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1 | |
Jean Piaget gathered the information for his theories about cognitive development by: |
| | A) | reviewing the literature on cognitive development. |
| | B) | surveying thousands of parents. |
| | C) | observing his own children. |
| | D) | testing hundreds of children in his laboratory. |
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2 | |
In a Piagetian model, a/an ___________ is a cognitive structure that helps individuals organize and understand their experiences. |
| | A) | memory |
| | B) | image |
| | C) | cognition |
| | D) | scheme |
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3 | |
Piaget's theory is a qualitative theory of cognitive development, which means that it: |
| | A) | uses standardized tests to measure and describe thought. |
| | B) | explains what kinds of knowledge are typical of children at different ages. |
| | C) | identifies different ways that children think at different ages. |
| | D) | provides ways to determine how well children think at different stages. |
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4 | |
According to Piaget, during the first sensorimotor substage, infants' behaviors are: |
| | A) | reflexive. |
| | B) | maladaptive. |
| | C) | unchanging. |
| | D) | reinforced. |
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5 | |
Which is the best example of Piaget's concept of a habit? |
| | A) | reaching for a bottle and first not being able to grasp it, but eventually being able to coordinate movements so the bottle can be grasped |
| | B) | accidentally shaking a rattle, which produces a sound, and then purposefully shaking the rattle to produce the sound |
| | C) | initially blinking reflexively in response to a bright light and then blinking when no stimulus is present |
| | D) | learning to laugh at people who slip on ice and fall down |
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6 | |
By chance, Abigail shook her rattle. She then began to repeat this action of shaking her rattle. As a normal infant, Abigail is in which substage? |
| | A) | reflexive |
| | B) | first habits and primary circular reactions |
| | C) | secondary circular reactions |
| | D) | coordination of secondary circular reactions |
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7 | |
Laurent has problems retrieving a ball that rolled out of reach, so he uses a Tinkertoy stick to hit it. He is in which substage? |
| | A) | primary circular reactions |
| | B) | secondary circular reactions |
| | C) | coordination of secondary circular reactions |
| | D) | tertiary circular reactions |
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8 | |
When D'Andre was 5 months old, he looked at a toy train, but when his view of the train was blocked, he did not search for it. Now that he is 9 months old he does look for it, reflecting the presence of: |
| | A) | object permanence. |
| | B) | self-differentiation. |
| | C) | assimilation. |
| | D) | schemata. |
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9 | |
Saralee is progressing into Piaget's fourth substage of cognitive development. Dr. Helder shows Saralee a teddy bear; then Dr. Helder first hides the bear in one familiar hiding place, then moves the bear to a new location. Although Saralee was watching the whole time, she looks for the bear in the first hiding place. This demonstrates: |
| | A) | the AB error. |
| | B) | complete acquisition of object permanence. |
| | C) | laziness. |
| | D) | obstinance. |
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10 | |
Research by Renée Baillargeon (1995) has found that: |
| | A) | infants as young as 4 months of age have intermodal perception. |
| | B) | infants as young as 4 months of age expect objects to be substantial and permanent. |
| | C) | equipment for testing children under 4 months of age is not yet sophisticated enough to provide useful information about perception. |
| | D) | infants are not able to see objects as bounded, unitary, solid, and separate from their background until they are at least 4 months old. |
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11 | |
The recent research on infants' perceptual and conceptual development suggests that: |
| | A) | infants have less sophisticated perceptual abilities than Piaget suggested. |
| | B) | infants can begin to think earlier than Piaget envisioned. |
| | C) | Piaget was more specific than today's researchers in infant development. |
| | D) | infants are far less competent than Piaget suggested. |
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12 | |
Carolyn Rovee-Collier has consistently demonstrated: |
| | A) | young infants' inability to learn from classical conditioning. |
| | B) | young infants' inability to learn from operant conditioning. |
| | C) | how infants can retain information through classical conditioning. |
| | D) | how infants can retain information through operant conditioning. |
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13 | |
__________ occurs when repeated exposure to the same stimulus results in a reduced reaction to that stimulus. |
| | A) | Habituation |
| | B) | Object permanence |
| | C) | Transference |
| | D) | Dishabituation |
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14 | |
Kai wants to be a wise parent and encourage his son, Armin, to learn to play "patty cake." Understanding habituation and dishabituation, Kai will do "patty cake" with Armin: |
| | A) | once, then not repeat it in order to avoid Armin losing interest. |
| | B) | over and over again until Armin finally looks away. |
| | C) | several times, then stop before Armin loses interest, but then repeat this start/stop process several more times. |
| | D) | a couple of times, then wait until Armin seems to want to do it again. |
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15 | |
Research by Andrew Meltzoff (1999, 2000) showing the infant's ability to imitate adult facial expressions shortly after birth demonstrates that: |
| | A) | imitative abilities are learned quickly. |
| | B) | imitation has a biological base. |
| | C) | infants have a full range of emotional expression at birth. |
| | D) | imitation is a form of emotional expression. |
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16 | |
Meltzoff has found that infants demonstrate the ability to engage in deferred imitation by age _______ months. |
| | A) | 3 |
| | B) | 6 |
| | C) | 9 |
| | D) | 18 |
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17 | |
Sarula is 18 years old. She finds it frustrating that she cannot remember anything before the time she was 3 years old. According to the research on memory: |
| | A) | she is "normal" because most adults cannot remember anything from the first 3 years of their life. |
| | B) | her memory is deficient because many adults can remember back to the time when they were at least 2 years old. |
| | C) | she should be concerned because it appears she is suffering from a loss of memory called infantile amnesia. |
| | D) | her inability to remember before age 3 may be an indicator that she was sexually molested as an infant. |
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18 | |
The developmental quotient (DQ) is a global developmental score that combines subscores in all of the following domains, EXCEPT: |
| | A) | motor. |
| | B) | language. |
| | C) | physical. |
| | D) | personal-social. |
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19 | |
The Fagan Test of Infant Intelligence: |
| | A) | estimates intelligence by comparing the amount of time a baby looks at a new object and the amount of time spent looking at a familiar object. |
| | B) | assesses infants' overall development in terms of motor, language, adaptive, and personal-social domains. |
| | C) | has been successful at measuring infant intelligence in industrialized nations, but not in third-world countries. |
| | D) | was the first measure of infant intelligence. |
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20 | |
Infant intelligence scales are useful for all of the following, EXCEPT: |
| | A) | assessing the effects of malnutrition. |
| | B) | predicting childhood intelligence. |
| | C) | determining developmental effects of environmental stimulation. |
| | D) | measuring detrimental effects of a mother's prenatal drug-taking habits. |
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21 | |
The _________ has been predictive of language, reading, and spelling abilities at 6 to 8 years of age. |
| | A) | Piagetian Sensorimotor Scales |
| | B) | Bayley Scales of Infant Development |
| | C) | Gesell Developmental Schedules |
| | D) | Brazelton Neonatal Behavior Assessment Scales |
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22 | |
Research has found that nutrition has an important impact on __________ development. |
| | A) | physical |
| | B) | cognitive |
| | C) | both physical and cognitive |
| | D) | neither physical nor cognitive |
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23 | |
In general, researchers have found the most positive outcomes of early intervention programs for infants living in poverty when the programs are all of the following, EXCEPT: |
| | A) | indirect in their educational benefits. |
| | B) | time-intensive. |
| | C) | long-lasting. |
| | D) | comprehensive and multidimensional. |
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24 | |
Language is most accurately defined as a system of ________ that allow for communication with others. |
| | A) | images |
| | B) | vocalizations |
| | C) | symbols |
| | D) | words |
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25 | |
The child's first word is typically uttered at around __________ months. |
| | A) | 3 to 6 |
| | B) | 6 to 9 |
| | C) | 9 to 10 |
| | D) | 10 to 15 |
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26 | |
The child's first words: |
| | A) | are the same today as they were 50 years ago. |
| | B) | were more likely related to people than to objects 50 years ago as compared with today. |
| | C) | are more likely related to people than to objects today than they were 50 years ago. |
| | D) | are more complex today than they were 50 years ago. |
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27 | |
Andrew sees a cat on the lawn then says to his mother, "Kitty." The notion that Andrew is using that one word to imply a whole sentence, such as "That's a kitty," would be suggestive of the hypothesis. |
| | A) | generalization |
| | B) | generativity |
| | C) | cognitive |
| | D) | holophrase |
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28 | |
Which statement about the two-word utterances of 18- to 24-month old children is NOT correct? |
| | A) | The child relies heavily on gesture, tone, and context to help convey meaning. |
| | B) | They are used by children in such diverse countries as the United States, Germany, Russia, and Samoa. |
| | C) | They are difficult for adults to understand. |
| | D) | They can communicate a wealth of meaning. |
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29 | |
The strongest evidence for the biological basis of language is that: |
| | A) | a language acquisition device (LAD) has been located in the brain's temporal lobe. |
| | B) | children all over the world reach language milestones at about the same time and in the same order. |
| | C) | language represents chains of responses and imitation. |
| | D) | children from middle-income professional and welfare backgrounds develop normally in terms of language. |
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30 | |
In 1861, Paul Broca, a French surgeon and anthropologist, worked with Tan, a patient whose brain damage resulted in ________, a language disorder involving a loss of ability to use words. |
| | A) | aphasia. |
| | B) | anoxia. |
| | C) | apraxia. |
| | D) | echolalia. |
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31 | |
Damage to ________ would result in the patient babbling words in a meaningless way. |
| | A) | Broca's area |
| | B) | the right frontal lobe |
| | C) | Wernicke's area |
| | D) | the corpus callosum |
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32 | |
In their study of language development in children, Hart and Risley (1995) found that: |
| | A) | middle-income professional parents spent almost twice as much time communicating with their children as welfare parents. |
| | B) | welfare parents spent almost twice as much time communicating with their children as middle-income professional parents. |
| | C) | in the United States, there were few differences between the amount of time middle-income professional parents and welfare parents spent communicating with their children. |
| | D) | the amount of time that parents spent communicating with their children made little difference in terms of the children's later language abilities. |
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33 | |
Which of the following statements is NOT correct about infant-directed speech? |
| | A) | It is sometimes called "parentese." |
| | B) | It involves the use of simple words and sentences. |
| | C) | Much of it is automatic when an adult is talking to a baby. |
| | D) | It has a lower than normal pitch. |
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34 | |
When Jennifer said, "The deer was running," Mother asked, "Where was the deer running?" Mother's strategy is: |
| | A) | echoing. |
| | B) | expanding. |
| | C) | recasting. |
| | D) | labeling. |
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35 | |
Naomi Baron (1992) suggests all of the following to help parents facilitate their infants' language development, EXCEPT: |
| | A) | be an active conversational partner. |
| | B) | talk as if the infant understands what you are saying. |
| | C) | use a language style with which you feel comfortable. |
| | D) | adjust to your child's idiosyncrasies instead of working against them. |
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2003 McGraw-Hill Higher Education