Question 1

Howard Gardner's theory of intelligence focuses on:

Accepted Answer

A) the existence of a general intelligence. 
B) three kinds of intelligences that include the analytic, creative, and practical intelligences. 
C) the existence of multiple intelligences that includes linguistic, musical, and spatial intelligences. 
D) the existence of multiple intelligences that includes emotional, vocational, and logical­ mathematical intelligences. 
A) the existence of a general intelligence. 
B) three kinds of intelligences that include the analytic, creative, and practical intelligences. 
C) the existence of multiple intelligences that includes linguistic, musical, and spatial intelligences. 
D) the existence of multiple intelligences that includes emotional, vocational, and logical­ mathematical intelligences.

Question 2

Which of the following MOST accurately summarizes the findings of cross­cultural studies of cognitive development?

Accepted Answer

A) Concrete operations are not universal. 
B) Concrete operations appear universal but are affected by variations in task familiarity. 
C) The ability to perform concrete operational tasks is unaffected by variations in culture. 
D) Only children who have been to school can successfully solve concrete operational problems. 
A) Concrete operations are not universal. 
B) Concrete operations appear universal but are affected by variations in task familiarity. 
C) The ability to perform concrete operational tasks is unaffected by variations in culture. 
D) Only children who have been to school can successfully solve concrete operational problems.

Question 3

Metacognition refers to the ability to think about one's own thoughts.

Accepted Answer

A) True 
 B)False

Question 4

One of the reasons it is difficult to tease apart the specific gene­environment interactions that shape a trait like intelligence is because it is a monogenic trait.

Accepted Answer

A) True 
 B)False

Question 5

All of the following are characteristic of the thought processes of middle childhood, according to Piaget, EXCEPT:

Accepted Answer

A) thinking that includes consideration of alternatives. 
B) the ability to manipulate abstract ideas and symbols. 
C) the ability to mentally retrace steps when problem solving. 
D) the understanding that transformations in appearance do not change the basic properties of number, mass, and volume. 
A) thinking that includes consideration of alternatives. 
B) the ability to manipulate abstract ideas and symbols. 
C) the ability to mentally retrace steps when problem solving. 
D) the understanding that transformations in appearance do not change the basic properties of number, mass, and volume.

Question 6

Concrete operational thinking allows children to mentally combine, separate, order, and transform objects and actions.

Accepted Answer

A) True 
 B)False

Question 7

The store of information that children can draw on to relate new memories to is their:

Accepted Answer

A) memory span. 
B) knowledge base. 
C) memory capacity. 
D) strategic knowledge. 
A) memory span. 
B) knowledge base. 
C) memory capacity. 
D) strategic knowledge.

Question 8

Concrete operations are reflected in:

Accepted Answer

A) increased aggressive behaviors. 
B) the appearance of symbolic play. 
C) the ability to form groups of similar objects. 
D) the ability to consider how others see oneself. 
A) increased aggressive behaviors. 
B) the appearance of symbolic play. 
C) the ability to form groups of similar objects. 
D) the ability to consider how others see oneself.

Question 9

Michael Cole and his colleagues studied the memory performance in tribal children of rural Liberia on a free recall task of items in four distinct categories. They found:

Accepted Answer

A) the use of categories aids recall. 
B) a comparable performance to that of U.S.school children of the same age. 
C) little improvement in performance of nonschooled children after the age of 10. 
D) no difference in memory performance compared to that of children in industrialized Liberian societies. 
A) the use of categories aids recall. 
B) a comparable performance to that of U.S.school children of the same age. 
C) little improvement in performance of nonschooled children after the age of 10. 
D) no difference in memory performance compared to that of children in industrialized Liberian societies.

Question 10

The mental operation called compensation refers to the realization that:

Accepted Answer

A) a change solely in outward appearance does not change the substances involved. 
B) changes in one aspect of a problem are compared with and compensated for by changes in another aspect. 
C) one operation can be negated by the effects of another. 
D) a child jumps higher so others won't notice that he is shorter. 
A) a change solely in outward appearance does not change the substances involved. 
B) changes in one aspect of a problem are compared with and compensated for by changes in another aspect. 
C) one operation can be negated by the effects of another. 
D) a child jumps higher so others won't notice that he is shorter.

Question 11

When Michael Cole and his colleagues presented to­ be­remembered items in a story rather than a list in random order, nonschooled Liberian children:

Accepted Answer

A) recalled items easily. 
B) used simple memory strategies. 
C) used categories to remember the items. 
D) were aware that longer stories would be more difficult to remember. 
A) recalled items easily. 
B) used simple memory strategies. 
C) used categories to remember the items. 
D) were aware that longer stories would be more difficult to remember.

Question 12

Reversibility refers to understanding that:

Accepted Answer

A) some properties of an object stay the same even though it may look different. 
B) one mental operation can be negated by the effects of another. 
C) changes in one aspect of a problem are compensated for by changes in another. 
D) changes in outside appearance do not change the amounts involved. 
A) some properties of an object stay the same even though it may look different. 
B) one mental operation can be negated by the effects of another. 
C) changes in one aspect of a problem are compensated for by changes in another. 
D) changes in outside appearance do not change the amounts involved.

Question 13

The number of randomly presented items children can repeat immediately after the items are presented is:

Accepted Answer

A) about four. 
B) their knowledge base. 
C) their memory span. 
D) a good test of conservation ability. 
A) about four. 
B) their knowledge base. 
C) their memory span. 
D) a good test of conservation ability.

Question 14

As part of a conservation­of­number task, a child counts the same number of items in each of two rows but says that the experimenter's longer row has more. When asked why, her MOST likely response is:

Accepted Answer

A) "I can move them back." 
B) "The number is the same." 
C) "They are still the same cards." 
D) "This row goes all the way here." 
A) "I can move them back." 
B) "The number is the same." 
C) "They are still the same cards." 
D) "This row goes all the way here."

Question 15

What alternate explanations have been given for young children's failure to demonstrate an understanding of conservation? Address the traditional research paradigm used to assess conservation.

Accepted Answer

One alternate explanation for young chil

Question 16

A child says there is the same number of pennies in two rows spread out equally. An experimenter spreads the top row of pennies out, increasing the distance between each penny. The child then says there are more pennies in the top row. According to Piaget, this child is exhibiting:

Accepted Answer

A) conservation of number. 
B) failure to conserve number. 
C) reversibility. 
D) compensation. 
A) conservation of number. 
B) failure to conserve number. 
C) reversibility. 
D) compensation.

Question 17

One conclusion that can be drawn from cross­cultural research on middle childhood is that:

Accepted Answer

A) culture­specific contexts are major factors in development. 
B) culture­specific contexts have little effect on children. 
C) differences in memory performance across cultures remain large even when materials are organized in meaningful ways. 
D) differences in memory performance across cultures are minimized when the materials to be remembered are randomly constructed lists. 
A) culture­specific contexts are major factors in development. 
B) culture­specific contexts have little effect on children. 
C) differences in memory performance across cultures remain large even when materials are organized in meaningful ways. 
D) differences in memory performance across cultures are minimized when the materials to be remembered are randomly constructed lists.

Question 18

Increasing ability in systematic planning ability accounts for which of the following findings?

Accepted Answer

A) In a memory task, young children searched all the other boxes rather than the boxes that had a cue for the category they were asked to remember. 
B) When Navajo children were asked to solve a maze task, they performed more slowly than Euro­American children but made fewer errors. 
C) When Liberian children who had never been to school were asked to recall items that were grouped in a meaningful way, they performed at a level comparable to children in the United States. 
D) In situations where children are not actively engaged in a challenging problem­solving task, they are less likely to be able to explain what they are thinking about. 
A) In a memory task, young children searched all the other boxes rather than the boxes that had a cue for the category they were asked to remember. 
B) When Navajo children were asked to solve a maze task, they performed more slowly than Euro­American children but made fewer errors. 
C) When Liberian children who had never been to school were asked to recall items that were grouped in a meaningful way, they performed at a level comparable to children in the United States. 
D) In situations where children are not actively engaged in a challenging problem­solving task, they are less likely to be able to explain what they are thinking about.

Question 19

Children grow from ____________ inches to ____________ inches during middle childhood.

Accepted Answer

A) 39; 45 
B) 42; 60 
C) 39; 60 
D) 45; 60 
A) 39; 45 
B) 42; 60 
C) 39; 60 
D) 45; 60

Question 20

Traits like intelligence that are shaped by several or many genes acting in combination in a given set of environmental conditions are called:

Accepted Answer

A) monogenic. 
B) trigenic. 
C) polygenic. 
D) multigenic 
A) monogenic. 
B) trigenic. 
C) polygenic. 
D) multigenic

Howard Gardner's theory of intelligence focuses on:

Which of the following MOST accurately summarizes the findings of crosscultural studies of cognitive development?

Metacognition refers to the ability to think about one's own thoughts.

One of the reasons it is difficult to tease apart the specific geneenvironment interactions that shape a trait like intelligence is because it is a monogenic trait.

All of the following are characteristic of the thought processes of middle childhood, according to Piaget, EXCEPT:

Concrete operational thinking allows children to mentally combine, separate, order, and transform objects and actions.

The store of information that children can draw on to relate new memories to is their:

Concrete operations are reflected in:

Michael Cole and his colleagues studied the memory performance in tribal children of rural Liberia on a free recall task of items in four distinct categories. They found:

The mental operation called compensation refers to the realization that:

When Michael Cole and his colleagues presented to beremembered items in a story rather than a list in random order, nonschooled Liberian children:

Reversibility refers to understanding that:

The number of randomly presented items children can repeat immediately after the items are presented is:

As part of a conservationofnumber task, a child counts the same number of items in each of two rows but says that the experimenter's longer row has more. When asked why, her MOST likely response is:

What alternate explanations have been given for young children's failure to demonstrate an understanding of conservation? Address the traditional research paradigm used to assess conservation.

A child says there is the same number of pennies in two rows spread out equally. An experimenter spreads the top row of pennies out, increasing the distance between each penny. The child then says there are more pennies in the top row. According to Piaget, this child is exhibiting:

One conclusion that can be drawn from crosscultural research on middle childhood is that:

Increasing ability in systematic planning ability accounts for which of the following findings?

Children grow from inches to inches during middle childhood.

Traits like intelligence that are shaped by several or many genes acting in combination in a given set of environmental conditions are called:

The Study of Human Development

Biocultural Foundations

Prenatal Development and Birth

The First Three Months

Physical and Cognitive Development in the First Two Years

Emotional and Social Development During Infancy

Language Acquisition

Physical and Cognitive Development of Early Childhood

Social and Emotional Development in Early Childhood

Contexts of Development

School As a Context for Development

Social and Emotional Developments in Middle Childhood

Physical and Cognitive Development in Adolescence

Social and Emotional Development During Adolescence

Filters

Exam 11: Physical and Cognitive Development in Middle Childhood

Howard Gardner's theory of intelligence focuses on:

Which of the following MOST accurately summarizes the findings of cross­cultural studies of cognitive development?

Metacognition refers to the ability to think about one's own thoughts.

One of the reasons it is difficult to tease apart the specific gene­environment interactions that shape a trait like intelligence is because it is a monogenic trait.

All of the following are characteristic of the thought processes of middle childhood, according to Piaget, EXCEPT:

Concrete operational thinking allows children to mentally combine, separate, order, and transform objects and actions.

The store of information that children can draw on to relate new memories to is their:

Concrete operations are reflected in:

Michael Cole and his colleagues studied the memory performance in tribal children of rural Liberia on a free recall task of items in four distinct categories. They found:

The mental operation called compensation refers to the realization that:

When Michael Cole and his colleagues presented to­ be­remembered items in a story rather than a list in random order, nonschooled Liberian children:

Reversibility refers to understanding that:

The number of randomly presented items children can repeat immediately after the items are presented is:

As part of a conservation­of­number task, a child counts the same number of items in each of two rows but says that the experimenter's longer row has more. When asked why, her MOST likely response is:

What alternate explanations have been given for young children's failure to demonstrate an understanding of conservation? Address the traditional research paradigm used to assess conservation.

A child says there is the same number of pennies in two rows spread out equally. An experimenter spreads the top row of pennies out, increasing the distance between each penny. The child then says there are more pennies in the top row. According to Piaget, this child is exhibiting:

One conclusion that can be drawn from cross­cultural research on middle childhood is that:

Increasing ability in systematic planning ability accounts for which of the following findings?

Children grow from ____________ inches to ____________ inches during middle childhood.

Traits like intelligence that are shaped by several or many genes acting in combination in a given set of environmental conditions are called:

The Study of Human Development

Biocultural Foundations

Prenatal Development and Birth

The First Three Months

Physical and Cognitive Development in the First Two Years

Emotional and Social Development During Infancy

Language Acquisition

Physical and Cognitive Development of Early Childhood

Social and Emotional Development in Early Childhood

Contexts of Development

School As a Context for Development

Social and Emotional Developments in Middle Childhood

Physical and Cognitive Development in Adolescence

Social and Emotional Development During Adolescence

Filters

Which of the following MOST accurately summarizes the findings of crosscultural studies of cognitive development?

One of the reasons it is difficult to tease apart the specific geneenvironment interactions that shape a trait like intelligence is because it is a monogenic trait.

When Michael Cole and his colleagues presented to beremembered items in a story rather than a list in random order, nonschooled Liberian children:

As part of a conservationofnumber task, a child counts the same number of items in each of two rows but says that the experimenter's longer row has more. When asked why, her MOST likely response is:

One conclusion that can be drawn from crosscultural research on middle childhood is that:

Children grow from inches to inches during middle childhood.