Complete Test Bank Middle Childhood Quiz 1 Ch8

Name: __________________________

Chapter 8—Middle Childhood: Physical and Cognitive Development—Quick Quiz 1

1. If you were to look at a boy and a girl of average size in two different age groups, age 8 and age 10, who would you expect to be taller in each age group?

a. The 8-year-old girl would be taller than the 8-year-old boy, but the 10-year-old boy would be taller than the 10-year-old girl.

b. The 8-year-old boy would be taller than the 8-year-old girl, but the 10-year-old girl would be taller than the 10-year-old boy.

c. The boys would be taller than the girls at both 8 and 10 years of age.

d. The girls would be taller than the boys at both 8 and 10 years of age.

2. At what age does the human brain reach 95% of its adult size?

a. age 4

b. age 6

c. age 9

d. age 14

3. Generalizing from data presented in the text, which of the following children would have the greatest chance of suffering from asthma?

a. Linnea, a middle-class white girl who lives in northern Minnesota

b. Rollin, a poor African American boy who lives in St. Louis, Missouri

c. Jose, a Hispanic middle-class Hispanic boy who lives in rural California

d. Jeff, a poor white boy who lives on a farm in New York state

4. If a 5-year-old girl watches an adult pour juice from a tall, thin glass into a short, wide glass, and then she is asked, “Which glass has more juice?” she would typically:

a. conclude that either the short, wide glass has more juice or that the tall, thin glass has more juice

b. conclude that since no juice was spilled, the glasses have the same amount of juice

c. become very confused and ask to see the juice poured again and again

d. not be able to answer the question because she would be confused about why the adult was asking such an obvious question

5. Control processes are strategies and techniques that enhance __________.

a. memory

b. self-control

c. empathy

d. overall intelligence

6. Which of the following would be LEAST likely to contribute positively to the development of literacy?

a. enrolling a child in a formal program of reading and writing in which they are drilled on correct techniques and rewarded when they succeed

b. reading to children and talking with them about what was read

c. having children play together and make up stories and plays

d. allowing children a lot of pressure-free time to draw, even if their work is no more than scribbling on paper

7. The text discusses research about Southeast Asian immigrant families. The results of this study suggest that which of the following factors is important in determining children’s IQs?

a. race and skin color

b. ethnicity and first language learned

c. how long the family has lived in the United States

d. family emphasis on education and success

8. In a study investigating the time public school teachers spend in various classroom activities, teachers were found to spend about ____ % of the time in a 30-minute lesson on academic work.

a. 10–15

b. 30–40

c. 55–70

d. 85–90

9. According to Carol Dweck, which of the following statements represents the most effective way to praise a child?

a. “You are a very, very smart little girl.”

b. “You are so cute, who could think you wouldn’t do well in school?”

c. “You have a natural ability in mathematics; no wonder you do so well.”

d. “You did a nice job in writing that story. I especially like the way you described the clown.”

10. Suppose you conducted a study of pairs of identical twins, one of whom was diagnosed with ADHD. Now you examine whether or not the other twins in each pair also have ADHD. In comparison to pairs of unrelated children, you would expect that the other twin in your study would be _______ likely to also be diagnosed with ADHD.

a. much less

b. somewhat less

c. equally

d. more

Name: __________________________

Chapter 8—Middle Childhood: Physical and Cognitive Development—Quick Quiz 2

1. Suppose you learn that two children, a 10-year-old boy and a 10-year-old girl, have brains of quite different sizes, with the boy’s brain being about 40% larger than the girl’s brain. Which of the following conclusions would be the best to draw from this data?

a. The girl most likely has something wrong with her brain, because it should be at least 10% larger than the boy’s brain.

b. The girl’s brain most likely has something wrong with it, because it should be very close to the same size as the boy’s brain at this age.

c. The girl most likely was malnourished in early childhood, giving rise to a smaller-than-average brain.

d. There is no reason for concern, since children’s brain sizes can vary by as much as 50% without any appreciable difference in cognitive skills.

2. Higher level cognitive functions, such as attention, emotion, language, and memory, are thought to be associated most closely to activity in:

a. the myelin surrounding axons

b. the cell axons themselves, but not the cell bodies

c. the gray matter of the brain

d. the white matter in the left cerebral hemisphere

3. Which of the following people would be most likely to get an erroneous estimate of obesity when using the BMI method of calculation?

a. Susie, an overweight 12-year-old girl who is African American

b. Barbara, an underweight 12-year-old girl who has not yet hit the adolescent growth spurt

c. Mike, an overweight 16-year-old boy who gets very little exercise

d. Jeremy, a competitive athlete with very large muscles

4. Addition and subtraction math problems rely on a child’s ability to understand which of the following Piagetian concepts?

a. formal operations

b. reversibility

c. metacognition

d. scripts

5. Heidi has a series of events that she follows every morning: she takes a shower, dresses, eats breakfast, and rides the bus to school. Her memory of this sequence of events would most likely be organized in the form of:

a. a series of retrieval cues

b. a script for “morning events”

c. a series of mental images

d. semantic elaboration of common events

6. The original purpose for developing the first intelligence tests in the early part of the 20th century was:

a. to identify children who would not do well in school

b. to provide a reason to discriminate against children from African descent

c. to give the French government a means of selecting especially talented children for placement in state-funded educational programs for the gifted

d. to study how physical health and intelligence were related

7. Tommy appears to not care at all about the quality of the school work he does. When asked, he says things like: “School is stupid. No one should try hard. Learning is useless.” Using the terms identified by David McClelland, you would conclude that Tommy has:

a. very low achievement motivation

b. very high need for excellence

c. very low autonomy

d. a low “pride” quotient

8. Lynn tells the teacher, “I don’t care if I learn anything; I just want to get an A.” According to research conducted by Carol Dweck, you should conclude that Lynn has what type of motivation?

a. learning motivation

b. performance motivation

c. social motivation

d. anti-learning motivation

9. Which of the following is the primary goal of the Individuals with Disabilities Education Improvement Act (IDEIA)?

a. to train teachers to deal with children who have intellectual disabilities and behavioral disorders

b. to fund special schools that provide education to children with disabilities

c. to raise the public’s awareness of the unfairness being done to individuals with disabilities

d. to provide all children with a free and appropriate education

10. The text states that there has been a gradual evolution in how intellectual disability is regarded. In general, what change is at the center of that evolution in thinking?

a. Today, each person is considered to be more an individual with specific needs for accommodations.

b. Today, intellectual disability is considered to be a biological, rather than a psychological, disability.

c. Today, intellectual disability is diagnosed according to a person’s IQ score, rather than to an assessment of that person’s abilities.

d. Today, people understand that individuals with intellectual disability cannot be expected to achieve at the same levels as people who do not have intellectual disabilities.

Quick Quiz Answers

Quick Quiz 8.1

1. b; 8.1.1

2. b; 8.1.3

3. b; 8.2.3

4. a; 8.3.1

5. a; 8.3.2

6. a; 8.3.3

7. d; 8.4.3

8. a; 8.5.1

9. d; 8.5.4

10. d; 8.7.1

Quick Quiz 8.2

1. d; 8.1.3

2. c; 8.1.3

3. d; 8.2.2

4. b; 8.3.1

5. b; 8.3.2

6. a; 8.4.1

7. a; 8.5.3

8. b; 8.5.4

9. d; 8.6

10. a; 8.6.1

Chapter 8

Middle Childhood: Physical and Cognitive Development

Learning Objectives

8.1: Summarize the major physical changes of middle childhood

8.2: Analyze the health issues of middle childhood

8.3: Outline major cognitive developments of middle childhood

8.4: Assess the concept of intelligence within its sociocultural contexts

8.5: Identify elements associated with school success

8.6: Differentiate intellectual disabilities from learning disorders

8.7: Compare attention-deficit/hyperactivity disorder and autism spectrum disorder in middle childhood

Multiple Choice questions:

Physical and Motor Development

Learning Objective 8.1: Summarize the major physical changes of middle childhood

8.1. According to the text, in Western nations, middle childhood extends from about age:

a. 4 to 8 years

b. 5 to 10 years

c. 6 to 12 years

d. 8 to 12 years

Module: Chapter Introduction

Learning Objective 8.1

Understand the Concept

Easy

8.2. Compared to the first two years of life, growth during middle childhood is:

a. faster and steadier

b. slower, but more erratic

c. faster, but more erratic

d. slower and steadier

Module: 8.1.1: Physical Growth and Change

Learning Objective 8.1

Understand the Concept

Moderate

8.3 Which of the following children would you expect to grow the least during a 6-month period of time?

a. Renee, who is an 8-month-old girl

b. Rex, who is an 8-month-old boy

c. Sara, who is a 2-year-old girl

d. Babette, who is a 7-year-old girl

Module: 8.1.1: Physical Growth and Change

Learning Objective 8.1

Analyze It

Moderate

Rationale: Growth is slower during middle childhood than earlier in life, so Babette would be expected to grow the least. The distinction between Renee and Rex is not important, since 8 months of age is a fast growth period compared with middle childhood.

8.4. If you were to look at a boy and a girl of average size in two different age groups, age 8 and age 10, who would you expect to be taller in each age group?

a. The 8-year-old girl would be taller than the 8-year-old boy, but the 10-year-old boy would be taller than the 10-year-old girl.

b. The 8-year-old boy would be taller than the 8-year-old girl, but the 10-year-old girl would be taller than the 10-year-old boy.

c. The boys would be taller than the girls at both 8 and 10 years of age.

d. The girls would be taller than the boys at both 8 and 10 years of age.

Module: 8.1.1: Physical Growth and Change

Learning Objective 8.1

Analyze It

Difficult

Rationale: Boys are slightly taller and heavier than girls until about age 9, when girls typically experience an adolescent growth spurt and grow faster than boys. Boys catch up and go on to exceed girl’s size when they hit their adolescent growth spurt at about age 11.

8.5. If you were babysitting for a 9-year-old child who complained of “growing pains” in his legs, what would be the appropriate thing to do:

a. give him an aspirin and tell his parents when they return

b. call an ambulance

c. massage the sore area and apply a heating pad

d. tell him that the pains are not real and are “all in his head”

Module: 8.1.1: Physical Growth and Change

Learning Objective 8.1

Evaluate It

Moderate

Rationale: Growing pains are normal for children and adolescents and can best be addressed by applying massage and gentle heat.

8.6. At what age do children typically begin to lose their primary teeth?

a. 3

b. 6

c. 8

d. 10

Module: 8.1.1: Physical Growth and Change

Learning Objective 8.1

Understand the Concept

Easy

8.7. According to the text, many studies find that boys are more athletic than girls during middle childhood. Research suggests that the major reason for this difference is:

a. much greater muscle mass in boys than girls, even before puberty

b. the male growth spurt occurs a few years earlier for boys than girls, giving them greater strength as well as size

c. opportunity and expectations about athletic activities are greater for boys than girls

d. brain growth occurs much earlier for boys, giving them much better fine and gross motor control than girls during middle childhood

Module: 8.1.2: Motor Skills Development

Learning Objective 8.1

Evaluate It

Moderate

Rationale: The text states that the sex difference is largely the result of greater expectations placed on boys. Furthermore, girls do not have less muscle mass before puberty, the male growth spurt occurs later than the female, and brain development is earlier for girls than boys; thus making the other answer choices all incorrect.

8.8. According to the text, most of the fine motor skills required for writing develop between the ages of:

a. 3 and 4

b. 4 and 5

c. 5 and 6

d. 6 and 7

Module: 8.1.2: Motor Skills Development

Learning Objective 8.1

Understand the Concept

Moderate

8.9. Suppose you are playing with a 6-year-old child and you ask the child to draw three different shapes: a triangle, a circle, and a square. Which shape would you expect the child to have the most difficulty drawing?

a. the triangle

b. the circle

c. the square

d. A 6-year-old can easily draw them all.

Module: 8.1.2: Motor Skills Development

Learning Objective 8.1

Analyze It

Moderate

Rationale: The text notes that complex fine motor skills develop sequentially in middle childhood and that the circle is the easiest, and first, shape a child can draw, followed by a square, and then a triangle.

8.10. The process in which specific functions, such as speech, develop in specific regions of the brain is called:

a. neural integration

b. differentiation

c. functional fixation

d. lateralization

Module: 8.1.3: Brain Development

Learning Objective 8.1

Understand the Concept

Moderate

8.11. If you were to observe a sample of brain tissue that was mostly composed of myelin and contained relatively few cell bodies, you would refer to this type of brain tissue as:

a. white matter

b. gray matter

c. cell body mass extract

d. pruned excess

Module: 8.1.3: Brain Development

Learning Objective 8.1

Apply What You Know

Moderate

Rationale: Gray matter differs from white matter in that white matter is comprised mostly of fatty myelin that surrounds axons whereas gray matter has little white myelin and instead is mostly cell bodies. “Cell body mass extract” and “pruned excess” are meaningless terms that are not mentioned in the text, but that do vaguely refer to neural concepts and may seem like correct answers to students who do not know the basic definitions of gray and white matter.

8.12 At what age does the human brain reach 95% of its adult size?

a. age 4

b. age 6

c. age 9

d. age 14

Module: 8.1.3: Brain Development

Learning Objective 8.1

Understand the Concept

Moderate

8.13 Based on information presented in the text, which of the following individuals would you expect to have the largest brain, as measured by brain size (or volume)?

a. Jackie, a 6-year-old girl

b. Lucille, an 11-year-old girl

c. Andrea, a 27-year-old woman

d. Margaret, a 54-year-old woman

Module: 8.1.3: Brain Development

Learning Objective 8.1

Evaluate It

Difficult

Rationale: Brain mass peaks at age 10 ½ for girls and at age 14 ½ for boys, and brain size continues to diminish after those ages. Although male brains are about 10% larger, all of the people in this example are women.

8.14. Higher level cognitive functions, such as attention, emotion, language, and memory, are thought to be associated most closely to activity in:

a. the myelin surrounding axons

b. the cell axons themselves, but not the cell bodies

c. the gray matter of the brain

d. the white matter in the left cerebral hemisphere

Module: 8.1.3: Brain Development

Learning Objective 8.1

Understand the Concept

Moderate

8.15. Suppose you learn that two children, a 10-year-old boy and a 10-year-old girl, have brains of quite different sizes, with the boy’s brain being about 40% larger than that girl’s brain. Which of the following conclusions would be the best to draw from this data?

a. The girl most likely has something wrong with her brain, because it should be at least 10% larger than the boy’s brain.

b. The girl’s brain most likely has something wrong with it, because it should be very close to the same size as the boy’s brain at this age.

c. The girl most likely was malnourished in early childhood, giving rise to a smaller-than-average brain.

d. There is no reason for concern, since children’s brain sizes can vary by as much as 50% without any appreciable difference in cognitive skills.

Module: 8.1.3: Brain Development

Learning Objective 8.1

Evaluate It

Difficult

Rationale: Although male brains are on average about 10% larger than female brains throughout childhood and adulthood, brain volumes vary considerably among healthy individuals. A volume difference of 50%, while it seems large and significant, is not generally accompanied by different levels of cognitive abilities. Therefore, a size difference of 30% is within the normal range of brain size differentials.

8.16. During adolescence and adulthood, cognitive functions such as memory and judgment generally become more complex. According to the text, the neurological event most closely associated with such changes is:

a. an increase in the number of neurons in the brain

b. an increase in the overall size of the neurons in the cortex of the brain

c. a decrease in the amount of myelin present in the brain

d. a decline in gray matter that occurs after childhood

Module: 8.1.3: Brain Development

Learning Objective 8.1

Understand the Concept

Moderate

Health

Learning Objective 8.2: Analyze the health issues of middle childhood

8.17. Suppose you walk into a typical sixth grade classroom in a predominantly White, middle-class, suburban school in the United States. If the children there are typical, about what percent would you expect to be wearing glasses or contact lenses to improve their vision?

a. 75%

b. 50%

c. 33%

d. 25%

Module: 8.2: Health

Learning Objective 8.2

Apply What You Know

Moderate

Rationale: The text notes that about 25% of White middle-class sixth graders have been fitted with glasses or contact lenses; generalizing from that figure, 25% is the best of the answer choices presented.

8.18. Mr. Martinez teaches third-grade physical education. To meet national health objectives, he should try to engage students in active physical exercise for at least what percent of their time in his physical education class?

a. 30%

b. 50%

c. 75%

d. 90%

Module: 8.2.1: Physical Fitness

Learning Objective 8.2

Evaluate It

Difficult

Rationale: The text states that national health objectives call for physical education classes to meet every day and for 50% of that time to be spent in active physical exercise.

8.19. Which of the following is NOT one of the four aspects of physical fitness conditioning?

a. flexibility

b. muscle strength

c. BMI of less than 28

d. cardiovascular efficiency

Module: 8.2.1: Physical Fitness

Learning Objective 8.2

Understand the Concept

Moderate

8.20. Currently about what percent of school-age children in the United States are obese?

a. 5 percent

b. 19 percent

c. 31 percent

d. 48 percent

Module: 8.2.2: Obesity

Learning Objective 8.2

Understand the Concept

Moderate

8.21. Of the children who are obese at ages 10 to 13, about what percent will go on to become seriously overweight as adults?

a. 33%

b. 50%

c. 70%

d. 90%

Module: 8.2.2: Obesity

Learning Objective 8.2

Understand the Concept

Moderate

8.22. What two factors are considered in computing a child’s BMI (Body Mass Index)?

a. age and weight

b. gender and age

c. gender and percent body fat

d. weight and height

Module: 8.2.2: Obesity

Learning Objective 8.2

Apply What You Know

Moderate

Rationale: BMI is computed as a person’s weight in pounds, divided by square of that person’s height in inches, multiplied by 703. It is computed the same way for all individuals, regardless of age.

8.23. Which of the following people would be most likely to get an erroneous estimate of obesity when using the BMI method of calculation?

a. Susie, an overweight 12-year-old girl who is African American

b. Barbara, an underweight 12-year-old girl who has not yet hit the adolescent growth spurt

c. Mike, an overweight 16-year-old boy who gets very little exercise

d. Jeremy, a competitive athlete with very large muscles

Module: 8.2.2: Obesity

Learning Objective 8.2

Analyze It

Moderate

Rationale: The BMI method does not consider the proportion of body weight due to fat versus muscle. Because muscle is very dense and therefore heavy tissue, when a person is highly muscular, this high proportion of muscle-to-fat can put the person in an overweight category according to BMI calculations, even though the person does not have much body fat. The BMI index is not biased according to ethnicity, gender, or age, so answers a, b, and c would not lead to faulty calculations.

8.24. The most prevalent chronic disease among children living in the United States is ___________; and the percentage of children affected by this disease is ____________.

a. diabetes; increasing

b. diabetes; decreasing

c. asthma; increasing

d. asthma; decreasing

Module: 8.2.3: Asthma

Learning Objective 8.2

Understand the Concept

Easy

8.25. Which of the following statements about asthma is false:

a. Asthma affects more African American than Hispanic or White children.

b. Asthma can be severe enough to cause death.

c. Asthma affects more boys than girls.

d. Children with asthma are less likely to suffer from other childhood diseases.

Module: 8.2.3: Asthma

Learning Objective 8.2

Evaluate It

Moderate

Rationale: Foils a, b, and c are correct, but children with asthma are more likely to suffer from other childhood diseases, making d the false statement.

8.26 Generalizing from data presented in the text, which of the following children would have the greatest chance of suffering from asthma?

a. Linnea, a middle-class white girl who lives in northern Minnesota

b. Rollin, a poor African American boy who lives in St. Louis, Missouri

c. Jose, a middle-class Hispanic boy who lives in rural California

d. Jeff, a poor white boy who lives on a farm in New York state

Module: 8.2.3: Asthma

Learning Objective 8.2

Analyze It

Difficult

Rationale: Asthma is more common among African Americans, those who live in the South or Midwest regions in the United States, those raised in poverty, and those in urban areas.

8.27. What is the number one cause of death in middle childhood?

a. pneumonia or influenza

b. accidents

c. birth defects

d. cancer

Module: 8.2.4: Accidents and Injuries

Learning Objective 8.2

Understand the Concept

Easy

8.28. According to the Surgeon General’s report, about what percent of children and adolescents age 9 to 17 are estimated to have mental disorders with at least mild functional impairment?

a. 2%

b. 5%

c. 10%

d. 20%

Module: 8.2.5: Psychological Disorders and Mental Illness

Learning Objective 8.2

Understand the Concept

Moderate

8.29. Of the children in the United States who have a mental disorder, about what percent receive appropriate diagnosis and treatment?

a. 20%

b. 50%

c. 75%

d. over 95%

Module: 8.2.5: Psychological Disorders and Mental Illness

Learning Objective 8.2

Analyze It

Moderate

Rationale: The text states that only 1 in 5 U.S. children with mental illness disorders receives treatment.

8.30. Compared to children in other developed countries in the world, children in the United States are ______ likely to take medication to treat mental illness, and the use of these medications is _________.

a. less; decreasing

b. less; increasing

c. more; decreasing

d. more; increasing

Module: 8.2.5: Psychological Disorders and Mental Illness

Learning Objective 8.2

Apply What You Know

Moderate

Rationale: The text notes that there has been a dramatic increase in the use of prescription drugs to treat behavioral and emotional problems in children and adolescents in recent years and that the United States has the a rate of use that is higher than any other nation.

Cognitive Development

Learning Objective 8.3: Outline major cognitive developments of middle childhood

8.31. In Piaget’s terms, the type of thought that is characteristic of children during the elementary school years is called:

a. formal operational thought

b. preoperational thought

c. sensorimotor thought

d. concrete operational thought

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Understand the Concept

Easy

8.32. If all you know about Rashon is that he is a typical 6-year-old, you would guess that his thinking is undergoing a transition between which of Piaget’s stages?

a. preoperational to concrete operational thought

b. concrete operational to preoperational thought

c. concrete operational to formal operational thought

d. preoperational to formal operational thought

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Analyze It

Moderate

Rationale: The transition from preoperational to concrete operations thought typically occurs between the ages of 5 and 7.

8.33. If a 5-year-old girl watches an adult pour juice from a tall, thin glass into a short, wide glass, and then she is asked, “Which glass has more juice?” she would typically:

a. conclude that either the short, wide glass has more juice or that the tall, thin glass has more juice

b. conclude that since no juice was spilled, the glasses have the same amount of juice

c. become very confused and ask to see the juice poured again and again

d. not be able to answer the question because she would be confused about why the adult was asking such an obvious question

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Analyze It

Moderate

Rationale: At 5 years of age, the child is in Piaget’s sensorimotor stage and would therefore see this problem as a perceptual problem. As such, since the two glasses are not filled with juice at the same time, and since the child cannot reverse her thinking, she usually will focus on either the height of the juice (and judge the tall, thin glass as having more) or the width of the juice (and judge the short, wide glass as having more).

8.34. Suppose you line up two rows of marbles, each of which has 6 marbles in it. In Row A, the marbles are spaced closely together; in Row B, the marbles are spread out farther apart. If you asked a 5-year-old and an 8-year-old, “Which row has more marbles?” you should expect the 5-year-old to say __________ and the 8-year-old to say _____________.

a. Row A; Row B

b. Row B; Row A

c. Row B; they are the same

d. they are the same; they are the same

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Analyze It

Moderate

Rationale: This problem is like Piaget’s matchstick problem. The child in the preoperational stage will focus on the perceptual aspects of the problem, and conclude that the row that takes up the most space has more marbles. The child in the stage of formal operations will correctly understand that space is unrelated to number and will correctly conclude that there are the same number of marbles in each row.

8.35. Which of the following changes is characteristic of the transition from Piaget’s preoperational stage into the stage of concrete operations?

a. thinking becomes more egocentric

b. thinking becomes more logical and less focused on perception of objects

c. thinking becomes less reversible

d. thinking becomes less focused on the future and more focused on the present

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Evaluate It

Difficult

Rationale: As children move into the stage of concrete operations, their thinking becomes less bound by their perception of objects and they begin to think more flexibly, thus they focus less on the “here and now” and less on the perceptual characteristics of objects. Their use of logic to solve problems increases; they become capable of thinking “backwards” (reversibility). They also become less egocentric.

8.36. According to Piaget, what would be the best way to teach children in kindergarten about the mathematical concept of addition:

a. Explain to them in words how addition problems should be solved and then ask them to explain back to you in their own words.

b. Give them objects, such as blocks, to manipulate so they can see how moving blocks from one pile to another represents changes in number (e.g., addition).

c. Read stories about math problems to them to enhance their motivation to learn mathematical concepts.

d. There is no good way to teach children in the preoperational stage about mathematics because this topic requires the ability to understand reversibility, which develops later.

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Evaluate It

Difficult

Rationale: Because Piaget believed that young children’s thought is closely tied to concrete experiences, he believed that their understanding of concepts such as addition is best taught by having them manipulate objects they can see and touch. Describing abstract concepts in words would not be useful. Motivation is not a limiting factor in most cases. Although children acquire the ability to reverse order gradually as then enter the stage of concrete operations, when objects manipulation is involved, they can see how objects move and are able to understand the transfer operations that addition requires.

8.37. math problems rely on a child’s ability to understand which of the following Piagetian concepts?

a. formal operations

b. reversibility

c. metacognition

d. scripts

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Analyze It

Moderate

Rationale: Addition and subtraction do not require the use of formal, hypothetical logic but they do require that the child understands reversibility—the ability to mentally reverse the order of operations and think “backwards.” Metacognition refers to self-monitoring of thought, which also is not required. Scripts involve remembering sequences of common events and also are not required for understanding simple mathematics.

8.38. Piaget's theory of cognitive development suggests that elementary school education should:

a. allow children to discover principles by doing rather than by being shown

b. spend more of the class day on math and science instruction and less on free play activities

c. not be expected to learn mathematics or science until about the third or fourth grade

d. emphasize the use of verbal rewards such as praise in order to increase motivation for learning

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Evaluate It

Difficult

Rationale: Piaget emphasized that children are active, motivated learners who learn best by experimenting and discovering knowledge through their own inquiries. He thought free play was very valuable, that mathematical concepts could be learned by even young children if object manipulation was used, and that children were intrinsically motivated to learn, making teachers’ praise unnecessary and even counterproductive in some instances.

8.39. Control processes are strategies and techniques that enhance __________.

a. memory

b. self-control

c. empathy

d. overall intelligence

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Understand the Concept

Moderate

8.40. Strategies, such as mental imagery and scripts, which elementary schoolchildren use to help them remember things are called:

a. metacognition

b. reconstructions

c. reviews

d. control processes

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Understand the Concept

Moderate

8.41. Remembering the details about a family dinner, such as helping set the table, washing hands before eating, saying grace at the dinner table, eating the food, and clearing off the dishes, best illustrates what memory control process?

a. mental imagery

b. the use of a script

c. semantic elaboration

d. organization

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Evaluate It

Moderate

Rationale: A script is a standard sequence of events that comprise a familiar event. Because this example clearly emphasizes the events associated with “family dinners,” it would be considered a good example of a script, even though other control processes might be involved.

8.42. Memory for routine events, such as getting ready for bed, is most likely to be organized by using:

a. mental imagery

b. rehearsal

c. scripts

d. semantic elaboration

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Analyze It

Moderate

Rationale: Scripts are standard sequences of events that comprise a familiar event, such as getting ready for bed. Although other memory strategies can be employed in remembering routine events, because the question emphasizes the memory for routine events and it gives an example that would involve a script, the choice of scripts is the best answer for this question.

8.43. Heidi has a series of events that she follows every morning: she takes a shower, dresses, eats breakfast, and rides the bus to school. Her memory of this sequence of events would most likely be organized in the form of:

a. a series of retrieval cues

b. a script for “morning events”

c. a series of mental images

d. semantic elaboration of common events

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Evaluate It

Moderate

Rationale: A script is a standard sequence of events that comprise a familiar event. Because this example clearly emphasizes the events associated with “morning events before school,” it would be considered a good example of a script, even though other control processes might be involved.

8.44 The intellectual process that allows people to monitor their own thoughts and thinking processes is called:

a. a control process

b. metacognition

c. mental elaboration

d. a personal script

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Understand the Concept

Easy

8.45. Maria is asked to create and tell a story about how a lost dog was able to find its home. She talks and talks about the dog, and about its home, but is never able to figure out how to end the story or what would be required to make the story complete. In terms of her control processes, her problem in finishing her work would be described as a failure of:

a. motivation

b. retrieval

c. metacognition

d. rehearsal

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Analyze It

Difficult

Rationale: This example points to Maria’s lack of awareness about what the problem involves and what a correct solution requires. Thus, she in not able to “think about her thinking,” which is the essence of metacognition. Motivation is not a problem, as evidenced by her continued effort. The example does not indicate that she has trouble remembering (retrieval) or repeating relevant details (rehearsal).

8.46. Restructuring the material to be learned so that it is arranged categorically is the major feature of the control process called:

a. scripts

b. organization

c. mental imagery

d. semantic elaboration

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Understand the Concept

Easy

8.47. Nine-year-old Kimberly is presented with a list of words to memorize. She groups the words by common features. For instance, she groups the words “dog,” “cat,” and “horse” as animals. What strategy does she use to help her remember the list?

a. organization

b. mental imagery

c. scripts

d. semantic elaboration

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Analyze It

Moderate

Rationale: Organization typically involves categorization of similar items, which is what this example describes. Mental imagery involves imagination, scripts rely on memory of common events, and semantic elaboration involves logical inferences about things that would have occurred, even if such things were not experienced directly.

8.48. Samuel tells his little brother an elaborate story about imaginary creatures with three heads and sharp tails who can fly like helicopters by rotating a huge wing that comes out of their back. Samuel’s ability to imagine these creatures and describe them to his brother is a good example of which of the following control processes?

a. mental imagery

b. semantic elaboration

c. organization

d. scripts

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Evaluate It

Difficult

Rationale: The best answer is mental imagery, since this example emphasizes Samuel’s ability to construct a mental image of an imaginary object. Semantic elaboration emphasizes the use of logical inferences, and Samuel’s memory does not rely on logic about missing information. Samuel’s ability to describe an imaginary creature also does not emphasize the organization of his memory, nor does it emphasize common events associated with a particular event, which is the core concept associated with memory scripts.

8.49. Jude learns the concept of subtraction by forming a picture in his mind of removing blocks from one stack and adding them to another stack. His memory strategy is best considered an example of the use of:

a. mental imagery

b. rehearsal

c. organization

d. semantic elaboration

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Evaluate It

Moderate

Rationale: Mental imagery involves the ability to construct mental images, which is what this example emphasizes. Rehearsal involves repetition of to-be-remembered events; organization emphasizes categorization of information into meaningful units; and semantic elaboration the ability to make logical inferences about missing information.

8.50. Eleven-year-old Susan overheard her father say, “I drove to the store.” She is able to infer the presence of a car even though he never mentioned the word. This example best illustrates what memory strategy?

a. retrieval

b. mental imagery

c. organization

d. semantic elaboration

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Analyze It

Difficult

Rationale: Although retrieval of information is involved in any memory problem, it is not the central event here, nor is organization (since categorization is not the central aspect of this problem). Mental imagery is involved, since Susan must be able to create a mental image of driving to the store, but the example focuses not only on her ability to imagine the scene but also on her ability to logically infer that there was a car involved. Thus, because the central point of the example pertains to logical inference, semantic elaboration is the best answer to this question.

8.51. The term literacy refers to:

a. the use of control processes in thinking and problem solving

b. the skills involved in reading and writing

c. the percentage of people in a group who can read at least at the fourth-grade level

d. the ability to monitor and understand one’s own thoughts and thinking processes

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Understand the Concept

Easy

8.52. Whole-language theorists focus on the concept of:

a. metacognition

b. emergent literacy

c. logical inference

d. cooperative learning

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Understand the Concept

Moderate

8.53. According to whole-language theory, the skills associated with oral and written language

acquisition develop over a period of years, beginning in:

a. infancy

b. the preschool years

c. about first grade

d. about third grade

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Understand the Concept

Easy

8.54. Which of the following is the most accurate statement about the whole-language viewpoint about literacy?

a. Children must learn to read correctly before they can learn to speak correctly.

b. Children must learn to read short sentences before they can learn to read long sentences.

c. Children can only learn to read when they are “ready” from a biological point of view.

d. Early language skills like listening form the basis for later language skills like reading.

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Evaluate It

Moderate

Rationale: The whole-language view is based on the idea that literacy skills begin in infancy with understanding of spoken language, and these early skills are modified through experience with language to become more complex and to transition into speaking and writing. This view also emphasizes that language learning occurs in a sociocultural context and that language learning occurs naturally, without the need of formal expectations or rewards.

8.55. The essential idea encompassed by the term emergent literacy is that:

a. language learning is best done in the home, rather than in school

b. learning to read “emerges” when the child is “ready” to learn

c. learning to read is an entirely different process than learning to speak

d. language learning is a continuous and gradual process

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Evaluate It

Moderate

Rationale: According to the concept of emergent literacy, the skills associated with oral and written language acquisition begin to develop in infancy and gradually improve over a period of years.

8.56. Suppose that 7-year-old Anna is having trouble learning to read in school. Her teacher investigates how her family encourages reading, how her friends interact with her during play, and how she uses oral language to communicate. The teacher concludes that her reading will likely develop in its own time, and encourages Anna to continue to interact verbally. The teacher’s approach would be very compatible with which of the following points of view?

a. the metacognitive viewpoint

b. the whole-language viewpoint

c. the preoperational viewpoint

d. the formal operational viewpoint

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Evaluate It

Moderate

Rationale: The whole-language viewpoint emphasizes the role of social interactions in developing literacy, and also suggests that reading emerges from earlier language skills of speaking and understanding. The metacognitive, preoperational, and formal operational “viewpoints” are not meaningful in this context, since they do not pertain directly to literacy.

8.57. Which of the following would be LEAST likely to contribute positively to the development of literacy?

a. enrolling a child in a formal program of reading and writing in which they are drilled on correct techniques and rewarded when they succeed

b. reading to children and talking with them about what was read

c. having children play together and make up stories and plays

d. allowing children a lot of pressure-free time to draw, even if their work is no more than scribbling on paper

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Evaluate It

Moderate

Rationale: Several factors contribute to the development of literacy, but a common feature is that the child is able to progress at his or her own speed and without formal expectations or pressure to perform in a particular way.

Individual Differences in Intelligence

Learning Objective 8.4: Assess the concept of intelligence within its sociocultural contexts

8.58. The first tests of intelligence were developed in France by:

a. Louis Terman and his colleagues

b. Robert Sternberg

c. Alfred Binet

d. Jean Piaget

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Understand the Concept

Easy

8.59. The original purpose for developing the first intelligence tests in the early part of the 20th century was:

a. to identify children who would not do well in school

b. to provide a reason to discriminate against children from African descent

c. to give the French government a means of selecting especially talented children for placement in state-funded educational programs for the gifted

d. to study how physical health and intelligence were related

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Apply What You Know

Moderate

Rationale: Although intelligence tests have served to select gifted children, they have been used to support discriminatory policies and practices, and they do help researchers understand the relationships between intelligence and wide range of other variables, their original purpose in France was to allow the government to select children who would be less likely to benefit from formal education.

8.60. Suppose that Lucy is 6 years old and she is answers the same number of questions on an intelligence test as the average 8-year-old. Her mental age would be:

a. 6 years

b. 7 years

c. 8 years

d. none of the above, since there is not enough information given to determine it

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Analyze It

Moderate

Rationale: Mental age is determined according to the number of questions a person answers correctly and has nothing to do with a person’s chronological age. If a person answers the same number of questions correctly as the average 8-year-old, that person’s mental age is 8 years, irrespective of how old the person is.

8.61. If Greg is 10 years old, and if he answers the same number of intelligence test questions correctly as the average 9-year-old, his computed IQ would be:

a. 111

b. 100

c. 90

d. An answer cannot be determined because not enough information is given to compute his IQ.

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Analyze It

Moderate

Rationale: IQ has been defined as mental age divided by chronological age multiplied by 100. In this case, 9 divided by 10 multiplied by 100 is equal to 90.

8.62. The major advantage of using the ratio method of computing IQ, rather than reporting only a child’s mental age, is which of the following?

a. The ratio method provides a more accurate method of measuring mental age.

b. The ratio method allows for children of different chronological ages to be compared more meaningfully.

c. The ratio method provides a less racially biased method of measuring mental age.

d. The ratio method provides a less racially biased method of computing IQ.

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Evaluate It

Moderate

Rationale: Reporting only mental age does not provide any information about chronological age, thus there is no basis for comparing a child to same-age peers. For example, two children who have a mental age of 9 might be the same age or might be of very different ages. The IQ method converts mental age by dividing it by chronological age. Therefore, IQ allows for comparisons of same-age children with respect to intelligence (as measured by their mental ages). For example, if two 9-year-olds have IQs of 90 and 100, respectively, we know that the child with the higher IQ scored higher relative to his age-peers than did the child with the IQ of 90.

8.63. The average 10-year-old child has an IQ of ______; and the average 50-year-old adult has an IQ of_______:

a. 80; 100

b. 90; 100

c. 100; 100

d. 100; 150

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Analyze It

Moderate

Rationale: By definition, the average IQ for people of any age is 100. IQ averages do not vary by age.

8.64. Why has the ratio method of computing IQ been replaced by the deviation method?

a. The deviation method accommodates the fact intelligence does not keep increasing at the same rate as chronological age throughout adulthood.

b. The deviation method is less culturally biased than is the ratio method.

c. Newer tests have made the ratio method of computing IQ obsolete, since the number of questions answered correctly is no longer an important consideration in determining a person’s intelligence.

d. Computers can now automatically score tests so the computation of mental age can be done much faster.

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Apply What You Know

Difficult

Rationale: The problem with using the ratio method of IQ is that intelligence levels off in adulthood (e.g., an average 30-year-old would perform about the same as an average 50-year-old). If mental age remains the same, but is divided by increasingly large chronological age, IQ becomes smaller, even though the adult does not become less intelligent with age. (For example, if the people above both have a mental age of 30, the 30-year-old’s ratio IQ would be 100; the 50-year-old’s ratio IQ would be 60.) As intelligence testing became useful for adults, a different method of computing IQ needed to be developed.

8.65. About what percent of the U. S. population would have IQ scores that would fall between 85 and 115?

a. 55%

b. 75%

c. 68%

d. 96%

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.66. About 96% of the general U.S. population score between IQs of:

a. 2 and 98

b. 4and 96

c. 85 and 115

d. 70 and 130

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.67. If Paul tells you that he is 15 years old and that his measured IQ is 150, which of the following should you conclude?

a. Paul is highly intelligent, according to this test.

b. Paul is of slightly above-average intelligence, according to this test.

c. Paul is of average intelligence, according to this test.

d. Paul is of below-average intelligence, according to this test.

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Analyze It

Moderate

Rationale: Most IQ tests set the average IQ at 100, and only about 2% of the population score above an IQ of 130. Thus, Paul’s IQ of 150 is very high. Paul’s chronological age of 15 years is irrelevant to his IQ calculation, since 150 is not his mental age; rather it is his IQ score.

8.68. Generalizing from the text’s discussion about the distribution of intelligence in the population, about what percept of the population would you expect to be diagnosed as having an intellectual disability?

a. about 10%

b. about 5%

c. about 2%

c. about one-tenth of 1%

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.69. One goal for constructing an intelligence test is to write the test such that if a person took it multiple times, that person’s score would always be the same. This goal represents the concept of test:

a. reliability

b. bias

c. potential

d. deviation IQ

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Apply What You Know

Difficult

Rationale: Test reliability refers to the consistency with which the test measures. If a test were perfectly reliable, a person would always get the same test score every time he or she took the test. No test is perfectly reliable (i.e., there is always some error in testing); however, test reliability is an important goal for test construction.

8.70. Which of the following is NOT one of Gardner’s eight types of intelligence?

a. charismatic

b. intrapersonal

c. linguistic

d. spatial

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.71. Who proposed a theory of intelligence that identified eight distinct intelligences, including linguistic intelligence and logical-mathematical intelligence?

a. Alfred Binet

b. Jean Piaget

c. Robert Sternberg

d. Howard Gardner

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.72. Who proposed the triarchic concept of intelligence?

a. Robert Sternberg

b. Howard Gardner

c. Alfred Binet

d. Jean Piaget

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.73. Which of the following is NOT a type of intelligence as defined by Sternberg’s three-part theory of intelligence?

a. spatial intelligence

b. contextual intelligence

c. componential intelligence

d. experiential intelligence

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.74. In Sternberg’s model, the type of intelligence measured by typical IQ tests is called:

a. practical intelligence

b. contextual intelligence

c. componential intelligence

d. experiential intelligence

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.75. According to Sternberg’s model, the capacity to adapt to the environment is called:

a. logico-mathematical intelligence

b. contextual intelligence

c. componential intelligence

d. experiential intelligence

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.76. Which of the following types of intelligence did Robert Sternberg view as being particularly important?

a. logico-mathematical intelligence

b. spatial intelligence

c. practical intelligence

d. psychomotor intelligence

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Understand the Concept

Moderate

8.77. Which of the following abilities would Robert Sternberg view as being especially important?

a. the ability to solve complex mathematical problems correctly

b. the ability to solve complex mathematical problems quickly

c. the ability to read quickly

d. the ability to deal effectively with the practical problems in everyday life

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Evaluate It

Moderate

Rationale: Sternberg emphasized the role of practical intelligence over the other skills, which all fit into his concept of componential intelligence—what is typically measured in an intelligence test.

8.78. The text discusses a study in which African American families in poor neighborhoods were given a chance to move to a better neighborhood. In comparison to children whose families moved instead to another poor neighborhood, the children in families who moved to a better neighborhood:

a. were more likely to have poorer attendance

b. were more likely to get into more “race-based” school fights

c. were more likely to have difficulty in forming a secure ethnic identity

d. had higher achievement test scores

Module: 8.4.3: Cultural Issues in Intelligence Testing

Learning Objective 8.4

Understand the Concept

Moderate

8.79. The text discusses a study in which African American families in poor neighborhoods were given a chance to move to a better neighborhood. The results of this study emphasize the importance of what factor(s) as a determinant of school achievement and test performance?

a. socioeconomic factors

b. racial factors

c. one-parent versus two-parent families

d. teacher preparation for handling issues of diversity

Module: 8.4.3: Cultural Issues in Intelligence Testing

Learning Objective 8.4

Evaluate It

Moderate

Rationale: The results of this study demonstrate that moving to a better neighborhood with better schools led to students’ improvement in completing homework, attendance, and achievement test scores. Thus, socioeconomic factors do make a difference. No discussion of racial factors, one- versus two-parent families, or teacher preparation was presented in the context of this study.

8.80. The text discusses research about Southeast Asian immigrant families. The results of this study suggest that which of the following factors is important in determining children’s IQs?

a. race and skin color

b. ethnicity and first language learned

c. how long the family has lived in the United States

d. family emphasis on education and success

Module: 8.4.3: Cultural Issues in Intelligence Testing

Learning Objective 8.4

Evaluate It

Moderate

Rationale: Despite poor economic circumstances, problems with language, ethnic status, and substandard educational opportunities, children in these families performed well in school and on standardized tests. The most likely explanation is that the families emphasized educational achievement and success and made accommodations so children would spend time on school work.

8.81. The best way of understanding the relationship between genetic and environmental influences on the development of intelligence is to conclude that:

a. genes are much more important than environment

b. the environment is much more important than genes

c. genetic and environmental factors interact and influence each other

d. genetic and environmental factors operate independently, but both influence intelligence development

Module: 8.4.3: Cultural Issues in Intelligence Testing

Learning Objective 8.4

Evaluate It

Moderate

Rationale: Genetic and environmental factors interact, which is to say they influence each other. There is no clear evidence that either is much more important than the other in determining intelligence, although in a particular individual’s case, one might be especially important. The question asks about a general conclusion, not the case of a specific individual.

Learning and Thinking in School

Learning Objective 8.5: Identify elements associated with school success

8.82. Today, in developed economies about _______ of adolescents can read; in sub-Saharan Africa, this percentage is about _______:

a. 99%; 70%

b. 90%; 60%

c. 95%; 40%

d. 95%; 33%

Module: 8.5: Learning and Thinking in School

Learning Objective 8.5

Analyze It

Moderate

Rationale: According to the text, virtually all children in the United States are literate. Figure 8.8 shows that in sub-Saharan Africa, about 70% of children (75% of boys and 65% of girls) can read.

8.83. In a study investigating the time public school teachers spend in various classroom activities, teachers were found to spend about ____ % of the time in a 30-minute lesson on academic work.

a. 10–15

b. 30–40

c. 55–70

d. 85–90

Module: 8.5.1: New Demands and Expectations

Learning Objective 8.5

Understand the Concept

Moderate

8.84. Generalizing from conclusions drawn in the text, if you were to advise a new elementary school teacher about how she would spend her time, you would suggest that she try to ________ her time spent on classroom management and __________ her time spent on teaching and learning activities.

a. maximize; maximize

b. minimize; minimize

c. maximize; minimize

d. minimize; maximize

Module: 8.5.1: New Demands and Expectations

Learning Objective 8.5

Evaluate It

Moderate

Rationale: The text states that children learn more in classes where the time spent on teaching and learning activities is maximized and the times spent on classroom management is minimized.

8.85. The text concludes that group learning has been found to positively affect students’ self-esteem, especially when the students are:

a. boys

b. girls

c. younger

d. older

Module: 8.5.2: Developing Competent Learners and Critical Thinkers

Learning Objective 8.5

Understand the Concept

Moderate

8.86. If you were interested in increasing the self-esteem of grade school students, and you wanted to promote effective learning, you should recommend using all of the following techniques EXCEPT:

a. creating a highly competitive environment, so that children had to perform or they would fail

b. using cooperative learning strategies, where students had to work together

c. assigning small-group projects and activities

d. assigning projects that require in-depth inquiry, where students have to persist in the learning task in order to complete it successfully

Module: 8.5.2: Developing Competent Learners and Critical Thinkers

Learning Objective 8.5

Evaluate It

Moderate

Rationale: When children are placed in a competitive environment, their self-esteem sometimes suffers. Also, critical thinking skills are best advanced when cooperative, group learning projects are assigned and when these projects require in-depth inquiry.

8.87. According to David McClelland, all children seek to be successful. He referred to this need for success and excellence as:

a. excellence orientation

b. achievement motivation

c. persistence motivation

d. the need for success

Module: 8.5.3: Success in School

Learning Objective 8.5

Understand the Concept

Moderate

8.88. Tommy appears to not care at all about the quality of the school work he does. When asked, he says things like: “School is stupid. No one should try hard. Learning is useless.” Using the terms identified by David McClelland, you would conclude that Tommy has:

a. very low achievement motivation

b. very high need for excellence

c. very low autonomy

d. a low “pride” quotient

Module: 8.5.3: Success in School

Learning Objective 8.5

Evaluate It

Moderate

Rationale: According to McClelland, the basic concept involved in achievement motivation is the desire for success and excellence. Tommy’s comments reflect the lack of achievement motivation.

8.89. Which of the following statements best summarizes the findings about gender differences in school success:

a. Girls outperform boys in quantitative and spatial tasks; boys outperform girls in verbal

skills.

b. Girls outperform boys in verbal skills and boys outperform girls in quantitative and spatial tasks.

c. Girls outperform boys in verbal skills and quantitative and spatial tasks.

d. Boys outperform girls in verbal skills and quantitative and spatial tasks.

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Understand the Concept

Moderate

8.90. Generalizing from research cited in the text, if a high-achieving child suddenly began to focus on social popularity rather than academic achievement, the best guess is that this child was:

a. a second grade boy

b. a second grade girl

c. a sixth grade boy

d. a sixth grade girl

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Analyze It

Moderate

Rationale: Fitting in socially becomes an especially important goal for girls during the preadolescent and adolescent years.

8.91. Based on average school performance of boys and girls, if you knew that a student was especially interested and talented in mathematics, you would conclude that this student is more likely to be a _______; if you knew that a student was especially interested and talented in literature and language, you would conclude that this student is more likely to be a ________.

a. boy; girl

b. girl; boy

c. boy; boy

d. girl; girl

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Analyze It

Moderate

Rationale: Although it is not possible to generalize group findings to individual students, in general boys do better and are more interested in mathematics; girls do better and are more interested in literature and language. Because this question gives no information about the specific individuals described, the best answer is to generalize from group data, in which the gender differences noted are obtained.

8.92. Suppose that a friend tells you that he is concerned about “gender bias” in his daughter’s classroom. Which of the following is the best description of what is typically meant by this term:

a. Boys and girls are treated too much the same, and real gender differences are being ignored.

b. Too many of the teachers are of one gender (in grade school, usually there are more women teachers).

c. School policies encourage too much segregation based on gender, with groups usually divided into “girls” and “boys.”

d. Boys and girls are treated differently, oftentimes with different expectations placed on boys compare to girls.

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Evaluate It

Moderate

Rationale: The term gender bias typically refers to the concern that children are treated differently, based on their gender. Thus, girls are treated differently than are boys, and oftentimes different types of expectations are placed on girls as compared to boys.

8.93. According to research conducted by Carol Dweck, boys are more motivated by an orientation that emphasizes __________, whereas girls are more motivated by an orientation that emphasizes _________.

a. achievement; learning

b. learning; performance

c. performance; learning

d. social success; academic success

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Understand the Concept

Moderate

8.94. Lynn tells the teacher, “I don’t care if I learn anything; I just want to get an A.” According to research conducted by Carol Dweck, you should conclude that Lynn has what type of motivation:

a. learning motivation

b. performance motivation

c. social motivation

d. anti-learning motivation

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Analyze It

Moderate

Rationale: According to Dweck, a performance motivation involves the emphasis of success (performance) over learning. A learning motivation emphasizes learning over performance. Dweck does not discuss either a “social” motivation or an “anti-learning” motivation.

8.95. If a child has a performance motivation and fails at a task, what is the most likely result, according to Carol Dweck:

a. The child will persist until success is achieved.

b. The child will become emotionally unstable and probably have a tantrum.

c. The child will quit trying and self-esteem will suffer.

d. The child will persist, even when persistence continues to result in failure.

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Evaluate It

Moderate

Rationale: A child with a performance orientation values success over learning. When the child is not successful, the most likely result is that the child will quit trying, and oftentimes the child’s self-esteem suffers. Self-esteem is at risk because the child comes to believe that he or she can’t perform successfully.

8.96. Little Maria believes that if she just works hard enough, she can learn anything she sets her mind to. According to Carol Dweck, Maria has:

a. low self-efficacy

b. an unrealistic self-concept

c. a learning orientation

d. a performance orientation

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Analyze It

Moderate

Rationale: Children with a learning orientation view their lack of success as the result of too little effort. Thus, when they fail, they respond by trying harder. Children with a performance orientation view their lack of success as the result of too little ability. Because they view ability as a fixed characteristic, they oftentimes give up trying when they fail at a task.

8.97. Joshua tries to learn to solve a mathematics problem, but he does not get the correct answer on his first attempt. He tells his teacher, “I just can’t do math. Can I go play now?” According to Carol Dweck, Joshua has:

a. a performance orientation

b. a learning orientation

c. high self-efficacy

d. a strong defense mechanism

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Analyze It

Moderate

Rationale: Children with a learning orientation view their lack of success as the result of too little effort. Thus, when they fail, they respond by trying harder. Children with a performance orientation view their lack of success as the result of too little ability. Because they view ability as a fixed characteristic, they oftentimes give up trying when they fail at a task.

8.98. According to Carol Dweck, which of the following statements represents the LEAST effective way to praise a child:

a. “You are very, very smart child.”

b. “You worked very hard on that project and it turned out very well.”

c. “That problem was difficult and even though you didn’t solve it the first time, you learned a lot.”

d. “You did a good job picking up your toys.”

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Evaluate It

Moderate

Rationale: Dweck argues that praise should be given for performance and persistence, not for having an innate ability that the child cannot change. Thus, she would argue that praising a child for intelligence is less effective, making “a” the correct answer. Dweck also argues that praise should be specific and directed to a particular achievement, not be general and global.

8.99. According to Carol Dweck, which of the following statements represents the MOST effective way to praise a child:

a. “You are a very, very smart little girl.”

b. “You are so cute, who could think you wouldn’t do well in school?”

c. “You have a natural ability in mathematics; no wonder you do so well.”

d. “You did a nice job in writing that story. I especially like the way you described the clown.”

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Evaluate It

Moderate

Rationale: Dweck argues that praise should be given for performance and persistence, not for having an innate ability that the child cannot change. She also argues that praise should be specific and directed to a particular achievement, not be general and global.

Intellectual and Developmental Disabilities

Learning Objective 8.6: Differentiate intellectual disabilities from learning disorders

8.100. Which of the following is the primary goal of the Individuals with Disabilities Education Improvement Act (IDEIA):

a. to train teachers to deal with children who have intellectual disability and behavioral disorders

b. to fund special schools that provide education to children with disabilities

c. to raise the public’s awareness of the unfairness being done to individuals with disabilities

d. to provide all children with a free and appropriate education

Module: 8.6: Intellectual and Developmental Disabilities

Learning Objective 8.6

Understand the Concept

Moderate

8.101. What is an “IEP”:

a. an “incentive for excellent performance” program that rewards individual teachers who spend extra time with disabled children for extra pay

b. an “incentive for excellent performance” program that rewards schools or school districts who devote extra resources to educating disabled students

c. an “individual education plan” that specifies the type of instruction a particular child should receive

d. an “individual education plan” that sets goals for individual school districts about how much money they must devote to the instruction of disabled students

Module: 8.6: Intellectual and Developmental Disabilities

Learning Objective 8.6

Analyze It

Moderate

Rationale: An IEP is an “individual education plan.” IDEIA requires that schools develop an IEP for every disabled student which identifies appropriate learning goals for that student and notes support services that will be provided to have that student meet these learning goals.

8.102. The IDEIA requires that school districts include children with special needs in regular classrooms and activities as much as is possible. The term used to describe this policy is:

a. individual education plan

b. least restrictive environment

c. most open programming

d. best case instruction

Module: 8.6: Intellectual and Developmental Disabilities

Learning Objective 8.6

Apply What You Know

Moderate

Rationale: The “least restrictive environment” provision of the IDEIA requires that school districts include children with special needs in regular classrooms and activities as much as is possible. This is the specific term used to describe this mandate.

8.103. About what percent of U. S. school children today are receiving some sort of special educational service?

a. 1–2%

b. 5%

c. 12%

d. 27%

Module: 8.6: Intellectual and Developmental Disabilities

Learning Objective 8.6

Understand the Concept

Moderate

8.104. Today, the term most often used instead of “mental retardation” is:

a. learning disability

b. intellectual disability

c. intellectual educational personality

d. failure to thrive syndrome

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Understand the Concept

Easy

8.105. The cause that produces an intellectual disability can be determined in about what percent of such cases?

a. 25%

b. 50%

c. 67%

d. more than 90%

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Analyze It

Moderate

Rationale: The text states that the causes of intellectual disability cannot be identified in about one-third of cases. Thus, in about 67% of cases, the cause is known.

8.106. Which of the following is NOT one of the three factors considered in making a diagnosis of intellectual disability?

a. the person’s IQ score

b. the person’s score on an assessment of adaptive behavior

c. an assessment of the cultural factors that might be involved

d. the person’s age

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Understand the Concept

Easy

8.107. The text states that there has been a gradual evolution in how intellectual disability is regarded. In general, what change is at the center of that evolution in thinking?

a. Today, each person is considered to be more an individual with specific needs for accommodations.

b. Today, intellectual disability is considered to be a biological, rather than a psychological, disability.

c. Today, intellectual disability is diagnosed according to a person’s IQ score, rather than to an assessment of that person’s abilities.

d. Today, people understand that individuals with intellectual disability cannot be expected to achieve at the same levels as people who do not have intellectual disabilities.

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Evaluate It

Moderate

Rationale: The major changes in thinking over the past few decades are to view those diagnosed with intellectual disability to be unique individuals, who will benefit best from individualized accommodations. Also, people today recognize that intellectual disabilities can be quite specific, and an individual may need considerable support in some areas of functioning, but little support in others.

8.108. Ben has an IQ of 20, which most likely would place him in which category of intellectual disability?

a. mild

b. moderate

c. severe

d. profound

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Analyze It

Moderate

Rationale: The IQ range of “below 25” is typically associated with the level of intellectual disability defined as “profound.”

8.109. Which of the following categories of intellectual disability would include the largest number of individuals?

a. profound intellectual disability

b. mild intellectual disability

c. moderate intellectual disability

d. severe intellectual disability

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Analyze It

Moderate

Rationale: There are many more people at the highest level of functioning, which in the categorization scheme presented in the text would be labeled “mild intellectual disability.”

8.110. Robert is in fifth grade. He scores at the average on a test of intelligence, is doing math problems at the seventh grade level, but is reading at the first grade level, despite his efforts to learn. Robert would most likely qualify for a diagnosis of:

a. intellectual disability

b. attention-deficit/hyperactivity disorder

c. reading unreadiness

d. learning disability

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Evaluate It

Moderate

Rationale: Both intellectual disability and mental retardation refer to general learning problems. Because Robert has difficulty in only one area of intellectual functioning, his likely diagnosis would be learning disability. Reading unreadiness is not a diagnostic term.

8.111. For reasons that remain unclear, up to 80% of children with learning disorders are _____.

a. male

b. female

c. from low socioeconomic backgrounds

d. from high socioeconomic backgrounds

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Understand the Concept

Easy

8.112. Which of the following is NOT one of the three main learning disorders recognized in the Diagnostic and Statistical Manual of Mental Disorders?

a. mathematics disorder

b. reading disorder

c. disorder of written expression

d. speech disorder

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Understand the Concept

Moderate

8.113. Ron remains stuck in the early stages of reading, making errors such as confusing the letters “b” and “d.” What learning disability does he most likely have?

a. dyslexia

b. dysgraphia

c. dyscalculia

d. attention-deficit disorder

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Analyze It

Moderate

Rationale: The term used for the reading disorder in which children incorrectly perceive letters is dyslexia.

8.114. Based on information presented in the text, which of the following is the best explanation for the cause of dyslexia?

a. being left-handed along with having stronger vision in one eye than the other

b. poor coordination of the brain regions involved in visual perception

c. difficulties in the way the brain processes speech sounds

d. low levels of motivation for learning along with poor eyesight

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Evaluate It

Moderate

Rationale: The text outlines several findings about children with dyslexia, including that they have broader problems with language, they are often delayed in learning to speak, they have trouble naming letters and written words, they are slower in recalling words, and they may have trouble hearing the difference between similar sounds. Thus, the problem seems not to be in the way vision works, but rather in the way the brain processes speech.

8.115. Children with dyslexia have difficulty:

a. learning how to read

b. with writing

c. with math

d. with focusing attention on anything long enough to learn it

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Analyze It

Moderate

Rationale: Dyslexia is a learning disability characterized generally by problems with reading.

Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Learning Objective 8.7: Compare attention-deficit/hyperactivity disorder and autism spectrum disorder in middle childhood

8.116. Many children with attention-deficit disorder are also:

a. dyslexic

b. intellectually disabled at a moderate level

c. right handed

d. hyperactive

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Understand the Concept

Moderate

8.117. Which of the following is NOT a common symptom typically associated with ADHD?

a. hyperactivity

b. difficulty paying attention

c. impulsivity

d. difficulty hearing all of the sounds of speech

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Understand the Concept

Easy

8.118. Jill is extremely inattentive, has poor impulse control, and is highly active. Based on these symptoms, what developmental disorder might Jill have?

a. autism

b. schizophrenia—childhood onset

c. ADHD

d. dyslexia

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Analyze It

Moderate

Rationale: Jill’s symptoms are those that define attention-deficit/hyperactivity disorder (ADHD).

8.119. Attention-deficit/hyperactivity disorder has been linked to irregularities in the way which of the following neurotransmitters operates in the brain?

a. dopamine

b. serotonin

c. acetylcholine

d. GABA

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Understand the Concept

Moderate

8.120. Suppose you conducted a study of pairs of identical twins, one of whom was diagnosed with ADHD. Now you examine whether or not the other twins in each pair also have ADHD. In comparison to pairs of unrelated children, you would expect that the other twin in your study would be _______ likely to also be diagnosed with ADHD.

a. much less

b. somewhat less

c. equally

d. more

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Analyze It

Moderate

Rationale: ADHD has a genetic component, making it more likely for individuals whose identical twin was diagnosed with ADHD to also have this diagnosis.

8.121. If a child who is diagnosed with ADHD is put on prescription drugs, these drugs would most likely belong to the category of:

a. anti-depressants

b. stimulants

c. anti-anxiety medicines

d. tranquilizers

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Apply What You Know

Moderate

Rationale: The typical drug treatment for ADHD is to prescribe stimulant, amphetamine-type drugs, including drugs such as Ritalin, Adderall, and Strattera. This seems counterintuitive, since these drugs speed up neural activity and one of the primary symptoms of ADHD is overactivity in behavior. However, the stimulant drugs typically act to quiet a child with ADHD.

8.122. The fact that stimulant drugs are often effective in calming children diagnosed with ADHD suggests that this disorder may involve:

a. a chronic understimulation in the child’s nervous system

b. problems in the brain pathways that regulate attachment behavior

c. a hypersensitivity to the presence of sugar in the bloodstream

d. too much activity in the parts of the brain that control behavior

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Understand the Concept

Moderate

8.123. If an applied behavior analysis approach is used to treat ADHD, it would likely include all of the following except:

a. reducing distractions from the environment

b. provide rewards to controlled behavior

c. keeping expectations vague so they do not pressure the child

d. clearly specifying rules and expectations

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Understand the Concept

Moderate

8.124. The disorder characterized by disturbances in social interaction, communication, and behavior is:

a. attention deficit

b. hyperactivity

c. dyslexia

d. autism

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Understand the Concept

Easy

8.125. Jack is 6 years old, but does not communicate with speech, is not able to interact with other children, does not engage in normal forms of social play, and seems caught up in his own internal world. The most likely diagnosis for Jack is:

a. autism spectrum disorder

b. dyslexia

c. attention deficit-hyperactivity disorder

d. intellectual disability

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Evaluate It

Moderate

Rationale: Autism spectrum disorders range from mild to severe, and include symptoms of impaired social interaction (including play), communication, and behavior.

8.126. Luke’s parents are concerned about him because, beginning at about age 2, he began to show little affection toward other people, his speech became very limited to the point where he seldom talked, and he began to engage in repetitive behavior, such as spinning his crayons and rocking back and forth. If you were to guess what Luke’s diagnosis might be, the best choice would be:

a. attention deficit hyperactivity disorder

b. childhood depression

c. autism

d. child-onset schizophrenia

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Analyze It

Moderate

Rationale: The symptoms of autism include general aloofness and detachment from caregivers and others, little need for contact with others, limited affection, limited verbal communication, and engagement in repetitive actions. The other disorders do not show this pattern of symptoms.

8.127. Today, about 1 in __ U.S. children has some form of autism spectrum disorder

a. 68

b. 300

c. 800

d. 1,800

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Understand the Concept

Moderate

Current Issues: Obesity in Childhood —An Outcome of Our Changing Lifestyle?

8.128. Todd's father is at his ideal weight, but his mother is obese. Generalizing from research presented in the text, what chance does Todd have of becoming obese?

a. 10%

b. 20%

c. 40%

d. 80%

Module: 8.2.2: Obesity

Learning Objective 8.2

Evaluate It

Moderate

Rationale: Research cited in the text suggests that a child with one obese parent has a 40% chance of becoming obese; a child with two obese parents has an 80% chance of becoming obese.

8.129. Gina's mother and father are both obese. Generalizing from research presented in the text, what chance does Gina have of becoming obese?

a. 10%

b. 20%

c. 40%

d. 80%

Module: 8.2.2: Obesity

Learning Objective 8.2

Analyze It

Moderate

Rationale: Research cited in the text suggests that a child with one obese parent has a 40% chance of becoming obese; a child with two obese parents has an 80% chance of becoming obese.

8.130. The “ditch the fizz” campaign discussed in the text helped overweight children lose weight by:

a. using an advertising campaign that encouraged children in school to reduce their use of carbonated beverages

b. placing smaller portions of food on their lunch trays, and donating the unused food to a low-income food program in the community

c. changing the curriculum so that all children spent at least 1 hour per day in physical education programs that emphasized active sports

d. substituting healthier foods for those rich in carbohydrates and fat in the school lunch program

Module: 8.2.2: Obesity

Learning Objective 8.2

Apply What You Know

Moderate

Rationale: The “ditch the fizz” campaign was part of a British study of 7- to11-year-old children who were exposed to an advertising campaign in their school aimed at encouraging children to restrict their intake of carbonated beverages.

Changing Perspectives: Early Experience —Do Adverse Environments Cause Permanent Effects?

8.131. In a study of severely impoverished Romanian children who were adopted into British families, the group that showed the least amount of improvement was the group that was:

a. youngest at the time of adoption

b. oldest at the time of adoption

c. adopted by older parents

d. adopted by younger parents.

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Analyze It

Moderate

Rationale: The children who were adopted at younger ages fared better than those adopted at older ages. The study did not consider the age of parents who adopted the Romanian children.

8.132. In a study of severely impoverished Romanian children who were adopted into British families, a particular adjustment problem was seen among several of the children. This problem centered on the Romanian children’s difficulties with:

a. learning mathematics

b. learning to read English

c. learning to speak in full sentences

d. forming secure attachments to the adoptive parents

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Evaluate It

Moderate

Rationale: Although there was generally some cognitive impairment among some of the Romanian adoptees, the impairment was not specific to one academic area. Rather, the specific impairment was in the adoptees’ social and emotional functioning; in particular, some of the adoptees had a problem in forming a secure attachment to the adoptive parents. It should be noted that not all adoptees experienced this problem.

Short Answer Questions:

Physical and Motor Development

Learning Objective 8.1: Summarize the major physical changes of middle childhood

8.133. Suggest two ways in which physical growth and development during middle childhood is different from that in early childhood.

Module: 8.1.1: Physical Growth and Change

Learning Objective 8.1

Evaluate It

Moderate

8.134. Identify a fine motor skill that undergoes considerable development during middle childhood and give an example of how that skill changes during this period.

Module: 8.1.2: Motor Skills Development

Learning Objective 8.1

Analyze It

Moderate

8.135. Briefly describe the changes that occur during middle childhood in the brain’s corpus callosum, its “white matter” and its “gray matter.”

Module: 8.1.3: Brain Development

Learning Objective 8.1

Apply What You Know

Moderate

Health

Learning Objective 8.2: Analyze the health issues of middle childhood

8.136. What do you think is the single most important thing a physical education curriculum in elementary school should include? How does your recommendation align with the U.S. government’s recommendation for schools?

Module: 8.2.1: Physical Fitness

Learning Objective 8.2

Evaluate It

Moderate

8.137. Suggest at least three different reasons for why childhood obesity is becoming increasingly common in the U. S. and other developed nations.

Module: 8.2.2: Obesity

Learning Objective 8.2

Analyze It

Moderate

8.138. Suggest at least two different reasons for why asthma is becoming increasingly common among U. S. children.

Module: 8.2.3: Asthma

Learning Objective 8.2

Apply What You Know

Moderate

8.139. Identify the leading cause of death for children in middle childhood and suggest 3 things that could reduce the deaths occurring from this cause.

Module: 8.2.4: Accidents and Injuries

Learning Objective 8.2

Analyze It

Moderate

Cognitive Development

Learning Objective 8.3: Outline major cognitive developments of middle childhood

8.140. Describe a “conservation” problem (such as the matchstick problem) and discuss how a child in the preoperational stage would solve this problem differently from a child in the stage of concrete operations.

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Evaluate It

Moderate

8.141. Describe how a classroom should be conducted from a Piagetian point of view. What types of activities would children engage in? What learning goals would be of highest priority?

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Analyze It

Difficult

8.142. Describe how the control processes associated with memory develop during the period of middle childhood, using one particular control process (such as scripts, organization, or mental imagery) as an example.

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Apply What You Know

Moderate

8.143. Define and give an example of metacognition. Then describe one advance in metacognition that occurs during the period of middle childhood.

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Apply What You Know

Moderate

8.144. Identify the core idea behind the concept of emergent literacy and describe how this perspective helps us understand how language and literacy skills develop in middle childhood.

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Analyze It

Difficult

8.145. Describe three different things parents can do to promote the development of literacy for their child.

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Apply What You Know

Moderate

Individual Differences in Intelligence

Learning Objective 8.4: Assess the concept of intelligence within its sociocultural contexts

8.146. State the major difference between the ratio method and the deviation method for computing IQ and comment on why the shift was made to adopt the deviation method.

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Analyze It

Moderate

8.147. Describe the “shape” of the typical distribution of IQ within the general population. Be sure to identify the boundaries for what an “average” IQ is, and also those that indicate intellectual disability and giftedness.

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Apply What You Know

Moderate

8.148. Consider Howard Gardner’s theory of multiple intelligences and Robert Sternberg’s triarchic theory of intelligence and identify the main idea that these theories have in common.

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Evaluate It

Difficult

8.149. How does socioeconomic background impact measured IQ?

Module: 8.4.3: Cultural Issues in Intelligence Testing

Learning Objective 8.4

Apply What You Know

Moderate

Learning and Thinking in School

Learning Objective 8.5: Identify elements associated with school success

8.150. State three major adjustments that children must make when they enter school and describe how these adjustments are related to the concept of autonomy.

Module: 8.5.1: New Demands and Expectations

Learning Objective 8.5

Analyze It

Moderate

8.151. Suggest two ways in which participating in group projects in school can bolster a child’s learning.

Module: 8.5.2: Developing Competent Learners and Critical Thinkers

Learning Objective 8.5

Apply What You Know

Moderate

8.152. Describe the essential features of “achievement motivation,” as David McClelland defined it. How is a child’s achievement motivation typically linked to success in school?

Module: 8.5.3

Learning Objective 8.5

Apply What You Know

Moderate

8.153. Describe three different reasons that could account for the gender differences typically observed in school success and identify whether each is the product of biological forces, social forces, or both.

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Evaluate It

Difficult

8.154. Describe the distinction Carol Dweck makes between a “learning” orientation and a “performance” orientation and suggest which contributes most favorably to learning.

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Evaluate It

Difficult

8.155. Give an example of ineffective praise and an example of effective praise and describe how these two statements differ.

Module: 8.5.4: Gender Differences and School Success

Learning Objective 8.5

Evaluate It

Moderate

Intellectual and Developmental Disabilities

Learning Objective 8.6: Differentiate intellectual disabilities from learning disorders

8.156. State the main reason for the passage of the Individuals with Disabilities Education Improvement Act.

Module: 8.6

Learning Objective 8.6

Understand the Concept

Moderate

8.157. Describe how intellectual disability is diagnosed today.

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Apply What You Know

Moderate

8.158. What is the best explanation for the cause of dyslexia?

Module: 242, 244

Learning Objective 8.6

Evaluate It

Moderate

8.159. Why is the term “intellectual disability” preferred today over the older term, “mental retardation”?

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Evaluate It

Moderate

8.160. According to the DSM-5, what are the three categories of learning disorders? Give an example of the kind of difficulty a child might encounter if diagnosed with each of these three conditions.

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Apply What You Know

Moderate

Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Learning Objective 8.7: Compare attention-deficit/hyperactivity disorder and autism spectrum disorder in middle childhood

8.161. Describe three different behaviors, or symptoms, that are typically associated with attention deficit/hyperactivity disorder.

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Apply What You Know

Moderate

8.162. Suggest two different ways in which stimulants might act to relieve the symptoms of attention- deficit/hyperactivity disorder (ADHD).

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Apply What You Know

Moderate

8.163. What are three primary symptoms typically associated with autism?

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Apply What You Know

Moderate

8.164 What is meant when autism is described as a “spectrum disorder”? Give an example to support your answer.

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Analyze It

Moderate

Essay Questions:

Physical and Motor Development

Learning Objective 8.1: Summarize the major physical changes of middle childhood

8.165. Describe three different ways in which physical growth and change in middle childhood differs from that associated with early childhood.

Module: 8.1.1: Physical Growth and Change

Learning Objective: 8.1

Evaluate It

Moderate

8.166. Describe how fine motor skills differ from gross motor skills, and give an example of a fine motor skill and a gross motor skill that both undergo rapid development during middle childhood.

Module: 8.1.2: Motor Skills Development

Learning Objective 8.1

Evaluate It

Moderate

8.167. Describe three major changes in brain growth and development that occur during middle childhood.

Module: 8.1.3: Brain Development

Learning Objective 8.1

Apply What You Know

Moderate

Health

Learning Objective 8.2: Analyze the health issues of middle childhood

8. 168. Suppose you are asked to create a high quality physical fitness program for an elementary school curriculum. Suggest three things that such a program should include.

Module: 8.2.1: Physical Fitness

Learning Objective 8.2

Evaluate It

Moderate

8.169. Identify three different risk factors associated with asthma in childhood and suggest what demographic profile puts a child at highest risk for developing this disease.

Module: 8.2.2: Obesity

Learning Objective 8.2

Analyze It

Difficult

8.170. Several social changes are contributing to increases in the prevalence of both asthma and obesity. Identify three such changes and suggest how they may be leading to an increase in these conditions.

Module: 8.2.2: Obesity; 8.3.3: Language and Literacy Development

Learning Objective 8.2

Analyze It

Moderate

8.171. What are the most significant risks and benefits of treating children in middle childhood with medications for mental disorders?

Module: 8.2.5: Psychological Disorders and Mental Illness

Learning Objective 8.2

Evaluate It

Moderate

Cognitive Development

Learning Objective 8.3: Outline major cognitive developments of middle childhood

8.172. The text suggests that, when solving a conservation problem, children in Piaget’s preoperational stage focus on its perceptual qualities, whereas children in the stage of concrete operations focus on the logical problem implied. Using the matchstick problem as an example, explain the distinction between perceptual and logical orientations.

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Apply What You Know

Moderate

8.173. What is a typical Piagetian response to the question, “Can a child’s cognitive development be speeded up by placing the child in an enriched learning environment?”

Module: 8.3.1: Piaget and Concrete Operational Thinking

Learning Objective 8.3

Evaluate It

Moderate

8.174. Describe how children’s metacognitive understanding develops as they move through middle childhood.

Module: 8.3.2: Memory and Metacognition

Learning Objective 8.3

Analyze It

Difficult

8.175. How might a third grade classroom in a school that advocates a whole-language approach to literacy differ from one in which the whole-language approach was not used?

Module: 8.3.3: Language and Literacy Development

Learning Objective 8.3

Evaluate It

Difficult

Individual Differences in Intelligence

Learning Objective 8.4: Assess the concept of intelligence within its sociocultural contexts

8.176. Why was the ratio method of computing IQ replaced by the deviation method? What advantage does the deviation method have?

Module: 8.4.1: Measuring Intelligence

Learning Objective 8.4

Analyze It

Moderate

8.177. Identify two ways in which Gardner’s theory of multiple intelligence is similar to Sternberg’s triarchic theory of intelligence. State two ways in which they differ.

Module: 8.4.2: The Nature of Intelligence

Learning Objective 8.4

Evaluate It

Difficult

8.178. Describe two different factors that might explain why there is a disparity in the average intelligence test scores between majority and minority groups in the United States today.

Module: 8.4.3: Cultural Issues in Intelligence Testing

Learning Objective 8.4

Analyze It

Difficult

Learning and Thinking in School

Learning Objective 8.5: Identify elements associated with school success

8.179. What challenges does entering school imply for the young child’s developing autonomy and independence? Give examples to support your answer.

Module: 8.5.1: New Demands and Expectations

Learning Objective 8.5

Apply What You Know

Moderate

8.180. Why are small-group projects and activities an effective way to encourage critical thinking?

Module: 8.5.2: Developing Competent Learners and Critical Thinkers

Learning Objective 8.5

Analyze It

Moderate

8.181. How is a child's academic success in school related to that child’s developing self-concept? What can teachers do to ensure that the relationship between these variables is a positive one?

Module: 8.5.3

Learning Objective 8.5

Analyze It

Moderate

8.182. What is the essential distinction between effective and ineffective praise, according to Carol Dweck? How does effective praise lead the child to develop a learning, rather than a performance, orientation?

Module: 8.5.4: Gender Differences and School Successf

Learning Objective 8.5

Evaluate It

Difficult

Intellectual and Developmental Disabilities

Learning Objective 8.6: Differentiate intellectual disabilities from learning disorders

8.183. Describe the purpose of the Individuals with Disabilities Education Act (IDEIA) and state three specific ways in which schools have adjusted to comply with this act.

Module: 8.6: Intellectual and Developmental Disabilities; 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Apply What You Know

Moderate

8.184. Describe how the diagnosis of intellectual disability has changed in recent decades and how these changes have led to a different way of treating those with these impairments.

Module: 8.6.1: Intellectual Disabilities

Learning Objective 8.6

Evaluate It

Difficult

8.185. How does a learning disability differ from an intellectual disability? How would schools typically accommodate individuals with each of these disabilities?

Module: 8.6.2: Learning Disorders

Learning Objective 8.6

Analyze It

Moderate

Attention-Deficit/Hyperactivity Disorder and Autism Spectrum Disorder

Learning Objective 8.7: Compare attention-deficit/hyperactivity disorder and autism spectrum disorder in middle childhood

8.186. Identify the three primary characteristics most often associate with attention deficit/hyperactivity disorder, and give an example of each of these.

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Apply What You Know

Moderate

8.187. Describe two different treatments for attention-deficit/hyperactivity disorder (ADHD) and suggest how each can be effective.

Module: 8.7.1: Attention-Deficit/Hyperactivity Disorder

Learning Objective 8.7

Analyze It

Moderate

8.188. Autism spectrum disorder (ASD) typically is characterized by disruptions in social interaction, communication, and behavior. Provide a clear example in each of these categories for how a child with ASD would be different from a child who does not have this disorder.

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Apply What You Know

Moderate

8.189. Suggest two possible explanation for why some children develop autism spectrum disorder.

Module: 8.7.2: Autism and Autism Spectrum Disorder

Learning Objective 8.7

Apply What You Know

Moderate