car, this would be evidence that he ________
A) can distinguish the car from the set of within-category items (animals)
B) cannot distinguish the car from the set of within-category items (animals)
C) cannot recognize that within-category items (animals) can be different from each other
D) has become habituated to pictures of cars as well as horses
Topic: Information Processing
Content Ref: p. 215; screen 6.2.4
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Understand
Difficulty Level: Moderate
70) Which statement about infantile amnesia is true?
A) Infantile amnesia is more common in females than males.
B) Most older children and adults cannot retrieve memories of events that happened before age 3.
C) Infantile amnesia is the result of severe childhood trauma.
D) During the first few years, children remember largely by using verbal techniques.
Topic: Information Processing
Content Ref: p. 216; Box: Biology and Environment: Infantile Amnesia; screen 6.2.4
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Easy
71) One theory of infantile amnesia credits brain development, pointing to the ________, which plays a vital role in the formation of new memories.
A) hypothalamus
B) thalamus
C) prefrontal cortex
D) hippocampus
Topic: Information Processing
Content Ref: p. 216; Box: Biology and Environment: Infantile Amnesia; screen 6.2.4
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Moderate
72) Research using the Magic Shrinking Machine suggests that a sharply improved capacity for ________ recall between ages 3 and 4 plays an important role in the decline of infantile amnesia.
A) numerical
B) spatial
C) verbal
D) operant
Topic: Information Processing
Content Ref: p. 216; Box: Biology and Environment: Infantile Amnesia; screen 6.2.4
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Remember
Difficulty Level: Easy
73) The greatest drawback of the information-processing perspective is its difficulty with ________.
A) breaking down children’s thoughts into precise procedures
B) assembling the components of cognition into a broad, comprehensive theory
C) analyzing cognition’s separate components
D) reducing changes in thoughts into manageable proportions
Topic: Information Processing
Content Ref: p. 218; screen 6.2.5
Objective: 6.2b Describe changes in attention, memory, and categorization over the first two years.
Skill: Understand
Difficulty Level: Moderate
74) According to Vygotsky, children master activities through ________.
A) completing joint tasks with more mature members of their society
B) their interactions with the physical environment
C) the basic processes of operant conditioning and modeling
D) a complicated system of trial and error
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 218; screen 00
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Remember
Difficulty Level: Moderate
75) The zone of proximal development refers to ________.
A) the adjustment of prior schemes after noticing that current ways of thinking are flawed
B) the cognitive discomfort a child feels during times of rapid cognitive change
C) a range of tasks that a child cannot yet handle alone but can perform with the help of more skilled partners
D) internal depictions of information that the mind can manipulate
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 218; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Remember
Difficulty Level: Moderate
76) Which statement presents evidence that stacking blocks is within Luz’s zone of proximal development?
A) Luz cannot stack blocks yet, but her attempts indicate that she is close to success.
B) Luz can stack blocks only if she receives assistance from an adult.
C) Luz recently mastered the skill of stacking blocks, after receiving help from an adult.
D) Luz recently mastered the skill of stacking blocks through independent trial and error.
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 218; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Apply
Difficulty Level: Moderate
77) Three-year-old Liam is putting together a puzzle. Liam’s father begins by pointing to where each piece needs to go and then straightening out each piece as Liam places the pieces on the puzzle board. As Liam’s competence with the task increases, his father gradually withdraws support. This is an example of ________.
A) scaffolding
B) cooperative learning
C) novelty preference
D) deferred imitation
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 218; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Apply
Difficulty Level: Easy
78) In a comparison of 18-month-olds from German middle-SES homes and Nso farming villages in Cameroon, the Nso toddlers copied ________ experimenter-demonstrated actions toys, a result influenced by the Nso culture’s expectation that children ________.
A) far more; should imitate adult behaviors without prompting
B) far more; master skills apart from everyday situations in which they will later use those skills
C) far fewer; should imitate adult behaviors without prompting
D) far fewer; master skills apart from everyday situations in which they will later use those skills
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 219; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Understand
Difficulty Level: Moderate
79) Focusing on a single activity is a strategy that is well-suited to lessons in which children ________
A) master skills apart from everyday situations in which they will later use those skills
B) are expected to imitate adult behaviors without prompting
C) learn largely through keen observations of others’ ongoing activities
D) are motivated to be included in the major activities of the community that require attending to several events simultaneously
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 219; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Understand
Difficulty Level: Moderate
80) Which statement is supported by research on make-believe play?
A) Early make-believe play is the combined result of children’s readiness to engage in it and social experiences that promote it.
B) In cultures where make-believe play is more frequent with older siblings than with mothers, the pretend play of toddlers is hindered.
C) Most episodes of make-believe play during toddlerhood occur when children are playing with same-aged children.
D) Children are more likely to combine play schemes into complex sequences when they are playing with agemates than when playing with caregivers.
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 220; Box: Cultural Influences: Social Origins of Make-Believe Play; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Understand
Difficulty Level: Moderate
81) Research indicates that make-believe play is ________ .
A) less frequent and less elaborate in collectivist cultures than in individualistic cultures
B) a major means through which children extend their cognitive and social skills
C) usually initiated by toddlers rather than by their parents or older siblings
D) discovered by toddlers independently, after they are capable of forming representational schemes
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 220; Box: Cultural Influences: Social Origins of Make-Believe Play; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Remember
Difficulty Level: Easy
82) In cultures where play is viewed as solely a child’s activity and sibling caregiving is common, children’s make-believe play is more frequent and complex with ________ than with ________.
A) older siblings; mothers
B) fathers; older siblings
C) mothers; older siblings
D) non-related agemates; family members
Topic: The Social Context of Early Cognitive Development
Content Ref: p. 220; Box: Cultural Influences: Social Origins of Make-Believe Play; screen 6.3
Objective: 6.3 Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development.
Skill: Remember
Difficulty Level: Easy
83) Most infant intelligence tests emphasize ________.
A) concept formation and memory retention
B) memory skills and mental representations
C) perceptual and motor responses
D) attention and categorization
Topic: Individual Differences in Early Mental Development
Content Ref: p. 221; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Remember
Difficulty Level: Easy
84) A child’s IQ score offers a way of finding out ________.
A) individual strengths and weaknesses, as well as the mental and chronological age of the child
B) whether the child is ahead, behind, or average in mental development compared to agemates
C) the percentage of younger and older children who fall above or below the child’s score
D) how the child compares in mental development to younger and older children
Topic: Individual Differences in Early Mental Development
Content Ref: p. 221; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Remember
Difficulty Level: Easy
85) Which statement about the Bayley Scales of Infant and Toddler Development is true?
A) Its standardization sample was designed to reflect the world’s population in terms of SES and ethnic diversity.
B) It is suitable for children between age 18 months and 3½ years.
C) It measures gross- and fine-motor skills but not language skills, which are difficult to measure in infants and toddlers.
D) Its cognitive and language scales are good predictors of preschool mental test performance.
Topic: Individual Differences in Early Mental Development
Content Ref: p. 221; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Understand
Difficulty Level: Difficult
86) When test designers engage in standardization, ________.
A) they apply standards used in test design to prove that different groups will receive approximately the same distributions of scores
B) they determine what accommodations are necessary to ensure that every person taking the test meets the same standard
C) they give a test to a large, representative sample of people and use the results as the standard to interpret individual scores
D) they use procedures to ensure that children who underperform on tests receive standardized forms of intervention
Topic: Individual Differences in Early Mental Development
Content Ref: p. 221; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Understand
Difficulty Level: Difficult
87) When intelligence tests are standardized, the mean IQ is set at ________.
A) 70
B) 85
C) 100
D) 115
Topic: Individual Differences in Early Mental Development
Content Ref: p. 221; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Remember
Difficulty Level: Easy
88) The IQs of approximately 96 percent of individuals fall between ________ and ________.
A) 60; 100
B) 70; 130
C) 85; 110
D) 100; 140
Topic: Individual Differences in Early Mental Development
Content Ref: p. 221; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Remember
Difficulty Level: Moderate
89) Infant intelligence test scores often do not reflect true abilities because ________.
A) the tests cannot be relied on for screening developmental problems
B) the tests emphasize verbal, conceptual, and problem-solving skills
C) infants and toddlers easily become distracted, fatigued, or bored during testing
D) the tests only identify infants and toddlers who are likely to be intellectually gifted as they grow older
Topic: Individual Differences in Early Mental Development
Content Ref: p. 221; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Understand
Difficulty Level: Moderate
90) Today, infant tests are largely used for ________
A) measuring higher-order cognitive skills
B) making long-term predictions for extremely high-scoring babies
C) predicting school placement for the vast majority of test-takers in the middle of a normal distribution
D) screening to identify babies in need of intervention
Topic: Individual Differences in Early Mental Development
Content Ref: p. 222; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Remember
Difficulty Level: Moderate
91) The process of habituation and recovery seems to be an especially effective early index of intelligence because it ________.
A) indicates important sensorimotor milestones
B) measures higher-order cognitive skills
C) memory as well as quickness and flexibility of thinking
D) reveals infants’ ability to process complex stimuli
Topic: Individual Differences in Early Mental Development
Content Ref: p. 222; screen 6.4.1
Objective: 6.4a Describe the mental testing approach, the meaning of intelligence test scores, and the extent to which infant tests predict later performance.
Skill: Understand
Difficulty Level: Moderate
92) The Home Observation for Measurement of the Environment (HOME) is a checklist for ________.
A) determining whether a child is ahead, behind, or on time in mental development
B) gathering information about the quality of children’s home lives
C) making long-term predictions about children’s later intelligence
D) measuring cognitive skills, such as object permanence and categorization
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 222; screen 6.4.2
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Remember
Difficulty Level: Easy
93) Which statement about scores on the Home Observation for Measurement of the Environment (HOME) is true?
A) They reflect environmental influences, but not genetic influences.
B) They reflect genetic influences, but not environmental influences.
C) They predict children’s IQ, but not as well as parental IQ and education.
D) They predict children’s IQ beyond the contribution of parental IQ and education.
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 222; screen 6.4.2
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Remember
Difficulty Level: Easy
94) In contrast to the United States, most European countries ________.
A) do not require that caregivers have special training in child development
B) nationally regulate and fund child care to ensure its quality
C) offer government-subsidized child care only to low-income families
D) have policies that support for-profit child care over government-sponsored child care
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 224; screen 6.4.2
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Remember
Difficulty Level: Easy
95) The Early Childhood Longitudinal Study demonstrated that ________.
A) language scores were highest for those experiencing high-quality child care in both infancy and toddlerhood
B) high-quality child care in infancy improved language scores, but high-quality child care in toddlerhood did not
C) high-quality child care in toddlerhood improved language scores, but high-quality child care in infancy did not
D) high-quality child care was not related to improved language scores, regardless of whether children experienced that care as infants or toddlers
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 224; screen 6.4.2
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Remember
Difficulty Level: Easy
96) Which of the following statements about child care in the United States is true?
A) The cost of a family child-care home is approximately equal to that of center-based care.
B) Child-care centers are nationally regulated and funded to ensure their quality.
C) In studies of quality, about 20 to 25 percent of child-care centers offer substandard care.
D) Child-care standards are set by the individual states and vary widely.
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 224; screen 6.4.2
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Understand
Difficulty Level: Moderate
97) In the United States, child-care settings providing the very worst care tend to ________.
A) serve middle-SES families
B) serve low-SES families
C) be publicly subsidized, nonprofit centers
D) be in private homes
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 224; screen 6.4.2
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Remember
Difficulty Level: Moderate
98) Child-care quality tends to be the lowest in ________.
A) nonprofit child-care centers
B) family child-care settings
C) for-profit child-care centers
D) single child-care settings
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 224; screen 6.4.2
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Remember
Difficulty Level: Easy
99) The Carolina Abecedarian Project shows that ________ is an effective way to reduce the negative effects of poverty on children’s mental development.
A) furnishing free nutrition and health services for parents and children
B) providing children with a special resource teacher during the early elementary school years
C) an early intervention approach that focuses on parental involvement
D) enrollment in full-time, year-round child care with planned educational experiences through the preschool years
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: pp. 225-6; screen 6.4.3
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Remember
Difficulty Level: Moderate
100) Which statement about Early Head Start is true?
A) Children in the program demonstrated gains in cognitive and language development that persisted into adulthood.
B) Children in the program displayed no gains in cognitive, social, emotional, or language development when those children were evaluated at age 3.
C) The program produced benefits for children when measured at age 3, but those benefits declined or disappeared by age 5.
D) It standardized procedures for child-care interventions, focusing on center-based approaches instead of home-based approaches.
Topic: Topic: Individual Differences in Early Mental Development
Content Ref: p. 226; screen 6.4.3
Objective: 6.4b Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers.
Skill: Understand
Difficulty Level: Moderate
101) According to the ________ perspective, language is a uniquely human accomplishment etched into the structure of the brain.
A) dynamic systems
B) nativist
C) information-processing
D) interactionist
Topic: Language Development
Content Ref: p. 227; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Remember
Difficulty Level: Easy
102) Linguist Noam Chomsky reasoned that ________.
A) children are born with a set of 12 individualized modules specialized for different aspects of language acquisition
B) reinforcement and imitation can fully explain language development in toddlers and preschoolers
C) the rules of sentence organization are too complex to be directly taught to even a cognitively sophisticated young child
D) children’s innate desire for peer interaction promotes language development in all cultures
Topic: Language Development
Content Ref: p. 227; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Difficult
103) As proposed by Noam Chomsky, a language acquisition device (LAD) ________.
A) allows parents to directly teach language to children
B) is a linguistic tutoring program that parents can use to help children learn grammatical rules
C) is a computer program that attempts to generate the linguistic rules that are needed for language acquisition
D) is an innate system that enables children to understand and speak in a rule-oriented fashion
Topic: Language Development
Content Ref: p. 227; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Moderate
104) Broca’s area________.
A) supports language production
B) plays a role in motor skills, but not language skills
C) is located in the right temporal lobe
D) is located in the left temporal lobe
Topic: Language Development
Content Ref: pp. 227-8; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Remember
Difficulty Level: Moderate
105) Which statement about Broca’s area and Wernicke’s area is true?
A) Broca’s area is mainly responsible for grammatical processing, and Wernicke’s area is mainly responsible for comprehending word meaning.
B) Wernicke’s area is mainly responsible for grammatical processing, and Broca’s area is mainly responsible for comprehending word meaning.
C) The association of language functions with these regions undermines Chomsky’s view of the brain.
D) The association of language functions with these regions is consistent with Chomsky’s view of the brain.
Topic: Language Development
Content Ref: p. 228; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Moderate
106) Researchers examining the language competence of deaf adults found that ________.
A) sign language can be learned equally well at any age
B) childhood is a sensitive period for language acquisition
C) those who learned American Sign Language (ASL) in adulthood were the most proficient
D) there is no sensitive period for language acquisition
Topic: Language Development
Content Ref: p. 228; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Easy
107) Among hearing impaired children of hearing parents, typical mastery of complex grammatical structures in middle childhood depends on either a hearing aid or cochlear implant that enables exposure to language input in ___________.
A) the first year of life
B) toddlerhood
C) the preschool years
D) middle childhood
Topic: Language Development
Content Ref: p. 228; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Easy
108) Research on both first- and second-language learning reveals ________.
A) a biologically based timeframe for optimum language development
B) the extent to which second-language processing is more lateralized in younger than in older learners
C) that language development is optimal after brain lateralization has occurred
D) that the right hemisphere of the brain is biased for language processing.
Topic: Language Development
Content Ref: p. 228; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Remember
Difficulty Level: Difficult
109) Children who do not get enough dietary thiamine in the first year but get sufficient thiamine thereafter are ________.
A) at no special risk of language impairment because the first year is not a sensitive period for acquiring language
B) more likely than agemates to display deficits in grammar, vocabulary recall, or both
C) likely to require more thiamine than their agemates as they get older
D) likely to be unable to digest the form of thiamine that normally comes with vitamin-enriched foods.
Topic: Language Development
Content Ref: p. 229; Box: Biology and Environment: Thiamine Deficiency in the First Year and Later Language Impairment; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Moderate
110) An Israeli study that followed up on children who regularly consumed defective formula that lacked thiamine found that ________.
A) the vast majority of children who had been thiamine-deficient in their first year displayed language deficits, even though their thiamine intake had been adequate from toddlerhood on
B) the vast majority of children who had been thiamine-deficient in their first year displayed language deficits in grammar but not vocabulary recall
C) only the children who had been thiamine-deficient for their entire lives displayed language deficits
D) following a period of thiamine deficiency, adequate thiamine intake makes language deficits greater than they would have been if thiamine intake had been unchanged
Topic: Language Development
Content Ref: p. 229; Box: Biology and Environment: Thiamine Deficiency in the First Year and Later Language Impairment; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Moderate
111) One limitation of Chomsky’s nativist perspective is that it ________.
A) is inconsistent with research on efforts to teach nonhuman primates language systems
B) does not fully explain why children refine and generalize many grammatical forms gradually
C) overemphasizes the role of social experience in language development
D) fails to show that humans have evolved specialized regions in the brain that support language skills
Topic: Language Development
Content Ref: p. 230; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Understand
Difficulty Level: Moderate
112) Interactionist theories of language development emphasize interactions between ________.
A) inner capacities and environmental influences
B) regions of the brain responsible for innate knowledge of grammatical structures
C) various aspects of society responsible for creating a nurturing environment for rearing children
D) the broader social environment in a single culture and the environments of cultures around the world
Topic: Language Development
Content Ref: p. 230; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Remember
Difficulty Level: Moderate
113) Social interactionists ________.
A) note that the brain regions housing language also govern similar perceptual and cognitive abilities, such as the capacity to analyze musical patterns
B) point out that grammatical competence may depend more on specific brain structures than do other components of language
C) hold that an active child strives to communicate, which cues caregivers to provide appropriate language experiences
D) assume that children make sense of their complex language environments by applying powerful cognitive capacities of a general kind
Topic: Language Development
Content Ref: p. 230; screen 6.5.1
Objective: 6.5a Describe theories of language development, and indicate the emphasis each places on innate abilities and environmental influences.
Skill: Remember
Difficulty Level: Difficult
114) Which sound is the best example of infant cooing?
A) “oooo”
B) “mae-do” (when trying to say “tomato”)
C) “rrrrrr”
D) “dadada”
Topic: Language Development
Content Ref: p. 231 screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Apply
Difficulty Level: Easy
115) Infants typically begin cooing around ___ months and babbling around _____ months.
A) 1 month; 8 months
B) 2 months; 6 months
C) 6 momths; 8 months
D) 8 months; 10 months
Topic: Language Development
Content Ref: p. 231; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Remember
Difficulty Level: Easy
116) Which sound is the best example of babbling?
A) “aaaaa”
B) “ooooo”
C) “rrrrr”
D) “nanana”
Topic: Language Development
Content Ref: p. 231; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Apply
Difficulty Level: Easy
117) Six-month-old Janessa says “bababababa.” This is an example of ________.
A) babbling
B) cooing
C) an overextension
D) an underextension
Topic: Language Development
Content Ref: p. 231; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Apply
Difficulty Level: Easy
118) Which statement about babbling is true?
A) For vocal babbling to fully develop, infants must be able to hear human speech.
B) Deaf infants do not start babbling until much later than hearing infants.
C) Babies with hearing impairments produce the greatest diversity of babbling sounds.
D) With age, babies coo more than they babble, in an effort to gain control over producing particular sounds.
Topic: Language Development
Content Ref: p. 231; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
119) Which statement is supported by research on babbling and deaf infants?
A) Deaf infants not exposed to sign language will stop babbling entirely.
B) Deaf infants do not babble or coo unless they are exposed to sign language.
C) Deaf infants start babbling much earlier than hearing infants.
D) Deaf infants start babbling much later than hearing infants.
Topic: Language Development
Content Ref: p. 231; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
120) As babbling develops during the second half of the first year, infants ______________________
A) initially modify their babbling to resemble the sound patterns of their own language, then expand its range of sounds to those of all spoken languages.
B) shift their gaze to mouth of an adult speaker and try to match the speaker’s oral movements
C) produce a stream of sounds that reflect the sound but not the intonation patterns of the baby’s language community
D) produce the same sounds across different contexts, without influence from parental feedback
Topic: Language Development
Content Ref: p. 231; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
121) Which feature of infant babbling predicts the timing of babies’ first spoken words?
A) babbling that reflects the sound patterns of many spoken languages
B) babbling both vocally and with the hands
C) babbling that reflects the sound and intonation patterns of the baby’s language community
D) babbling in which infants shift their gaze from the mouth to the eyes of the adult speaker
Topic: Language Development
Content Ref: p. 231; screen 00
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Remember
Difficulty Level: Easy
122) Sally and her granddaughter play peekaboo regularly. At first, Sally starts the game and her granddaughter is an amused observer. By 12 months, the granddaughter actively participates, trading roles with Sally. Sally is helping her granddaughter ________.
A) learn how to overextend and underextend
B) understand the turn-taking pattern of human conversation
C) develop a referential style of communication
D) understand telegraphic speech
Topic: Language Development
Content Ref: p. 232; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Apply
Difficulty Level: Easy
123) Babies who frequently experience joint attention with the caregiver _____________________.
A) comprehend and produce more language earlier
B) display a slowed rate of vocabulary growth
C) experence increased difficulty figuring out the meaning of adults’ words
D) are more likely to be on-time in producing meaningful preverbal gestures
Topic: Language Development
Content Ref: p. 232; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
124) Which statement about preverbal gestures is true?
A) They are used to express a child’s emotions but are not intended to influence the actions of others.
B) Development of a complex system of preverbal gestures interferes with verbal language development.
C) The greater the number of items toddlers gesture about, the faster their vocabulary growth.
D) The use of gestures tends to expand when children become more proficient with verbal language.
Topic: Language Development
Content Ref: p. 233; screen 6.5.2
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
125) In a study tracking the first 10 words used by several hundred U.S. and Chinese (both Mandarin- and Cantonese-speaking) babies, words for ________ were uttered most often.
A) social routines, important people, and nonmoving objects
B) important people, common objects, and sound effects
C) actions, social routines, and objects that move
D) familiar actions, outcomes of actions, and social terms
Topic: Language Development
Content Ref: p. 233; screen 6.5.3
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
126) Max uses the word “doll” only to refer to the rag doll he carries every day. This is an example of ________.
A) underextension
B) overextension
C) telegraphic speech
D) deferred imitation
Topic: Language Development
Content Ref: p. 233; screen 6.5.3
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Apply
Difficulty Level: Easy
127) Mei Mei uses the word “close” to apply to closing a book, turning off the light, and tying her shoelaces. This is an example of ________.
A) underextension
B) overextension
C) telegraphic speech
D) referential speech.
Topic: Language Development
Content Ref: p. 233; screen 6.5.3
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Apply
Difficulty Level: Easy
128) Toddlers’ overextensions in producing words ____________________.
A) reflect their lack of sensitivity of categories in early language development
B) illustrate that language production develops ahead of language comprehension
C) seem to be deliberate, occurring when they can’t recall or don’t know the right label
D) increase as vocabulary explodes during the latter half of the second year
Topic: Language Development
Content Ref: p. 233; screen 6.5.3
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
129) Which statement about language comprehension and production is true?
A) Language comprehension depends on recall, but language production depends on recognition.
B) Language production develops ahead of language comprehension.
C) Language comprehension develops ahead of language production.
D) At earlier ages, language comprehension develops ahead of language production, but at later ages, this relationship is reversed.
Topic: Language Development
Content Ref: p. 233; screen 6.5.3
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: 233
Difficulty Level: Difficult
130) Which statement about toddlers’ vocabularies is true?
A) Most children show a steady rate of word learning that continues through the preschool years.
B) Toddlers undergo an initial spurt in vocabulary around 18 months.
C) Toddlers transition from a faster to a slower language learning pace around 18 months.
D) Young toddlers add to their spoken vocabularies at a rate of three to five words a week despite a reduced capacity to categorize their experiences.
Topic: Language Development
Content Ref: p. 234; screen 6.5.4
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
131) Two-year-old Ruby utters the words “go car.” This is an example of ________.
A) underextension
B) overextension
C) referential speech
D) telegraphic speech
Topic: Language Development
Content Ref: p. 234; screen 6.5.4
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Apply
Difficulty Level: Moderate
132) Toddlers’ telegraphic speech ______________________.
A) reflects their capacity to flexibly form novel sentences that follow subject–verb and verb–object relations
B) display gross grammatical errors , such as “book my” instead of “my book”
C) largely involve combining new verbs with nouns they know well
D) are usually copies of adult two-word pairings rather than flexibly grammatical constructions
Topic: Language Development
Content Ref: p. 234; screen 00
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
133) Which statement about individual differences in early vocabulary growth is true?
A) Boys are slightly ahead of girls in early vocabulary growth.
B) Shy toddlers’ vocabularies typically increase slowly after they start to speak.
C) Boys’ and girls’ vocabularies tend to develop at the same rate.
D) Children from low-SES homes usually have smaller vocabularies than their higher-SES agemates.
Topic: Language Development
Content Ref: p. 235; screen 6.5.5
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
134) Which statement about cultural differences in language acquisition is true?
A) Object words (nouns) are particularly common among Chinese, Japanese, and Korean toddlers.
B) Action words (verbs) are particularly common among English-speaking toddlers.
C) Words related to social routines are more common among English-speaking toddlers than among Chinese, Japanese, and Korean toddlers.
D) Words related to social routines are more common among Chinese, Japanese, and Korean toddlers than among English-speaking toddlers.
Topic: Language Development
Content Ref: p. 235; screen 6.5.5
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
135) Which statement about infant-directed speech (IDS) is true?
A) Deaf parents use a style of communication similar to IDS when signing to their deaf babies.
B) Infants do not begin to prefer IDS over other kinds of adult talk until age 2.
C) IDS is less effective at building language skills than other forms of speaking because it reinforces grammatical misconceptions.
D) IDS is more effective when used with the infant and another adult present than it is with the infant alone.
Topic: Language Development
Content Ref: p. 236; screen 6.5.6
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
136) Infant-directed speech and reciprocal adult–child conversation ________.
A) encourage mastery of social formulas but discourage object-naming
B) are less effective in increasing vocabulary than are word-learning programs on touch-screen tablets
C) have little impact on language development because language emerges spontaneously
D) create a zone of proximal development in which young children’s language expands
Topic: Language Development
Content Ref: p. 237; screen 6.5.6
Objective: 6.5b Describe major language milestones in the first two years, individual and cultural differences, and ways adults can support early language development.
Skill: Understand
Difficulty Level: Moderate
ESSAY
137) Describe Piaget’s concept of adaptation and the roles played by assimilation and accommodation. Explain how the balance between assimilation and accommodation varies over time with respect to cognitive equilibrium and disequilibrium.
138) Considering follow-up research, discuss the limitations of Piaget’s sensorimotor stage. How do current theorists view Piaget’s main contributions to the field?
139) Compare and contrast recognition and recall, and briefly describe the development of each during the first two years.
140) How well do infant and toddler mental tests predict later intelligence? What is an alternative to traditional tests?
141) Describe the main features of effective early intervention programs, providing an example of one such program.
Document Information
Connected Book
Infants and Children 9e | Test Bank with Answer Key by Laura E. Berk
By Laura E. Berk
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