Information Processing Test Questions & Answers Chapter.7 9e - Topical Lifespan Development 9e Complete Test Bank by John Santrock. DOCX document preview.
Chapter 07
Test Bank
1. The cognitive developmental theories of Vygotsky, Piaget, and information processing share a focus on how peopleA. think.B. behave.C. interact.D. mature biologically.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information ProcessingTopic: Memory Strategies2. Which processes are required for effective information processing?A. metacognition and metamemoryB. thought and behaviorC. attention, memory, and thinkingD. encoding, memory, and emotionAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing3. The information-processing approach to cognitive development is concerned mainly withA. the influence of culture on development.B. how people encode, manipulate, monitor, and create strategies to manage information.C. how people store information in memory and the order in which they access it for future tasks.D. the influence of biology and evolution on an individual's development.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing4. According to Siegler, which three mechanisms work together to create changes in children's cognitive skills?A. attention, memory, and thinkingB. assimilation, accommodation, and thinkingC. encoding, decoding, and recallD. encoding, automaticity, and strategy constructionAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing5. What is the process by which information gets into memory?A. encodingB. attentionC. thinkingD. automaticityAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing6. Lane is learning to recognize lowercase letters. He is able to do this by ignoring the fact that some lowercase letters do not look like their uppercase counterparts. This is an example ofA. decoding.B. encoding.C. automaticity.D. memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing7. Tim is learning about Roman numerals. He _____ the relevant fact that the symbols 5 and V represent the same numerical value and _____ the irrelevant differences in their shape.A. remembers; forgetsB. encodes; ignoresC. thinks about; remembersD. processes; attends toAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing8. Dallas no longer has to think about each letter in a word as he is reading. This skill is becoming more automatic, because DallasA. practices reading.B. memorizes every story he reads.C. focuses his attention.D. is fully conscious of the process while reading.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing9. Learning to drive a car requires deliberate coordination of mental processes but eventually becomes nearly effortless. This is the concept ofA. encoding.B. metacognition.C. automaticity.D. strategy construction.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing10. The creation of a new procedure for processing information isA. encoding.B. automaticity.C. strategy construction.D. metacognition.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing11. "Knowing about knowing" is calledA. automaticity.B. metacognition.C. strategy construction.D. encoding.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing12. Siegler argues that children learn to use what they have learned in the past to adapt their responses to new situations. This is known asA. automaticity.B. the microgenetic method.C. self-modification.D. encoding.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing13. Which of the following influences what we can do with information according to the information-processing approach?A. information-processing speedB. the cognitive developmental stage the child is inC. the microgenetic method that is usedD. whether the child has developed metacognitive abilitiesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Speed of Information Processing14. Which of the following statements accurately describes processing speed?A. Processing speed decreases dramatically across the childhood years.B. Processing speed increases dramatically across the childhood years.C. Processing speed begins declining in adolescence.D. Processing speed peaks in late adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Speed of Information Processing15. In Schaie's Seattle Longitudinal Study, processing speed began to decline inA. adolescence.B. early adulthood.C. middle adulthood.D. late adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Middle AdulthoodTopic: Speed of Information Processing16. A recent meta-analysis shows that processing speed begins to decline duringA. late childhood.B. adolescence.C. early adulthood.D. middle adulthood.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Middle AdulthoodTopic: Speed of Information Processing17. Which of the following may help older adults slow down the decline in processing speed?A. healthB. exerciseC. health and exerciseD. whether one continues to drive in late adulthoodAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: Late AdulthoodTopic: Speed of Information Processing18. Which of the following statements is correct?A. The decline in processing speed begins in adolescence.B. The processing speed is constant through our childhood and adolescence.C. Health and exercise can slow the decline in processing speed.D. Continued driving during late adulthood can improve processing speed.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Explain the information-processing approach and its application to development.Topic: Speed of Information Processing19. Stacy is vigilant in watching her baby for any change in her breathing. This is an example of _____ attention.A. executiveB. selectiveC. dividedD. sustainedAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: Attention20. Attention in infancy to the "what" and "where" are examples of a(n) _____ process.A. orientating/investigativeB. executive attentionC. divided attentionD. joint attentionAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: InfancyTopic: Orientation/Investigative Process21. Rob is listening to Katie's anecdote amidst the loud music and laughter of many others at the party. This is an example of _____ attention.A. executiveB. selectiveC. dividedD. sustainedAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: Attention22. Planning, monitoring, and attending to goals are examples of _____ attention.A. executiveB. selectiveC. dividedD. sustainedAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: Attention23. Monica rotates the presentation of her infant's toys every few minutes, because she doesn't want him to become bored orA. dishabituated.B. habituated.C. divided in his attention.D. overstimulated.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: Habituation and DishabituationTopic: Infancy24. Ruth is listening to her teacher while ignoring the noise coming from a nearby classroom. Her attention allocation isA. sustained.B. selective.C. divided.D. habituated.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: Attention25. Jon listens to his favorite CD while studying for tomorrow's exam. This is an example of _____ attention.A. salientB. selectiveC. dividedD. sustainedAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: Attention26. Joint attention requires all of the following EXCEPTA. an ability to track another's behavior.B. verbal dialog between the two parties.C. one person directing another's attention.D. reciprocal interaction.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define attention and outline its developmental changes.Topic: Joint Attention27. One-year-old Harry's mother looks outside at a large dog passing by. Harry notices that his mother is looking at the dog, and starts to look at the dog, too. This is an example ofA. joint attention.B. selective attention.C. habituation.D. divided attention.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: InfancyTopic: Joint Attention28. Baby Emily and her mother often engage in joint attention. Emily will most likely do which of the following?A. develop an attention deficit disorderB. have shorter long-term memory than her age peersC. say her first word earlier than her age peersD. develop a narrow vocabularyAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: InfancyTopic: Joint Attention29. A Police officer visits Laura's preschool class to discuss safety rules. To attract the children's attention, the officer brings balloons. Later, Laura tells her parents about the police officer and the balloons but can't remember any of the discussed safety rules. LauraA. paid more attention to what was salient.B. paid more attention to what was relevant.C. was habituated to the information.D. was dishabituated to the information.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: AttentionTopic: Early Childhood30. In which of the following areas is preschool children's control of attention deficient?A. planfulnessB. joint attentionC. implicit memoryD. explicit memoryAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Explain the information-processing approach and its application to development.Topic: AttentionTopic: Early Childhood31. Young children advance in executive attention and sustained attention due, in part, to advances in which of the following, according to Rothbart and Gartstein (2008)?A. fine and gross motor skillsB. dramatic increase in information processing speedC. comprehension and languageD. stability in information processing speedAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Define attention and outline its developmental changes.Topic: Attention32. Older adults are frequently characterized as unsafe drivers. Declining driving skills is correlated to an apparent decrease inA. executive attention.B. sustained attention.C. divided attention.D. visual attention.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define attention and outline its developmental changes.Topic: AttentionTopic: Late Adulthood33. The retention of information over time is referred to asA. strategy construction.B. encoding.C. memory.D. attention.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory34. What are the three processes required for memory?A. sensation, perception, behaviorB. reception, decoding, storageC. encoding, storage, retrievalD. input, storage, outputAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory Processes35. According to schema theory, peopleA. mold memories to fit information that already exists in their minds.B. store information as is without distortion.C. remember only what is salient to them.D. have a finite amount of brain storage space and must "weed out" old information to store new information.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Constructing Memory36. At a family reunion, Uncle Joe told a story about his childhood. Which of the following statements is most likely TRUE?A. His story is accurate, as if he had taken an exact photograph of the event.B. His story will be identical to his older brother’s recollection.C. He stores and retrieves information about the event in a computer-like way.D. His story presents a somewhat distorted impression of the event.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Constructing MemoryTopic: Middle Adulthood37. Which of the following statements characterizes the schema theory of memory?A. People store and retrieve bits of data much as a computer.B. We reconstruct our memories to fit the schema already in our minds.C. Memories are like talking photographs.D. Memory encoding is 100 percent accurate. Retrieval can be false.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Constructing Memory38. Research shows thatA. even fetuses before birth show a limited type of memory.B. newborns right after birth show the earliest signs of memory.C. infants do not show any sign of memory until after 2 months of age.D. infants do not show any sign of memory until after 6 months of age.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: First MemoriesTopic: Infancy39. The Rovee-Collier (1987, 2007) studies in which infants kicked to try to move a familiar mobile, but not an unfamiliar one, indicates that young infantsA. can imitate actions.B. can retain detailed memory.C. can transfer kicking actions to different contexts.D. can remember the general situation, but not the details.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: First MemoriesTopic: Infancy40. Mandler's main criticism of the Rovee-Collier studies on infant memory is thatA. these infants display only implicit memory.B. the kicking was a reflex and shows no evidence of memory.C. these infants were merely excited to see the stimuli, without having remembered anything.D. these infants display only explicit memory.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: First MemoriesTopic: Infancy41. Josh has no conscious recollection of ever having been swimming or having had swimming lessons. One day, he fell into the river, and he started to swim automatically. What type of memory is he using?A. short termB. workingC. explicitD. implicitAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: First Memories42. John does not remember much from his first 3 years of life. This is the phenomenon ofA. lapse of implicit memory.B. infantile amnesia.C. early signs of dementia.D. limited memory span.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Amnesia43. Infantile amnesia may be due toA. increased myelination.B. traumatic childhood experiences.C. immature brain development in the hippocampus and prefrontal cortex.D. an immature pituitary gland.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: AmnesiaTopic: Infancy44. Without rehearsal, how long can information remain in short-term memory?A. up to 20 secondsB. up to 30 secondsC. up to 60 secondsD. up to 2 minutesAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Short-Term Memory45. Which of the following enables conscious memories to improve throughout a child's second year?A. memory-span tasksB. maturation of the occipital lobeC. maturation of the temporal lobeD. maturation of the hippocampus and the surrounding cerebral cortexAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Early ChildhoodTopic: First Memories46. On a short-term memory task, Trent recalls eight digits, whereas his 6-year-old younger brother, Hunter, remembered only four. According to recent research, if the speed of repetition were controlled, Hunter wouldA. remember more digits than Trent.B. still remember fewer digits than Trent.C. remember the same number of digits as Trent.D. remember fewer digits than other adults.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory Span47. Working memory isA. synonymous with short-term memory.B. synonymous with long-term memory.C. the place where information is manipulated and assembled when people make decisions or solve problems.D. like a passive storehouse where information waits for long-term memory encoding.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Working Memory48. While Leah makes decisions and solves problems on a science experiment, she is manipulating and assembling new information. The manipulation and assembling of new information usesA. short-term memory.B. long-term memory.C. working memory.D. rehearsal.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Working Memory49. When people recall important life events and experiences, they are engaging inA. implicit memory.B. working memory.C. autobiographical memory.D. witness testimony.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Autobiographical Memory50. Some experts believe that children of preschool age should not testify in court becauseA. their short-term memory is completely unreliable.B. their working-memory is completely unreliable.C. they are highly susceptible to suggestion.D. they would reject any adult suggestion.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Eyewitness Testimony51. All of the following are strategies to reduce suggestibility when interviewing children EXCEPTA. providing as much hypothetical details of the situation as possible.B. reducing the motivation for children to make false reports.C. limiting misleading questions.D. keeping a neutral tone.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Eyewitness Testimony52. While reading a book for literature class, Kelly tried to relate to the character's struggles and note how they are similar and different from her own life so that she can remember the events in the book better. Kelly is using the ______ strategy.A. rehearsal.B. imagery.C. elaboration.D. repetition.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Autobiographical Memory53. While studying for a history exam, Michael finds it easier to recall details if he creates a mental picture relating to the information he is reviewing. What memory strategy is he using?A. rehearsalB. elaborationC. organizationD. imageryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory Strategies54. Jinni finds certain concepts from her human development class easy to remember, because she is able to associate the information with many of her own childhood experiences. What memory strategy is she using?A. rehearsalB. imageryC. elaborationD. repetitionAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory Strategies55. Which of the following regarding fuzzy trace theory is true?A. Young children are likely to remember the gist of information but not verbatim details.B. Older children are likely to remember verbatim details of events or information.C. Memory and reasoning skills are improved when older children begin to use gist rather than verbatim memory trace to recall information.D. Fuzzy traces of events or information are fleeting and likely to be forgotten.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Fuzzy Trace TheoryTopic: Middle and Late Childhood56. Eighty-year-old Kathleen, who is healthy, will show a steady decline in:A. implicit and semantic memory.B. implicit and episodic memory.C. working memory and processing speed.D. procedural and working memory.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: AgeingTopic: Late Adulthood57. The conscious memory of facts and experiences referred to asA. explicit memory.B. implicit memory.C. semantic memory.D. procedural memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory58. "I had my first vacation to Manhattan, New York, in 1949, and stayed at the Casablanca Hotel," says Mabel, who is 77 years old. This is an example ofA. semantic memory.B. implicit memory.C. visuospatial working memory.D. episodic memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit MemoryTopic: Late Adulthood59. Devon recalls details of his seventh birthday party. What type of memory is he using?A. semantic memoryB. working memoryC. explicit memoryD. implicit memoryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory60. Memory of skills and routines performed without conscious recollection is known asA. explicit memory.B. implicit memory.C. episodic memory.D. semantic memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory61. When Derek writes his autobiography, he can just concentrate on recalling the events he experienced in the past, without thinking about the keystrokes he needs to hit. He uses _____ in recalling the past events, and ______ in hitting the right keystroke.A. episodic memory; semantic memoryB. explicit memory; implicit memoryC. semantic memory; implicit memoryD. working memory; semantic memoryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory62. Explicit memory is also known as ____ memory, while implicit memory is also known as _____ memory.A. semantic; declarativeB. declarative; proceduralC. short-term; long-termD. long-term; short-termAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory63. Sally tells a joke to her friend Helen. Helen smiles and responds, "I told you that joke yesterday!" Sally's embarrassment is due to her failure inA. source memory.B. the reminiscence bump.C. prospective memory.D. short-term memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Source Memory64. Most research shows that the majority of babies do not exhibit explicit memory untilA. 3 to 6 months.B. 6 to 12 months.C. 18 months.D. 2 years.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: First MemoriesTopic: Infancy65. Rita remembers when she received a school award for perfect attendance. What type of memory is this?A. episodic memoryB. implicit memoryC. semantic memoryD. working memoryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory66. General academic and field-of-expertise knowledge is labeled _____ memory.A. episodicB. workingC. sourceD. semanticAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory67. Evie knows the capital cities of every state. What type of memory is this?A. episodic memoryB. implicit memoryC. semantic memoryD. working memoryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory68. Mackenzie easily recalls events in her life, but has difficulty remembering the knowledge she once learned about the world around her. Mackenzie shows good _____ memory, but poor _____ memory.A. episodic; semanticB. procedural; declarativeC. semantic; episodicD. explicit; implicitAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory69. Ninety-year-old Ben enjoys talking about growing up on a corn farm in Illinois. Given his age, Ben's episodic memory is likely to beA. more accurate than his procedural memoryB. less accurate than his semantic memoryC. more accurate than his semantic memoryD. equally accurate as his semantic memoryAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: AgeingTopic: Late Adulthood70. Memory about life's events is labeledA. semantic memory.B. implicit memory.C. working memory.D. episodic memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory71. Anna is trying to remember a quote she learned years ago. She can remember the professor who quoted it but not the actual quote. She succeeded in ______, but failed in _______.A. source memory; semantic memoryB. semantic memory; source memoryC. procedural memory; semantic memoryD. episodic memory; prospective memoryAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Source Memory72. Which of the following is 70-year-old Leo LEAST likely to forget?A. names of high school classmatesB. the life events he had in his 40s and 50sC. how to swimD. capital city namesAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: AgeingTopic: Late Adulthood73. Andrea is worried that she will forget to take her antibiotic prescription three times daily. Andrea feels her _____ memory is weak.A. prospectiveB. workingC. semanticD. implicitAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Prospective Memory74. Research shows that adults remember more events from the second and third decades of their lives than from other decades. This is known asA. the reminiscence bump.B. source memory.C. semantic memory.D. the tip-of-the-tongue phenomenon.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory75. Manipulating and transforming information in memory is calledA. thinking.B. wisdom.C. semantic memory.D. encoding.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Thinking76. Cognitive groupings of similar people, events, objects, or ideas are calledA. concepts.B. thinking.C. implicit memory.D. episodes.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Concept Formation and Categorization77. A young infant may believe that a bird is more like an airplane than an animal if the infant usesA. executive function.B. critical thinking.C. conceptual categorization.D. perceptual categorization.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Characterize thinking and its developmental changes.Topic: Concept Formation and CategorizationTopic: Infancy78. A child recognizes that an airplane is more like a car than a bird if the child usesA. prospective memory.B. procedural memory.C. conceptual categorization.D. perceptual categorization.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Characterize thinking and its developmental changes.Topic: Concept Formation and CategorizationTopic: Infancy79. According to Rakison and Lawson (2013), during the second year, younger infants tend to have categories such as ________, while older infants tend to have categories such as _______.A. chairs/tables; furnitureB. furniture; chairs/tablesC. chairs; tablesD. furniture; animalAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize thinking and its developmental changes.Topic: Concept Formation and CategorizationTopic: Early Childhood80. Which of the following sets of categories would likely interest 2-year-old Robert most, according to the findings in gender difference research?A. dress-ups, books/readingB. balls, books, dollsC. vehicles, machines, dinosaursD. equal interest in books/reading and dinosaurs.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Concept Formation and CategorizationTopic: Early Childhood81. Executive functionA. involves goal-setting and cognitive flexibility.B. includes executive attention.C. involves cognitive inhibition and delay gratification.D. involves all of these answers.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Executive Function82. In the marshmallow experiments, those children who sang songs or picked their nose while waiting for the return of the experimenter ________ and ______.A. engaged in “hot thoughts”; are less developed in executive functionB. engaged in “cool thoughts”; are less developed in executive functionC. engaged in “hot thoughts”; are more developed in executive functionD. engaged in “cool thoughts”; are more developed in executive functionAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Executive Function83. Research found which of the following is NOT positively correlated with healthy executive function development during preschool years?A. sensitive parentingB. school readinessC. mathematical skillsD. parents without self-regulation and inhibitionAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Executive Function84. According to Langer (2005), _____ is being alert, mentally present, and cognitively flexible while going through life's everyday activities.A. mindfulnessB. attentionC. thinkingD. planfulnessAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Critical Thinking85. Critical thinking involvesA. grasping the deeper meaning of ideas.B. not restricting oneself to one approach/perspective.C. asking questions and speculating beyond the known facts and arguments.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Critical Thinking86. According to Jacqueline and Martin Brooks (1993, 2001), school teachers typically did NOT do which of the following at school to promote critical thinking?A. Make sure students got the single correct answer to a question.B. Encourage students to come up with new ideas and rethink conclusions.C. Ask students to define, describe, and list.D. Ask students to recite and memorize.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Critical Thinking87. Dr. Cook encourages her students to wonder, probe, analyze, question, and reflect rather than learn facts by rote memorization. She valuesA. critical thinking.B. self-inhibition.C. scientific reasoning.D. conceptual categories.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize thinking and its developmental changes.Topic: Critical Thinking88. What does Deanna Kuhn believe to be the most important cognitive change in adolescence?A. appearance of scientific reasoningB. improvement of executive functionC. greater capacity for focused attentionD. appearance of cognitive flexibilityAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Cognitive Control89. Which of the following is often at the heart of scientific thinking in children?A. a desire to understand causal relationsB. a desire to understand the concept of self and self-awarenessC. a desire to please teachers in early mathematics and science classesD. questions raised by the practice of mindfulnessAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Scientific Thinking90. In terms of scientific thinking, what is characteristic of the reasoning of children that is not typical of the reasoning of scientists?A. a failure to develop theories or hypothesesB. motivation by curiosityC. greater influence by happenstance eventsD. greater influence by broad patternsAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Scientific Thinking91. When it comes to science learning, what is needed at a minimum for good teaching practice?A. limiting amount of time spent on science learningB. providing written materials for structure.C. setting goals for achievementD. scaffolding science learningAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Science Learning92. Being aware of options and available alternatives that allow for adaptation to situations is known asA. cognitive flexibility.B. the dual-process model.C. reducing interfering thoughts.D. focusing attention.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Cognitive Control93. Which of the following is NOT true of adolescents' decision-making ability?A. Young adolescents are better decision makers than children.B. Some reviews suggest that older adolescents are better decision makers than younger adolescents.C. Adolescents tend to make better decisions when they are emotionally aroused.D. Being able to make competent decisions does not guarantee that an adolescent will make a competent decision.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: AdolescenceTopic: Decision Making94. Which of the following impacts an adolescent's decision to engage in risk-taking behaviors?A. the presence of peersB. being under the influence of alcohol and drugsC. having temptations readily availableD. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: AdolescenceTopic: Decision Making95. The fuzzy-trace theory dual-process model argues that decision-making is influenced by two cognitive systems which operate in parallel. They are _____ and _____.A. gist-based implicit; gist-based explicitB. analytical; scientificC. experiential; “verbatim” analyticalD. “verbatim” analytical; gist-based intuitionalAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: AdolescenceTopic: Decision Making96. Which of the following is NOT a cognitive change that allows for improved critical thinking in adolescence?A. more knowledge in a variety of domainsB. increased ability to construct new combinations of knowledgeC. improved joint attentionD. increased speed of processingAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: AdolescenceTopic: Critical Thinking97. During which part of the life span is expertise most likely to appear?A. adolescenceB. early adulthoodC. middle or late adulthoodD. late adulthoodAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Early AdulthoodTopic: Practical Problem Solving and Expertise98. In general, why are 40-year-olds better problem solvers than 20-year-olds?A. They have better methods to improve their memory.B. They have more practical experience.C. They have better information processing speed.D. They have better sustained attention.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Early AdulthoodTopic: Practical Problem Solving and Expertise99. Compared to younger adults, older adults show _____ activity in the frontal and parietal regions while they are engaging in simple tasks. However, as the attentional demands of the task increase, older adults display _____ functioning in the frontal and parietal lobes that involve cognitive control.A. less; greaterB. greater; lessC. the same level of; lessD. less; the same level ofAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Cognitive NeuroscienceTopic: Late Adulthood100. If older adults are losing their cognitive skills due to the normal aging process, which of the following did research find could help restore them to some extent?A. cognitive training with challenging tasksB. aerobic fitness trainingC. software-based training gamesD. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Late AdulthoodTopic: Use It or Lose It101. Eighty-year-old Betty believes in the concept of "use it or lose it." In which of the following activities should Betty engage in order to "use it" and reduce the rate of cognitive decline?A. Read daily.B. Complete crossword puzzles.C. Regularly attend lectures and concerts.D. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Characterize thinking and its developmental changes.Topic: Late AdulthoodTopic: Use It or Lose It102. Although training ______ the cognitive skills of older adults, there is some ______of plasticity in late adulthood.A. cannot improve; gainB. cannot improve; lossC. can improve; lossD. can improve; gainAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Late AdulthoodTopic: Use It or Lose It103. Jake is 45 years old and wants to avoid losing his cognitive functioning when he is older. What can he do now to prepare?A. eat foods low in fatB. do crossword puzzlesC. take a multivitamin supplement dailyD. avoid mentally challenging tasks as much as possibleAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Characterize thinking and its developmental changes.Topic: Early AdulthoodTopic: Use It or Lose It104. Which of the following older adults has the least successful strategy for improving his cognitive skills?A. Bob walks 2 miles each morning.B. Earl does crossword puzzles.C. Dwayne listens to easy-listening music for 2 hours every day.D. Sam reads biographies and participates in fitness classes at his local gym.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: AnalyzeDifficulty Level: ModerateLearning Objective: Characterize thinking and its developmental changes.Topic: Late AdulthoodTopic: Use It or Lose It105. Thinking about thinking or knowing about knowing is calledA. expertise.B. metamemory.C. wisdom.D. metacognition.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Metacognition106. Individuals’ knowledge about memory is calledA. metamemory.B. wisdom.C. memory strategy.D. semantic memory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Metamemory107. The awareness of one's own mental processes and the mental processes of others is calledA. critical thinking.B. theory of mind.C. wisdom.D. metamemory.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Theory of Mind108. According to Harris (2006), studies of theory of mind view the child as a(n)A. sponge who is trying to absorb as much knowledge from others as possible.B. thinker who is trying to explain, predict, and understand people's thoughts, feelings, and communications.C. "island" that learns to satisfy desires and answer questions on his own.D. scientist who experiments with the people and objects around him.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Theory of Mind109. The realization that people can have false beliefs is fully developed in a majority of children by what age?A. 2 years oldB. 3 years oldC. 5 years oldD. 8 years oldAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Early ChildhoodTopic: Theory of Mind110. One of the significant developments in understanding others' desires by 18 months of age isA. being able to predict what others want.B. recognizing that someone else's desires may differ from one's own.C. verbalizing that others may have desires different from her own.D. convincing others to abandon their desires and adopt one's own.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Theory of Mind111. Child A understands that people may have ambivalent feelings. Child B begins to understand that people’s behaviors do not necessarily reflect their thoughts and feelings. Child C believes that if a person sits quietly, they are not thinking much. Child A could be ____. Child B could be _______. Child C could be __________.A. 4 years old; 6 years old; a young adolescentB. a young adolescent; 6 years old; 4 years oldC. a young adolescent; 4 years old; 6 years oldD. 6 years old; 4 years old; a young adolescentAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Theory of Mind112. Which of the following 5-year-old children would MOST likely perform well on theory-of-mind tasks?A. John, who has two big sisters and two brothersB. Mary, who has two younger brothersC. Susan, who is the only child in the familyD. Tom, who is autisticAccessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: InfancyTopic: Theory of Mind113. By age 6, children know that recognition is easier than recall, short lists are easier to remember than long lists, and forgetting is more likely over time. They are developingA. scientific reasoning.B. expertise.C. metamemory.D. critical thinking.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Early ChildhoodTopic: Metamemory114. In general, older adults are as accurate as younger adults inA. monitoring all aspects of information.B. monitoring source memory.C. estimating their memory abilities.D. monitoring the encoding and retrieval of information.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: ApplyDifficulty Level: BasicLearning Objective: Define metacognition and summarize its developmental changes.Topic: Late AdulthoodTopic: Metamemory115. According to Siegler, which three mechanisms work together to create changes in children's cognitive skills?
Encoding, automaticity, and strategy construction
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Explain the information-processing approach and its application to development.Topic: Information Processing116. List and explain three different ways to allocate attention.
Sustained attention: state of readiness to detect and respond to small changes occurring at random times in the environment.Selective attention: focus on a specific, relevant aspect of experience while ignoring irrelevant parts.Divided attention: concentrating on more than one activity at a time.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Define attention and outline its developmental changes.Topic: Attention117. Explain the concepts of habituation and dishabituation.
Habituation is a decreased responsiveness to a stimulus after repeated presentations of the stimulus. Dishabituation is the recovery of a habituated response after a change in stimulation.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Define attention and outline its developmental changes.Topic: Habituation and Dishabituation118. What are the three basic processes required for memory?
Encoding, storage, and retrieval
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory Processes119. What is memory?
Memory is the retention of information over time.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory120. Explain the schema theory of memory, and include one implication for recall of events.
People reconstruct their memories to fit with information that already exists in their minds, guided by mental frameworks that organize concepts and information, or “schema.”Implications:People can "fill in the gaps" of memory with information that is not necessarily true.People can distort memories even during the encoding and storing process.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Constructing Memory121. What is infantile amnesia? What explanation is given for this?
Infantile amnesia refers to the inability of most adults to remember anything from the first three years of their life. The current explanation for this is lack of brain maturation.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: AmnesiaTopic: Infancy122. How does short-term memory differ from working memory?
Short-term memory involves the retention of information for up to 30 seconds without rehearsal. Short-term memory has a very limited capacity.Working memory is a kind of mental "workbench" where individuals manipulate and assemble information. Working memory is described as more active and powerful in modifying information than short-term memory.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Short-Term Memory123. Explain fuzzy trace theory.
Memory is best understood by considering two types of memory representations: (1) verbatim memory trace, and (2) gist. Verbatim memory trace consists of the precise details of the information, while gist refers to the central idea of the information. When gist is used, fuzzy traces are built up.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Fuzzy Trace Theory124. Describe three types of mental strategies that may improve recall.
Rehearsal: repeating information over and over.Imagery: creating a mental picture of information to be remembered.Elaboration: thinking of examples or ways to personally associate learned material.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Memory Strategies125. Define explicit and implicit memory.
Explicit memory: memory of facts and experiences that individuals consciously know and can state.Implicit memory: memory without conscious recollection; involves skills and routine procedures that are automatically performed.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory126. Define episodic and semantic memory.
Episodic memory: retention of information about the where and what of life's happenings.Semantic memory: a person's knowledge about the world, including field of expertise, academic knowledge, and "everyday" knowledge.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Explicit and Implicit Memory127. Define source memory and prospective memory.
Source memory: the ability to remember where one learned something. (Contexts may be physical setting, emotional context, or the identity of the speaker.)Prospective memory: involves remembering to do something in the future.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Source Memory128. What is the difference between perceptual and conceptual categorization?
Perceptual categorization: based on similar perceptual features of objects, such as size, color, and movement, as well as parts of objects.Conceptual categorization: characterized by similarities; overlooks perceptual variability.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Describe what memory is and how it changes through the life span.Topic: Concept Formation and CategorizationTopic: Infancy129. How is a child's thinking alike and different from that of a scientist?
Like scientists:Children ask fundamental questions about reality and seek answers to problems that seem trivial or unanswerable to other people.Children aim to identify causal relationships.Different from scientists:Children are more influenced by happenstance than by an overall pattern.Children often maintain their old theories regardless of the evidence.Children have difficulty designing experiments that can distinguish among alternative causes.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Characterize thinking and its developmental changes.Topic: InfancyTopic: Scientific Thinking130. What is required for cognitive control, and how does it express in adolescents?
Cognitive control employs control across several areas. It requires focusing attention, reducing interfering thoughts, and cognitive flexibility. The capacity for cognitive control increases through adolescence (and even young adulthood). Controlling attention is a particularly crucial aspect in adolescence.Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Characterize thinking and its developmental changes.Topic: Cognitive Control131. List three ways in which experts are different from novices.
1. Experts are more likely to rely on accumulated experience to solve problems.2. Experts often process information automatically and analyze it more efficiently when solving a problem in their domain than a novice does.3. Experts have better strategies and shortcuts to solving problems in their domain than a novice does.4. Experts are more creative and flexible in solving problems in their domain than novices are.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsBloom's Taxonomy: AnalyzeDifficulty Level: DifficultLearning Objective: Characterize thinking and its developmental changes.Topic: Practical Problem Solving and Expertise132. What does "use it or lose it" mean in regard to cognitive skills?
Possible changes in cognitive activity patterns can result in disuse and may cause the atrophy of cognitive skills. Cognitive activities such as reading books, doing crossword puzzles, and going to lectures and concerts can help older adults maintain cognitive skills.
Accessibility: Keyboard NavigationAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Characterize thinking and its developmental changes.Topic: Use It or Lose It133. What is metacognition and how does it develop?
Metacognition is what a person knows about knowing. Another way to describe it is to say that metacognition includes thinking about and knowing when and where to use particular strategies for learning or for solving problems. A particularly important component is metamemory, or individuals’ knowledge about memory. Metacognition begins to appear around ages 5 or 6, when children show understanding of some memory and cognitive concepts, like that a long list is harder to learn than a short one, or that forgetting becomes more likely over time. By ages 7 or 8, they begin to understand the importance of cueing for memory, and by fifth grade, they understand the differences between gist and verbatim recall.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Define metacognition and summarize its developmental changes.Topic: Metacognition134. What is metamemory?
Metamemory is an individual's knowledge about memory.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: RememberDifficulty Level: DifficultLearning Objective: Define metacognition and summarize its developmental changes.Topic: Metacognition135. What is the theory of mind?
Refers to awareness of one’s own mental processes and the mental processes of others. It demonstrates curiosity about the human mind, and its beginning has been linked to cognitive processes in young children.
Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAPA Outcome: 4.1: Demonstrate effective writing for different purposesBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Define metacognition and summarize its developmental changes.Topic: Theory of Mind
Category # of Questions
Accessibility: Keyboard Navigation 135
APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 74
APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 106
APA Outcome: 1.3: Describe applications of psychology 31
APA Outcome: 4.1: Demonstrate effective writing for different purposes 14
Bloom's Taxonomy: Analyze 5
Bloom's Taxonomy: Apply 36
Bloom's Taxonomy: Remember 50
Bloom's Taxonomy: Understand 44
Difficulty Level: Basic 77
Difficulty Level: Difficult 19
Difficulty Level: Moderate 39
Learning Objective: Characterize thinking and its developmental changes. 34
Learning Objective: Define attention and outline its developmental changes. 14
Learning Objective: Define metacognition and summarize its developmental changes. 13
Learning Objective: Describe what memory is and how it changes through the life span. 53
Learning Objective: Explain the information-processing approach and its application to development. 21
Topic: Adolescence 4
Topic: Ageing 3
Topic: Amnesia 3
Topic: Attention 10
Topic: Autobiographical Memory 2
Topic: Cognitive Control 3
Topic: Cognitive Neuroscience 1
Topic: Concept Formation and Categorization 6
Topic: Constructing Memory 4
Topic: Critical Thinking 5
Topic: Decision Making 3
Topic: Early Adulthood 3
Topic: Early Childhood 7
Topic: Executive Function 3
Topic: Explicit and Implicit Memory 14
Topic: Eyewitness Testimony 2
Topic: First Memories 6
Topic: Fuzzy Trace Theory 2
Topic: Habituation and Dishabituation 2
Topic: Infancy 15
Topic: Information Processing 13
Topic: Joint Attention 3
Topic: Late Adulthood 12
Topic: Memory 2
Topic: Memory Processes 2
Topic: Memory Span 1
Topic: Memory Strategies 4
Topic: Metacognition 3
Topic: Metamemory 3
Topic: Middle Adulthood 3
Topic: Middle and Late Childhood 1
Topic: Orientation/Investigative Process 1
Topic: Practical Problem Solving and Expertise 3
Topic: Prospective Memory 1
Topic: Science Learning 1
Topic: Scientific Thinking 3
Topic: Short-Term Memory 2
Topic: Source Memory 3
Topic: Speed of Information Processing 6
Topic: Theory of Mind 7
Topic: Thinking 1
Topic: Use It or Lose It 6
Topic: Working Memory 2
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Topical Lifespan Development 9e Complete Test Bank
By John Santrock