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| 1 | |
According to Jean Piaget, the fundamental ways in which adolescents adapt their thinking entails |
| | A) | conservation and classification. |
| | B) | social information processing and perspective taking. |
| | C) | the imaginary audience and the personal fable. |
| | D) | assimilation and accommodation. |
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| 2 | |
When he learned the value of money, Ken initially thought that a nickel was worth more than a dime. Recently, as he has begun to buy items, Ken has come to realize the value of a dime. The process by which Ken adapted his schema is |
| | A) | assimilation. |
| | B) | accommodation. |
| | C) | equilibration. |
| | D) | metacognition. |
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| 3 | |
Piaget believed there is considerable movement between states of cognitive equilibrium and disequilibrium as assimilation and accommodation work in concert to produce cognitive change. He called this |
| | A) | assimilation. |
| | B) | accommodation |
| | C) | equilibration. |
| | D) | metacognition. |
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| 4 | |
_________ is NOT a stage of cognitive development according to Piaget? |
| | A) | Sensorimotor |
| | B) | Preoperational |
| | C) | Concrete operational |
| | D) | Informal operational |
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| 5 | |
A child begins to pull toys from her toy box, and in so doing, she sorts them into piles of cars, trucks, and animals. She also understands that some toys can be switched from one pile to another or can form new piles based on types having similar colors. This behavior reflects the cognitive ability called |
| | A) | perspective taking. |
| | B) | classification. |
| | C) | organization. |
| | D) | conservation. |
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| 6 | |
Unlike the concrete operational child, the formal operational adolescent can demonstrate |
| | A) | assimilation. |
| | B) | reversible mental operations. |
| | C) | conservation ability. |
| | D) | hypothetical-deductive reasoning. |
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| 7 | |
Compared to the early formal operational problem solver, the late formal operational solver |
| | A) | tests his or her reasoning against her experience. |
| | B) | derives his or her hypothesis from the problem data. |
| | C) | looks for a general hypothesis to explain what has happened. |
| | D) | is satisfied with general statements about cause and effect. |
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| 8 | |
In the game "Twenty Questions," the most effective strategy is the halving strategy. Adolescents who use this strategy demonstrate |
| | A) | trial-and-error learning. |
| | B) | hypothetical-deductive reasoning. |
| | C) | perspective taking. |
| | D) | zones of proximal development. |
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| 9 | |
_________ believe cognitive development is more specific in many respects than did Piaget? |
| | A) | Piagetians |
| | B) | Neo-Piagetians |
| | C) | Competency-based developmentalists |
| | D) | Information-processing developmentalists |
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| 10 | |
Perhaps the greatest general criticism is that Piaget's theory tends to underestimate the importance of __________ in cognitive development. |
| | A) | culture and education |
| | B) | arts and entertainment |
| | C) | authority and mystery |
| | D) | sexuality and role playing |
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| 11 | |
________ has been proposed as a probable fifth stage in Piaget's stages of development? |
| | A) | Informal thought |
| | B) | Formal thought |
| | C) | Situational thought |
| | D) | Postformal thought |
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| 12 | |
Tasks too difficult for an individual that can be mastered with the help of more-skilled individuals defines what |
| | A) | Lev Vygotsky called the zone of proximal development. |
| | B) | Jean Piaget called hypothetical-deductive reasoning. |
| | C) | Kurt Fisher called abstract relations. |
| | D) | Neo-Piagetians called social information. |
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| 13 | |
As a theorist, Vygotsky would be considered more as a ___________ when compared to Piaget. |
| | A) | cognitivist |
| | B) | epistemologist |
| | C) | social constructivist |
| | D) | nativist |
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| 14 | |
Someone who is better than others at accumulating and organizing information in a way that shows an understanding of the topic and retrieving important aspects of that information with little effort is called a(n) |
| | A) | convergent thinker. |
| | B) | divergent thinker. |
| | C) | expert. |
| | D) | creativist. |
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| 15 | |
Adolescent egocentrism is represented by two types of thinking referred to as |
| | A) | the imaginary audience and the personal fable. |
| | B) | the abiding self and the transient self. |
| | C) | narcissism and histrionics. |
| | D) | the indestructible self and the transient self. |
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| 16 | |
Your 20-year-old friend confesses to you that she has always thought that somehow she was very different from everyone she knew, in her feelings and her understanding of the world. You might suspect that her sense of herself reflects |
| | A) | David Elkind's notion of the personal fable. |
| | B) | an organic pathology, perhaps a temporal lobe tumor. |
| | C) | a failure to achieve formal operational thought. |
| | D) | developmental delay of adolescence. |
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| 17 | |
According to contemporary information processing view of development, which of the following is NOT a mechanism of change? |
| | A) | Assimilation |
| | B) | Encoding |
| | C) | Automaticity |
| | D) | Generalization |
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| 18 | |
Short-term memory is a limited-capacity memory system in which information is retained |
| | A) | for as long as one minute. |
| | B) | for as long as one hour. |
| | C) | for as long as one day. |
| | D) | for as long as 30 seconds. |
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| 19 | |
The mental "workbench" where individuals manipulate and assemble information when they make decisions, solve problems, and comprehend written and spoken language is called |
| | A) | long-term memory. |
| | B) | short-term memory. |
| | C) | working memory. |
| | D) | proximal memory. |
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| 20 | |
A psychology professor asks his students to think of as many uses as possible for a paper clip. The professor is encouraging |
| | A) | brainstorming. |
| | B) | divergent thinking. |
| | C) | convergent thinking. |
| | D) | ideational originality. |
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| 21 | |
Thinking about thinking is called a(n) |
| | A) | metacognition. |
| | B) | schema. |
| | C) | scaffold. |
| | D) | ideation. |
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| 22 | |
____________ is credited with developing the concept of intelligence quotient (IQ)? |
| | A) | William Stern |
| | B) | Theophile Simon |
| | C) | Alfred Binet |
| | D) | David Wechsler |
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| 23 | |
__________ is NOT one of Howard Gardner's eight types of intelligence? |
| | A) | Verbal skills |
| | B) | Musical skills |
| | C) | Cooking skills |
| | D) | Naturalist skills |
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| 24 | |
__________ is credited with POPULARIZING the concept of emotional intelligence? |
| | A) | Robert Sternberg |
| | B) | Daniel Goleman |
| | C) | Howard Gardner |
| | D) | L.L Thurstone |
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| 25 | |
___________ is generally considered a culture-fair test? |
| | A) | The Stanford-Binet test |
| | B) | The Wechsler test |
| | C) | The Raven Progressive Matrices test |
| | D) | The Kaufman Assessment Battery for Children |
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| 26 | |
While taking an IQ test, a series of numbers is read aloud to a student, with the student being asked to repeat them as quickly as possible. Which kind of memory is being assessed? |
| | A) | long-term |
| | B) | short-term |
| | C) | digital |
| | D) | conceptual |
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| 27 | |
Which term includes the ability to learn from and adapt to our everyday lives? |
| | A) | self |
| | B) | intelligence |
| | C) | knowable self |
| | D) | learned personality |
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| 28 | |
Alfred Binet developed intelligence tests to |
| | A) | show that intelligence is largely the result of heredity. |
| | B) | identify students who were gifted, and needed extra challenges in their schooling. |
| | C) | identify students who would not profit from typical schooling. |
| | D) | distinguish convergent thinkers from divergent thinkers. |
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| 29 | |
__________ did NOT propose a theory of intelligence? |
| | A) | L. L. Thurstone |
| | B) | Charles Spearman |
| | C) | Howard Gardner |
| | D) | Lewis Terman |
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| 30 | |
The type or aspect of intelligence measured by the Binet and Wechsler tests is most closely matched to the aspect Sternberg calls |
| | A) | analytical intelligence. |
| | B) | creative intelligence. |
| | C) | practical intelligence. |
| | D) | experiential intelligence |
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| 31 | |
According to Howard Gardner |
| | A) | it is better to administer intelligence tests to individuals than to groups. |
| | B) | intelligence is best defined in terms of eight skills. |
| | C) | individuals have a general intelligence rather than various specific intelligences. |
| | D) | intelligence is best defined in terms of three main components. |
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| 32 | |
Researchers have suggested _________ as a way to foster creativity in adolescents? |
| | A) | making all adolescent brainstorm in groups |
| | B) | providing lots of structure and direction |
| | C) | giving lots of rewards for creative thinking |
| | D) | introducing adolescents to creative people. |
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| 33 | |
Intelligence tests explicitly designed to minimize the differences between ethnic groups are called |
| | A) | bias liberated. |
| | B) | socially equitable. |
| | C) | culture fair. |
| | D) | psychometrically equivalent. |
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| 34 | |
The ability to ignore distractions is called |
| | A) | sustained attention. |
| | B) | shiftable attention. |
| | C) | salutary attention. |
| | D) | selective attention. |
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