Motor, Sensory, and Perceptual Ch.5 Test Bank + Answers 9e

Chapter 05

Test Bank

1. According to Esther Thelen, motor behaviors are assembled for perceiving and acting. Her theory is called the _____ theory.A. bio-psycho-motorB. dynamic systemsC. bio-behavioralD. perceptual systemsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Motor Development2. According to the dynamic systems theory, how do infants develop motor skills?A. Infants perceive something new in the environment that motivates them to act. They use their perceptions to fine-tune their movements.B. Motor development comes about through the unfolding of a genetic plan, or maturation.C. Motor skills are initially influenced by biology but become increasingly dependent on environmental factors.D. Infants take bits and pieces of data from sensations and build representations of the world in their minds.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Motor Development3. What mechanisms help infants survive before they have an opportunity to learn adaptive behavior?A. reflexesB. motor skillsC. vision and hearingD. dynamic systemsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes4. Infants root in order toA. find something to grasp.B. find something to suck.C. calm down.D. go to sleep.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes5. Which statement BEST describes the relationship between the rooting and sucking reflexes?A. Both involve avoiding toxic substances.B. Rooting involves locating food; sucking involves eating food.C. Sucking involves eating; rooting involves bonding with a caregiver.D. Rooting involves grasping a food source; sucking involves locating food.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: EvaluationDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes6. Baby Chloe startles when she hears a loud sound. She arches her back, throws back her head, and flings out her arms. Which reflex is she demonstrating?A. suckingB. MoroC. rootingD. graspingAccessibility: 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 how motor skills develop.Topic: InfancyTopic: Reflexes7. Janice strokes the cheek of newborn Robby. He turns his head toward that cheek and opens his mouth. This is an example of the _____ reflex.A. suckingB. MoroC. rootingD. graspingAccessibility: 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 how motor skills develop.Topic: InfancyTopic: Reflexes8. How is the Moro reflex different from an infant’s shivering, yawning, and sneezing reflexes?A. It helps an infant ingest food.B. It helps an infant find food.C. It is part of an infant’s survival reflexes.D. It is useful only to an infant, not to an adult.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes9. Which reflex enables an infant to obtain nourishment?A. suckingB. MoroC. graspingD. rootingAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes10. Which reflex involves many responses from the whole body?A. suckingB. rootingC. MoroD. graspingAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes11. The Moro reflex is a response to _____, whereas the grasping reflex is a response to _____.A. sound or movement; touchB. touch; sound or movementC. smell; sightD. sight; smellAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes12. How long does it take for most infants to establish a sucking style that matches how mothers hold them, how the milk is coming out of the bottle or breast, and the infant's temperament?A. one dayB. one weekC. several weeksD. several monthsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes13. The scientific perspective on infant reflexes has changed over time to suggestA. less voluntary or directed movement on the part of the infant.B. a greater role for the mother in helping the infant to develop reflexes.C. a greater genetic legacy to such reflexes.D. more deliberation and control on the part of the infant.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 how motor skills develop.Topic: InfancyTopic: Reflexes14. Activities that use large muscles developA. the grasping reflex.B. fine motor skills.C. gross motor skills.D. the sucking reflexAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Gross Motor SkillsTopic: Infancy15. Baby Karyn has just learned to sit independently. Approximately how old is she likely to be?A. 1 yearB. 3 weeksC. 2 monthsD. 6 monthsAccessibility: 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: BasicLearning Objective: Describe how motor skills develop.Topic: Development of PostureTopic: Infancy16. Marta is developing new abilities, such as sitting and standing, but is not yet able to climb or ride on riding toys. Marta is in herA. first year.B. second year.C. prenatal stage.D. reflex stage.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 how motor skills develop.Topic: First YearTopic: Infancy17. Infants normally are able to sit, stand, and walk using furniture support ______, and climb and balance their feet in a squatting position _________.A. within the first 6 months; within the first yearB. within the first year; within the second yearC. after 18 months of age; after 24 months of ageD. after 1 year of age; after 2 years of ageAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: First YearTopic: Infancy18. What component of the process of walking do infants first master?A. crouching and hip movementsB. stabilizing balance on one legC. forward stepping movementD. alternating arm swingsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Second Year19. Well-developed gross motor skills allow infants to become more independent. Independence is important because it:A. is a prerequisite for the development of fine motor skills.B. allows more and different kinds of interactions with the environment.C. fosters greater numbers of dendritic connections in muscle tissue.D. allows infants to strengthen the bonds with their primary caregivers.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Second Year20. Infants start to be able to walkA. as soon as they can make alternating leg movements.B. before they can make alternating leg movements.C. as soon as they can produce forward stepping movements.D. only after they are able to balance on one leg long enough to swing the other leg forward and shift their weight without falling.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Learning to Walk21. Miri can walk quickly and run stiffly for a short distance. She loves to stand and kick her soccer ball. Miri is likely between the ages of _____ months.A. 9 and 12B. 13 and 18C. 18 and 24D. 36 and 48Accessibility: 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 how motor skills develop.Topic: First YearTopic: Infancy22. To foster faster motor development in infants, which of the follow practices can be effective?A. giving infants opportunities for exerciseB. stroking, massaging, or stretching the babiesC. frequently exercising the babies’ trunk and pelvic musclesD. All of these answers are correct.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: First YearTopic: Infancy23. Infants are likely to reach motor milestones at different ages depending on the culture. This is probably due toA. climate and nutritionB. activity opportunities and physical manipulation.C. genetic inheritance and nutrition.D. climate and activity opportunities.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Cultural VariationsTopic: Infancy24. Which of the following statements is TRUE regarding gross motor activity during middle and late childhood?A. Only one child in a thousand can hit a tennis ball over the net at the age of 11.B. Girls usually outperform boys in large-muscle activities until adolescence when the opposite is true.C. Elementary-aged boys usually outperform girls in large-muscle activities.D. Children at this age can master activities such as running, climbing, and skipping rope. However, once they master them, they don’t find them pleasant and enjoyable anymore.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 2.3: Engage in innovative and integrative thinking and problem solvingBloom's Taxonomy: AnalyzeDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Gross Motor SkillsTopic: Middle and Late Childhood25. Joey is the best batter on his little league team. Which of the following is a consequence of playing organized sports that Joey may encounter?A. unrealistic expectations for academic successB. focusing more on academic workC. unrealistic expectations for success as an athleteD. limitations on developing peer relations and friendshipsAccessibility: 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 how motor skills develop.Topic: Gross Motor SkillsTopic: Middle and Late Childhood26. Playing organized sports can have which of the following negative effects on a child?A. undue pressure and stress to achieve and winB. overly developed muscle massC. decreased cognitive functioningD. increased peer pressure for substance abuseAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: ApplyDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Gross Motor SkillsTopic: Middle and Late Childhood27. Peak physical performance usually occurs duringA. adolescence.B. the 20s.C. the 30s.D. the 40s.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Early AdulthoodTopic: Gross Motor Skills28. Which of the following athletes would MOST likely show peak performance during adolescence?A. golferB. swimmerC. sprinterD. marathon runnerAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: AdolescenceTopic: Gross Motor Skills29. Brent's biological functions are beginning to decline. How old is he?A. 65B. 50C. 45D. 30Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Gross Motor SkillsTopic: Middle Adulthood30. Tom wants to attend his son's little league game. His son is embarrassed by Tom's loud cheering, though, and asks Tom not to come. What should Tom do?A. go anyway and cheerB. go but not cheerC. go but hide so his son can't see himD. respect his son's wishes and stay homeAccessibility: 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 how motor skills develop.Topic: Gross Motor Skills31. Gross motor skills include activities such as running, whereas fine motor skills include activities such asA. jumping.B. gymnastics.C. cutting with scissors.D. crab walking.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Fine Motor Skills32. What skills involve movements such as buttoning a shirt or typing?A. fine motorB. gross motorC. reflexesD. perceptual-motorAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Fine Motor Skills33. Tammy is middle-aged and walks daily with her friends. Research shows that she can expect which of the following in older adulthood?A. a higher risk of obesityB. arthritis in her knees and hipsC. the same level of motor ability loss as her non-walking counterpartsD. a lower level of motor ability lossAccessibility: 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 how motor skills develop.Topic: Gross Motor SkillsTopic: Late Adulthood34. Rachel Clifton and colleagues (1993) demonstrated that infantsA. have to see their own hands in order to reach for an object.B. do not have to see their own hands in order to reach for an object.C. have good control over their fine motor skills as early as a few days after birth.D. cannot use cues from muscles, tendons, and joints to guide their reaching until after they are over 12 months of age.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Fine Motor SkillsTopic: Infancy35. A significant achievement in an infant's interactions with the environment is theA. onset of reaching and grasping.B. grasping reflex.C. Moro reflex.D. sucking reflex.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Fine Motor SkillsTopic: Infancy36. Three-year-olds scribble all over the page, but 4-year-olds can make more precise drawings because 4-year-olds have more developedA. grasping abilities.B. fine motor skills.C. gross motor skills.D. palmer grasping abilities.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Describe how motor skills develop.Topic: Early ChildhoodTopic: Fine Motor Skills37. Baby Jasmina is sitting in her high chair and picks up Cheerios using her thumb and forefinger. This newfound ability is due to the development ofA. the palmer grasp.B. the pincer grip.C. gross motor skillsD. reaching abilityAccessibility: 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 how motor skills develop.Topic: Fine Motor SkillsTopic: Infancy38. Baby Ty reaches and grips a toy using his whole hand. This ability is called theA. palmer grasp.B. pincer grasp.C. gross motor skill.D. “sticky mittens” experience.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 how motor skills develop.Topic: Fine Motor SkillsTopic: Infancy39. The "sticky mittens" studies found thatA. gross motor development determines fine motor development.B. experience is irrelevant to the development of fine motor skills.C. experience plays a role in the development of grasping and manipulating objects.D. experience plays a role in grasping but not manipulation of objects.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Fine Motor SkillsTopic: Infancy40. Which of the following reasons BEST explains why 4-year-old Tanisha might knock over a tower of blocks she is building and start again?A. She fails to place a block squarely on the stack she is assembling.B. She tries too hard to place every block perfectly.C. She makes careless movements because she doesn't pay enough attention to what she is doing.D. Knocking the tower down is more interesting than building it up.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 2.3: Engage in innovative and integrative thinking and problem solvingBloom's Taxonomy: AnalyzeDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Early ChildhoodTopic: Fine Motor Skills41. Third-grader Thania forms her cursive letters in small even rows. What BEST accounts for her improving dexterity?A. better developed gross motor skillsB. increased myelinationC. bone ossificationD. increased muscle developmentAccessibility: 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 how motor skills develop.Topic: Fine Motor SkillsTopic: Middle and Late Childhood42. Which of the following statements is TRUE of fine motor skill development during middle and late childhood?A. Increased myelination affects the development of gross motor skills, but not fine motor skills.B. Letter size becomes bigger and more even with age.C. Boys usually outperform girls in fine motor skills.D. Girls usually outperform boys in fine motor skills.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Fine Motor SkillsTopic: Middle and Late Childhood43. Sound waves transmitted to David's auditory nerve create _____. David’s reinterpretation of the sound waves as the school bell is _____.A. an affordance; perceptionB. perception; affordanceC. perception; sensationD. a sensation; perceptionAccessibility: 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: Outline the course of sensory and perceptual development.Topic: Sensation and Perception44. Sensation occurs when informationA. interacts with sensory receptors—the eyes, ears, tongue, nostrils, and skin.B. is interpreted by the brain.C. affects organs such as the heart and lungs.D. interacts with the brain, but the brain cannot make any meaning interpretations.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Sensation and Perception45. Which of the following BEST describes the relationship between sensation and perception?A. Sensation and perception are independent processes.B. Sensation occurs after perception.C. Perception cannot occur unless sensation takes place first.D. Perception involves information interacting with sensory receptors, while sensation involves meaningful interpretations.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Sensation and Perception46. In order for David to realize that he heard the train approaching fast, it has to involve the process(es) ofA. sensation.B. perception.C. both sensation and perception.D. neither sensation nor perception.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: Outline the course of sensory and perceptual development.Topic: Sensation and Perception47. Eleanor and James Gibson purport that all objects and surfaces offer opportunities for people to perform activities on them based on said person’s capabilities. They refer to such opportunities asA. sensations.B. affordances.C. perceptions.D. ecological views.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Ecological View48. According to the ecological view of sensory-perceptual development, how do we perceive and eventually represent objects in our minds?A. We take bits and pieces of data from sensations and build up representations of the world.B. Environmental stimuli motivate us to fine-tune gross and fine motor movements in order to act.C. We directly and accurately perceive information that exists in the world around us, known as affordances, which guide the way we interact and adapt to the world.D. We first act on the world, and through action, we develop our perception.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Ecological View49. Eighteen-month-old Bridger is running in the park when he reaches a steep embankment. He stops, looks up, and then drops to his hands and knees and begins crawling up. This illustrates the concept ofA. sensation.B. perception.C. affordances.D. visual acuity.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: Outline the course of sensory and perceptual development.Topic: Ecological ViewTopic: Infancy50. Robert Fantz measured how long an infant looks at different visual stimuli. Which experimental method is this?A. habituationB. dishabituationC. high-amplitude suckingD. visual preferenceAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Preference Method51. Which of the following methods should Dr. Kim use if she wants to determine whether infants can distinguish one stimulus from another?A. visual preferenceB. habituation-dishabituationC. high-amplitude suckingD. All of these answers are correct.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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Preference Method52. Which of the following is used in habituation studies?A. sucking behaviorB. heart and respiration ratesC. the length of time an infant looks at an objectD. 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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Preference Method53. When a 2-day-old infant consistently shows a visual preference for a bull's-eye pattern over a checkerboard pattern, we know that the infantA. has normal 20/20 vision.B. can see fine details as well as adults can.C. can see the difference between the two patterns (stimuli).D. recognizes circles more quickly than squares.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Preference Method54. What is the name given to decreased responsiveness to a stimulus after repeated presentations of the stimulus?A. habituationB. dishabituationC. visual preferenceD. affordanceAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Preference Method55. As measured on the Snellen chart, a newborn's vision is estimated to beA. 20/100.B. 20/240.C. 20/150.D. 20/50.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Acuity56. William James said that the newborn's perceptual world is "a blooming, buzzing confusion." What did he mean by this (now disproved) idea?A. The newborn's environment is loud.B. The newborn has advanced skills in hearing even soft sounds.C. The newborn lacks the perceptual skills to make sense of the surrounding stimuli.D. The newborn can see clearly, but hearing is not well developed.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Perception57. Baby Jacci, who is 2 days old, is shown four drawings: a blue square, a white oval, a drawing of a face, and a bright red circle. Based on Fantz's work, which will she probably prefer to look at?A. the ovalB. the faceC. the squareD. the bright red circleAccessibility: 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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Acuity58. Su-Fang would like to hang one picture above her baby's crib. Which of the following would attract the MOST attention from the infant?A. a red circleB. a drawing of a faceC. a bright yellow ovalD. a bright white squareAccessibility: 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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Acuity59. At what age is an infant able to distinguish male from female faces and discriminate between ethnic groups?A. 2 daysB. 10 daysC. 3 monthsD. 1 yearsAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAPA Outcome: 1.3: Describe applications of psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Acuity60. Christopher knows that the ball he is holding is smaller than the dog across the street, even though the retinal image of the dog is actually smaller than that of the ball. This is an example ofA. perceptual shape constancy.B. size constancy.C. depth perception.D. accommodation of the eye.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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Perceptual Constancy61. Baby Mary recognizes the table as in the same shape, even though the table appears in different shapes depending on the angle from which it is observed. This is an example ofA. size constancy.B. depth perception.C. shape constancy.D. accommodation of the eye.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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Perceptual Constancy62. From the top of the Ferris wheel, the people on the ground look small, but Allison knows they are regular-sized humans. This is an example ofA. accommodation of the eye.B. depth perception.C. shape constancy.D. size constancy.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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Perceptual Constancy63. In the Gibson-Walk experiment, most of the babies who were encouraged to crawl across the glass over the visual cliff wouldA. crawl across it without hesitation.B. not crawl across it.C. crawl across it if their mothers coaxed them.D. crawl across it, but showed a significant increase in heart rate indicating anxiety.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Depth PerceptionTopic: Infancy64. Many preschool children are _____, and first graders ______.A. farsighted; become more farsighted until late childhood.B. farsighted; can focus their eyes and sustain their attention on close-up objects.C. nearsighted; become farsighted until late childhood.D. nearsighted; can focus their eyes and sustain their attention on close-up objects.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Early ChildhoodTopic: Visual Perception65. Robert's teacher notices that he keeps blinking his eyes and squinting to see the board. These are signs that Robert may haveA. attention deficit disorder.B. vision problems.C. color blindness.D. presbyopia.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: Outline the course of sensory and perceptual development.Topic: Visual Perception66. Two-year-old Saunder rubs his eyes, squints, tilts his head, and blinks excessively. Saunder's parents shouldA. give him more daytime naps.B. encourage more nighttime sleep.C. make an appointment with an ophthalmologist.D. wait for the results of the kindergarten vision screening.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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Visual Perception67. Fifty-two-year-old Curtis is beginning to lose his ability to focus and maintain images on his retina. This condition is known asA. macular degeneration.B. cataracts.C. glaucoma.D. presbyopia.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: Outline the course of sensory and perceptual development.Topic: Middle AdulthoodTopic: Visual Acuity68. Kyle has progressive presbyopia. What is likely to help correct this condition?A. bifocal glassesB. intraocular glassesC. laser surgeryD. All of these answers are correct.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: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Middle AdulthoodTopic: Visual Acuity69. Forty-seven-year-old Dixie is able to read better when she holds the book further from her face. The recent decline in her visual acuity is common among individuals her age and is known asA. glaucoma.B. macular degeneration.C. dark adaptation.D. presbyopia.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: Outline the course of sensory and perceptual development.Topic: Middle AdulthoodTopic: Visual Acuity70. Al avoids driving at night because it is difficult for his eyes to adjust after he passes oncoming cars. Al is having a problem withA. dark adaptation.B. depth perception.C. presbyopia.D. his blind spot.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: Outline the course of sensory and perceptual development.Topic: Middle AdulthoodTopic: Visual Acuity71. Thora's grandson has noticed that Thora uses increasingly brighter colors and larger shapes in her paintings. Thora may be compensating forA. glaucoma.B. a reduction in the quality or intensity of light reaching the retina.C. a problem with dark adaptation.D. presbyopia.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: Outline the course of sensory and perceptual development.Topic: Middle AdulthoodTopic: Visual Acuity72. Compared to younger drivers, older driversA. show a decline in motion sensitivity.B. need to expend more cognitive effort when driving.C. overestimate the time needed for an approaching vehicle to reach its location.D. All of these answers are correctAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Late AdulthoodTopic: Visual Acuity73. Ilene has difficulty visually negotiating steps and street curbs. She is having a problem withA. dark adaptation.B. depth perception.C. presbyopia.D. a growing blind spot.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: Outline the course of sensory and perceptual development.Topic: Depth PerceptionTopic: Late Adulthood74. Stella has just returned from the doctor and was told she has cloudy areas in the lenses of her eyes. Stella hasA. glaucoma.B. dark adaptation.C. macular degeneration.D. cataracts.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: Outline the course of sensory and perceptual development.Topic: Diseases of the EyeTopic: Late Adulthood75. Will is going to have surgery to remove a thick layer on his eye that is causing cloudy vision. He hasA. glaucoma.B. macular degeneration.C. cataracts.D. presbyopia.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: Outline the course of sensory and perceptual development.Topic: Diseases of the EyeTopic: Late Adulthood76. Allan is having laser surgery to repair the deterioration of his retina. He hasA. glaucoma.B. presbyopia.C. cataracts.D. macular degeneration.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: Outline the course of sensory and perceptual development.Topic: Diseases of the EyeTopic: Late Adulthood77. The disease marked by retina deterioration is calledA. glaucoma.B. cataracts.C. macular degeneration.D. presbyopia.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Diseases of the EyeTopic: Late Adulthood78. Harley's ophthalmologist is glad he came in. She gives him eye drops to treat a buildup of fluid that can destroy his vision if it goes untreated. Harley hasA. presbyopia.B. macular degeneration.C. glaucoma.D. cataracts.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: Outline the course of sensory and perceptual development.Topic: Diseases of the EyeTopic: Late Adulthood79. Eyedrops are used to treatA. macular degeneration.B. glaucoma.C. cataracts.D. presbyopia.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Diseases of the EyeTopic: Late Adulthood80. DeCasper and Spence (1986) measured babies' sucking rates as they listened to a story they had heard in the womb (The Cat in the Hat) and to a story they had not heard (The King, the Mice, and the Cheese). The study concluded thatA. amniotic fluid blocks sound waves from reaching the fetus.B. the fetus could not learn before birth, but infants can learn right after birth.C. the fetus could learn even before birth.D. the infants showed equal interest in both stories.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: HearingTopic: Infancy81. We know that fetuses can hear before birth because newbornsA. show an aversion to loud noises.B. show specific responses for sounds presented repeatedly before birth.C. go to sleep while hearing lullabies.D. respond more when hearing sounds that were not presented before birth.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: HearingTopic: Infancy82. Which sound is an infant most likely to hear?A. low-pitched, whisper volumeB. low-pitched, conversational volumeC. high-pitched, whisper volumeD. high-pitched, conversational volumeAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: HearingTopic: Infancy83. Which of the following is TRUE of infants' auditory development?A. Infants are more sensitive to the pitch of a sound than adults are.B. Immediately after birth, infants cannot hear soft sounds as well as adults.C. Infants cannot distinguish the location from which a sound originates.D. A fetus can hear sounds during only the last 2 weeks of pregnancy.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: HearingTopic: Infancy84. About _____ newborns are deaf, and ______ newborns have some level of hearing problems.A. 1 in 10; 2 in 10B. 1 in 100; 5 in 100C. 1 in 1,000; 6 in 1,000D. 1 in 10,000; 6 in 10,000Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: HearingTopic: Infancy85. What percentage of adults over 70 years of age has some type of hearing problem?A. 15 percentB. 22 percentC. 54 percentD. 63 percentAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: HearingTopic: Late Adulthood86. Fifteen percent of people over 65 are legally deaf usually due to degeneration of the primary neural receptor for hearing in the inner ear, referred to asA. the cochlea.B. the eardrum.C. the retina.D. glaucoma.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: HearingTopic: Late Adulthood87. Infant boys often drift into a deep sleep after circumcision. This is most likelyA. a mechanism to cope with the pain.B. an indication that infants don’t feel pain.C. an indication that infants feel excessive pain in such surgeries.D. an indication that such surgery can sooth the infants.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Pain88. Which of the following is true of older adults' experience of touch and pain?A. There are no changes in touch and pain with age.B. Older adults detect touch less in their ankles than their shoulders.C. Older adults detect touch less in their wrists than their knees.D. Older adults rarely report any persistent pain.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: DifficultLearning Objective: Outline the course of sensory and perceptual development.Topic: Late AdulthoodTopic: PainTopic: Touch89. Six-day-old Shayli has been breast fed and is presented with two nursing pads. One is soaked with her mother's breast milk, and the other is clean. Shayli will MOST likelyA. show no preference for smelling either nursing pad.B. prefer to smell her mother's nursing pad.C. prefer to smell the clean nursing pad.D. show no response to either nursing pad unless she is hungry.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: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Smell90. Which of the following statements is true regarding smell and taste in the elderly?A. These senses do not decline as we age.B. Smell declines more than taste.C. Healthy elderly adults are less likely to experience a decline in both smell and taste than unhealthy elderly adults.D. Smell declines, but taste becomes more sensitive as we age.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Late AdulthoodTopic: SmellTopic: Taste91. Research indicates that babies are first able to use their sense of taste _____ birth.A. beforeB. right afterC. by 1 weeks afterD. by 6 weeks afterAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Taste92. Which taste preference develops at about 4 months of age?A. sweetB. sourC. saltyD. bitterAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Taste93. Brenda's grandmother is 83 years old. Of the following, the most likely reason she doesn't show much interest in her food is thatA. medication has caused her sensitivity to odors to increase.B. activity has increased in the olfactory pathways of her brain.C. her sense of taste has declined.D. her sense of smell has declined.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: Outline the course of sensory and perceptual development.Topic: Late AdulthoodTopic: Taste94. Which of the following is an example of intermodal perception?A. A child can both watch and hear children playing outside in the snow.B. A child listens to soft music while falling asleep.C. A child hears the sound of the movement of an object, and turns her head in the rough direction to where the object is moving.D. A child requires a cochlear implant for hearing.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Intermodal Perception95. If infants are able to engage in intermodal perception, this means they are able toA. isolate the sensory source of information.B. integrate information across different senses into one unified piece of information.C. sense visual and auditory stimuli at the same time.D. identify information from different senses and keep them separate.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Intermodal Perception96. What are the current findings of intermodal perception?A. Intermodal perception is developed early in infancy.B. Newborns are born with some intermodal capabilities, but they improve through experience.C. A person's intermodal perception is not coordinated until middle childhood.D. Experience is not essential to the development of intermodal perception.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Intermodal Perception97. An infant as young as 3 and ½ years old will look more at his mother when he also hears her voice. This is an example ofA. bonding between the child and mother.B. shape constancy.C. intermodal perceptionD. size constancy.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: InfancyTopic: Intermodal Perception98. Dr. Smith believes that the ability to perceive the world in a competent, organized way is innate. Dr. Smith seems to uphold theA. empiricist view.B. nativist view.C. intermodal perception.D. ecological view.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: BasicLearning Objective: Outline the course of sensory and perceptual development.Topic: Nature and Nurture99. Dr. Dre is interested in how people assemble motor behaviors for perceiving and acting. He is taking a _____ in perceptual development.A. dynamic systems approachB. ecological approach.C. nativist approachD. behavioral approachAccessibility: 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: Discuss the connection between perception and action.Topic: Perceptual-Motor Coupling100. Dr. Samuelson is interested in how perception guides action and how action guides perception. He is taking a ______ in perceptual development.A. genetic determination approachB. ecological approachC. nativist approachD. behavioral approachAccessibility: 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: Discuss the connection between perception and action.Topic: Perceptual-Motor Coupling101. Evangeline is 80 years old and is involved in a program designed to enhance speed of processing in an effort to reduce her risk of crashing while driving. This program involves:A. education.B. cognitive training.C. dynamic systems training.D. perceptual-action coupling.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: Discuss the connection between perception and action.Topic: Late AdulthoodTopic: Perceptual-Motor Coupling102. A program that has been shown to reduce at-fault accidents in older adults by more than 40 percent is:A. education.B. cognitive training.C. dynamic systems training.D. perceptual-action coupling.Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Discuss the connection between perception and action.Topic: Late AdulthoodTopic: Perceptual-Motor Coupling103. Briefly describe Thelen's dynamic systems theory.

Infants assemble motor skills for perceiving and acting. In order to develop motor skills, infants must perceive something in the environment that motivates them to act and use their perceptions to fine-tune their movements.

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: ModerateLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Motor Development104. List and briefly describe three infant reflexes.

1. Sucking: sucks automatically2. Grasping: grasps tightly when palm is stroked3. Moro: back arches, head is thrown back, arms and legs fling out and then rapidly close toward the center of the body4. Rooting: head turns, mouth opens when cheek is stroked

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: InfancyTopic: Reflexes105. Define gross and fine motor skills, and give an example of each.

1. Gross motor skills involve large muscle activities. Examples: moving arms and walking.2. Fine motor skills involve more finely tuned movements. Examples: finger dexterity, coordination of the thumb and forefinger, hand-eye coordination, hand rotation.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Fine Motor SkillsTopic: Gross Motor Skills106. List three positive and three negative consequences of participation in children's sports.

Positive:1. Exercise2. Learning how to compete3. Increased self-esteem4. Learning persistence5. Lowering chance of obesity6. Meeting new friends7. Increased physical fitness

Negative:1. Pressure to achieve and win2. Physical injuries3. Distraction from academic work4. Unrealistic expectations for athletic success5. Possible concussions in football and soccerAccessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Gross Motor SkillsTopic: Middle and Late Childhood107. List three "dos" and three "don'ts" for parents and coaches of children in sports.

Dos:1. Make sports fun.2. Remember that it is okay and expected that children make mistakes.3. Allow children to ask questions.4. Show respect for a child's participation.5. Be positive with the child, compliment child’s effort.6. Be a good example and a positive role model.

Don'ts:1. Yell or scream at the child.2. Condemn the child for poor play.3. Point out errors in front of others.4. Expect the child to learn something immediately.5. Ridicule or make fun of the child.6. Make sports all work and no fun.7. Compare the child to others.8. Expect the child to become a professional.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Describe how motor skills develop.Topic: Gross Motor SkillsTopic: Middle and Late Childhood108. Contrast sensation with perception.

Sensation occurs when information interacts with sensory receptors—eyes, ears, tongue, nostrils, and skin. Perception is the interpretation of what is sensed.

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: Outline the course of sensory and perceptual development.Topic: Sensation and Perception109. Briefly describe Eleanor and James Gibson's ecological view.

We directly perceive information that exists around us. Perception brings us into contact with the environment in order to interact with and adapt to it. Perception is designed for action.

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: ModerateLearning Objective: Describe how motor skills develop.Topic: Ecological View110. Briefly explain the concept of "affordances."

Affordances are opportunities for interaction offered by objects that are necessary to perform activities. We perceive affordances by sensing information from the environment. As we become more experienced, we better understand what interactions objects "afford" and we adjust our actions accordingly.

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: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Ecological View111. Define habituation and dishabituation.

Habituation: decreased responsiveness to a stimulus after repeated presentations of the stimulusDishabituation: recovery of a habituated response after a change in stimulation

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Ecological View112. Define and give an example of size and shape constancy.

Size constancy: recognition that an object remains the same even though the retinal image of the object changes. (Any example involving an understanding that the size of an object stays the same even though it may appear smaller or larger depending on the distance or vantage point.) Shape constancy: recognition that an object remains the same shape even though its orientation to us changes. (Any example involving an understanding that the shape of an object remains the same even though it may appear otherwise depending on the viewing angle.)

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Perceptual Constancy113. List and describe two diseases that can impair the vision of older adults.

1. Cataracts: thickening of the lens of the eye that causes vision to become cloudy, opaque, and distorted.2. Glaucoma: damage to the optic nerve due to pressure created by a buildup of fluid in the eye.3. Macular degeneration: deterioration of the macula of the retina.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: UnderstandDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Diseases of the EyeTopic: Late Adulthood114. Define intermodal perception.

Intermodal perception: the ability to relate and integrate information from two or more sensory modalities, such as vision and hearing.

Accessibility: Keyboard NavigationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyBloom's Taxonomy: RememberDifficulty Level: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Intermodal Perception115. Compare and contrast the nativist versus empiricist view of perceptual development.

Nativists believe that the ability to perceive the world in a competent, organized way is inborn or innate.Empiricists emphasize learning and experience.

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: ModerateLearning Objective: Outline the course of sensory and perceptual development.Topic: Nature and Nurture116. Define perceptual-motor coupling, and describe how this concept applies to an infant's development.

Perceptual-motor coupling: Action guides perception, and perception guides action. Babies continually coordinate their movements with perceptual information to learn how to maintain balance, reach for objects in space, and move across various surfaces and terrains.

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: ModerateLearning Objective: Discuss the connection between perception and action.Topic: InfancyTopic: Perceptual-Motor Coupling

Category # of Questions

Accessibility: Keyboard Navigation 116

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 116

APA Outcome: 1.3: Describe applications of psychology 39

APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving 2

APA Outcome: 4.1: Demonstrate effective writing for different purposes 6

Bloom's Taxonomy: Analyze 3

Bloom's Taxonomy: Apply 38

Bloom's Taxonomy: Evaluation 1

Bloom's Taxonomy: Remember 39

Bloom's Taxonomy: Understand 35

Difficulty Level: Basic 41

Difficulty Level: Difficult 2

Difficulty Level: Moderate 73

Learning Objective: Describe how motor skills develop. 48

Learning Objective: Discuss the connection between perception and action. 5

Learning Objective: Outline the course of sensory and perceptual development. 63

Topic: Adolescence 1

Topic: Cultural Variations 1

Topic: Depth Perception 2

Topic: Development of Posture 1

Topic: Diseases of the Eye 7

Topic: Early Adulthood 1

Topic: Early Childhood 3

Topic: Ecological View 6

Topic: Fine Motor Skills 12

Topic: First Year 4

Topic: Gross Motor Skills 12

Topic: Hearing 7

Topic: Infancy 59

Topic: Intermodal Perception 5

Topic: Late Adulthood 17

Topic: Learning to Walk 1

Topic: Middle Adulthood 6

Topic: Middle and Late Childhood 7

Topic: Motor Development 3

Topic: Nature and Nurture 2

Topic: Pain 2

Topic: Perceptual Constancy 4

Topic: Perceptual-Motor Coupling 5

Topic: Reflexes 12

Topic: Second Year 2

Topic: Sensation and Perception 5

Topic: Smell 2

Topic: Taste 4

Topic: Touch 1

Topic: Visual Acuity 10

Topic: Visual Perception 4

Topic: Visual Preference Method 5