Exam 7: A: Cognitive Processes and Academic Skills

American schools could be improved by setting higher standards for students.

The general developmental trend for scientific reasoning resembles the one for general problem solving overall: children's skill improves steadily as they grow.

When young writers revise their writing, their changes usually dramatically improve their writing.

When questioning children, interviewers should pursue only one explanation of what happened.

Five-month-olds can distinguish between two objects and three.

American elementary school students are better at math operations and math problem solving than their peers in Japan or Taiwan.

Child chess experts remember fewer chess pieces than do adults who have no knowledge of chess.

Children are more likely to find flaws in others' writing than in their own writing.

According to Siegler's overlapping waves model, children use multiple strategies to solve problems, and over time, these strategies are faster, more accurate, and take less effort.

Heuristics are rules of thumb that are useful in solving a range of problems.

Retrieval from memory is most likely for math problems that involve small addends.

Preschoolers in North America count more accurately than preschoolers in Asian countries.

American parents are more likely to be satisfied with their children's school performance than are parents in Japan and Taiwan.

An increase in the capacity of working memory contributes to improved comprehension.

Autobiographical memories are richer when parents talk about past events in detail and encourage the child to participate in these conversations.

Older readers are less likely than younger readers to reread passages that are difficult or confusing.

Children who are not aware of letter sounds learn to read as well as children who are aware of letter sounds.

Reading rhymes to children increases their phonological awareness.

Children, but not adolescents, often devise experiments in which variables are confounded.

Changing language ability from infancy to adulthood is not related to infantile amnesia.