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1 | |
The cognitive structures into which children organize their behaviours and knowledge are called |
| | A) | accommodations |
| | B) | frameworks |
| | C) | operations |
| | D) | schemata |
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2 | |
Piaget claimed that all of the following are true of his stages of cognitive development EXCEPT: |
| | A) | All children progress through the various stages at exactly the same age. |
| | B) | All children throughout the world pass through the stages in the same order. |
| | C) | All normal children reach the stage of concrete operations. |
| | D) | The changes from stage to stage can sometimes be very abrupt. |
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3 | |
At what age did Piaget say that an infant would first begin to search for completely concealed objects, such as a ball covered by a blanket? |
| | A) | 18 months and older |
| | B) | 12-18 months |
| | C) | 8-12 months |
| | D) | 4-8 months |
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4 | |
Three-year-old Kecia saw a tree with droopy leaves and commented that the tree was "tired". This is an example of Kecia's __________. |
| | A) | understanding of object permanence. |
| | B) | symbolic thinking. |
| | C) | animistic thinking. |
| | D) | egocentricity. |
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5 | |
Piaget's theory of cognitive development has been criticized for all of the following reasons EXCEPT: |
| | A) | Piaget may have been incorrect in suggesting that children pass through the stages in an unvarying sequence. |
| | B) | Certain tasks may be solved without the underlying operations that Piaget claimed were necessary. |
| | C) | Piaget underestimated the capabilities of infants. |
| | D) | Cross-cultural findings suggest that Piaget may have overemphasized the importance of schooling and other experiential factors. |
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6 | |
What refers to mental activity and behaviour through which knowledge of the world is attained and processed? |
| | A) | education |
| | B) | cognition |
| | C) | learning |
| | D) | retention |
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7 | |
Casey likes to play with blocks and he has several different kinds: square wooden ones, large waffle-like ones, small plastic ones that easily interlock as well as a variety of other types. At first, Casey just referred to these objects as "my blocks". Now, when his mom suggests he play with his blocks he replies, "Which ones?". This response indicated that Casey has |
| | A) | assimilated his blocks. |
| | B) | accommodated his blocks. |
| | C) | organized his blocks. |
| | D) | recognized his blocks. |
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8 | |
Ray, age 5 months, watches as Mary places his stuffed teddy bear beneath his baby blanket during a game of peek-a-boo. Mary notices, however, that Ray forgets about his bear if she leaves it hidden for more than a few seconds. Ray has not yet developed |
| | A) | conceptualization. |
| | B) | reality. |
| | C) | object permanence. |
| | D) | memory. |
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9 | |
Formal operational thought differs from concrete operational thought in all but one of the following ways |
| | A) | Formal operations are characterized by greater flexibility of thought. |
| | B) | Formal operations allow for the use of mental hypotheses testing. |
| | C) | Formal operations are limited to considering alternatives directly observable in the physical world. |
| | D) | Formal operations allow for an appreciation of the many possibilities that exist. |
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10 | |
An older sibling is helping a younger sibling complete a puzzle. The older sibling says "Wait. Only put one piece in at a time." The older sibling is |
| | A) | tutoring. |
| | B) | more intelligent. |
| | C) | using private speech. |
| | D) | scaffolding. |
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11 | |
When 4-year-old Andy hears a concerto on the radio, he begins to move his hands up and down in a motion that resembles a person playing the piano. Andy's behaviour exemplifies Piaget's |
| | A) | sensorimotor stage. |
| | B) | preoperational stage. |
| | C) | concrete thinking stage. |
| | D) | formal operational stage. |
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12 | |
Organization and ______ enable a child to effectively interact with the environment. |
| | A) | accommodation |
| | B) | adaptation |
| | C) | assimilation |
| | D) | schema |
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13 | |
If Linda tries to incorporate new features of the environment into her thinking by modifying existing schemes, she is using |
| | A) | organization. |
| | B) | adaptation. |
| | C) | assimilation. |
| | D) | accommodation. |
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14 | |
Carrol is playing with a toy when it accidentally becomes hidden by a cloth. A blank look comes over Carrol's face, and he picks up another toy. This child's behaviour is likely to occur in the |
| | A) | sensorimotor stage. |
| | B) | preoperational stage. |
| | C) | intuitive stage. |
| | D) | concrete operational stage. |
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15 | |
Nancy's handkerchief was blown away by the wind. She was heard to say "The wind is mean and wants to steal my hanky.". This is evidence of ___________ thought. |
| | A) | egocentric |
| | B) | symbolic |
| | C) | intuitive |
| | D) | animistic |
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16 | |
One way to solve the conservation of weight problem is to understand that the long, thin lump of clay can be returned to its former shape. This is an example of the concept of |
| | A) | mental identity. |
| | B) | reversibility. |
| | C) | hypothesis testing. |
| | D) | contrary-to-fact reasoning. |
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17 | |
Concrete operations allow the child to |
| | A) | mentally construct hypotheses and theories. |
| | B) | imagine the necessary steps in solving a problem. |
| | C) | coordinate several characteristics rather than focus on a single property of an object. |
| | D) | imagine and analyze the thoughts of others compared to the thoughts of him/herself. |
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18 | |
The formal operational thinker is |
| | A) | more tied to reality than the preoperational or concrete operational child who uses a sort of pseudo-logic. |
| | B) | exceptionally insightful about the practical aspects of life. |
| | C) | demanding of a literally true answer to most problems. |
| | D) | capable of abstraction. |
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19 | |
Piaget's theory has been criticized on the basis that |
| | A) | the concepts are not very interesting. |
| | B) | children do not seem to behave the way he described. |
| | C) | the idea of development following a series of stages has not been well supported by the evidence. |
| | D) | assimilation and accommodation do not work the way he described. |
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20 | |
Margo is teaching Tom to play a new composition for the piano. Initially, Margo must provide each explanation, many hints, and several demonstrations. As Tom practices, Margo's instruction is reduced. Gradually, Tom learns to perform the composition well all by himself. This is an example of Lev Vygotsky's concept of |
| | A) | assimilation. |
| | B) | wisdom. |
| | C) | apprenticeship training. |
| | D) | zone of proximal development. |
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21 | |
The infant who is providing an example of deferred imitation is one who |
| | A) | sticks out his tongue whenever he sees his mother stick out her tongue. |
| | B) | appears to innately organize items into groups of two's. |
| | C) | sees his mom wave goodbye to his dad and two hours later waves his hand "just like his mom did". |
| | D) | continues to stare at his crib mobile even though it has just stopped spinning. |
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22 | |
The coordination of secondary schemata occurs at ages _______ months. |
| | A) | 4 - 8 |
| | B) | 8 - 12 |
| | C) | 12 - 18 |
| | D) | 18 - 24 |
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23 | |
Primary circular reactions occur at ______ months. |
| | A) | 0 - 1 |
| | B) | 1 - 4 |
| | C) | 4 - 8 |
| | D) | 8 - 12 |
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24 | |
Behaviours in which infants experiment with the properties of external objects and try to learn how objects respond to various actions is termed ________. |
| | A) | primary circular reactions. |
| | B) | secondary circular reactions. |
| | C) | coordination of secondary schemata. |
| | D) | tertiary circular reactions. |
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25 | |
Children first begin to think symbolically in the period labelled ________. |
| | A) | inventing new means by mental combination. |
| | B) | tertiary circular reactions. |
| | C) | preoperations. |
| | D) | formal operations. |
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26 | |
The infant is able to recognize the permanence of an invisible object in the period of __________. |
| | A) | tertiary circular reactions. |
| | B) | preoperations. |
| | C) | sensorimotor. |
| | D) | coordination of secondary schemata. |
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27 | |
Research suggests that babies may be able to understand causality by _____ months of age. |
| | A) | 6 |
| | B) | 8 |
| | C) | 10 |
| | D) | 12 |
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28 | |
The preconceptual stage lasts from _______. |
| | A) | 1 - 2 years. |
| | B) | 2 - 4 years. |
| | C) | 4 - 6 years. |
| | D) | 6 - 7 years. |
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29 | |
_______ is the notion that altering an object's appearance does not change its basic attributes. |
| | A) | Centration |
| | B) | Decentration |
| | C) | Egocentrism |
| | D) | Conservation |
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30 | |
______ in thinking leads children to focus their attention on only one dimension of an object whereas _______ is the tendency to view the world from one's own perspective. |
| | A) | Centration; egocentrism. |
| | B) | Egocentrism; centration. |
| | C) | Conservation; egocentrism. |
| | D) | Centration; conservation. |
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2002 McGraw-Hill Higher Education