Deck 8: Cognition and Development

Question 1

The order of the four stages of development in Piaget's theory is:

A) Sensori-motor, pre-operational, formal operations, concrete-operational
B) Pre-operational, concrete-operational, sensori-motor, formal operations
C) Sensori-motor, pre-operational, concrete-operational, formal operations
D) Pre-operational, concrete-operational, formal operations, sensori-motor
E) Formal operations, sensori-motor, pre-operational, concrete-operational

Answer 1

C

Question 2

A positive criticism of Piaget's theory is that:

A) It was the first comprehensive theory of cognitive development
B) It was based on subjective judgements
C) It was based on his own children's development
D) It omitted explaining how and why cognitive development occurs
E) It applies to all cultures

Answer 2

A

Question 3

Negative criticisms of Piaget's theory include:

A) Underestimations of the abilities of young children
B) Exaggerations of the differences between stages and minimisations of those within stages
C) All of these
D) Overestimations of the abilities of adolescents
E) His de-emphasis of the role of social factors

Answer 3

C

Question 4

Vygotsky's theory emphasised the importance of:

A) Following Piaget's theory
B) Children's social interaction and communication
C) Children's stages of development
D) Restricting children's social interaction
E) Controlling children's communication

Question 5

Positive criticisms about Vygotsky's theory include:

A) The usefulness of scaffolding in education
B) The importance of social factors in cognitive development
C) The importance of language development in cognitive development
D) The development of useful teaching techniques
E) All of these

Question 6

Vygotsky's term ""the child's zone of proximal development"" means his/her:

A) Classroom
B) Home background
C) Current cognitive performance level
D) Level of intelligence
E) Group of friends and peers

Question 7

Bruner supported scaffolding, interpreting it as the:

A) Access to information available to the teachers
B) Furniture in the classroom
C) Books, paper, and pencils/pens in the classroom
D) Context provided by people with more knowledge assisting children's learning
E) Access to information available to the children

Question 8

Positive comments about Bruner's theory include:

A) Appropriate inputs from the tutor would be at a level slightly above the child's current performance
B) Effective learning can be promoted by social instruction
C) Positive interactions between tutor and child help learning
D) The personal relationship between the tutor and the child is critical in helping learning
E) All of these

Question 9

Applications of Piaget's theory to education are limited because:

A) All of these
B) Self-discovery is often less effective than more traditional approaches
C) It does not apply well to arts subjects like history or languages
D) Children are not always limited by their stage of development
E) He under-estimated children's ability to cope with new kinds of intellectual challenge

Question 10

Vygotsky's and Bruner's approaches to education suggest that:

A) Scaffolding is easy to control
B) Scaffolding works well with all learning tasks
C) Children's play is useful and important
D) High status tutors are the most effective
E) Peer tutoring should be avoided as it is unhelpful

Question 11

A problem with the successful CASE programme is that:

A) Teachers need specialised training
B) It uses Piaget's ideas
C) It uses Vygotsky's ideas
D) It ignores Piaget's ideas
E) It ignores Vygotsky's ideas

Question 12

Shaffer's components of human morality are:

A) Emotional, cognitive, and behavioural
B) Social, emotional, and cognitive
C) Emotional, cognitive, and psychological
D) Emotional, cognitive, and biological
E) Emotional, neurological, and behavioural

Question 13

Kohlberg's levels of moral development are:

A) Pre-conventional morality; conventional morality; adult morality
B) Pre-conventional morality; conventional morality; post-conventional morality
C) Immature morality; conventional morality; post-conventional morality
D) Immature morality; conventional morality; mature morality
E) Ante-conventional morality; conventional morality; post-conventional morality

Question 14

Kohlberg assessed moral development by using:

A) Natural experiments
B) Laboratory experiments
C) Field experiments
D) Hypothetical moral dilemmas
E) Naturalistic observations

Question 15

Difficulties with Kohlberg's theory include:

A) All of these
B) None of these
C) Overlooking the importance of emotional factors
D) Moral behaviour is often not in line with moral judgements
E) Moral behaviour is not reliably predicted by moral judgements

Question 16

Eisenberg's theory differs from Kohlberg's because it includes:

A) Influence from non-authoritarian mothers
B) Five levels of pro-social development
C) Empathy as a key part of moral development
D) None of these
E) All of these

Question 17

Theory of Mind is based on a knowledge that other people's:

A) Behaviour is different from our own
B) Beliefs are the same as our own
C) Behaviour is the same as our own
D) Beliefs may differ from our own
E) Beliefs and behaviour are irrelevant

Question 18

Theory of Mind, which is delayed or missing in autistic individuals, normally develops at about age:

A) 2
B) 4
C) 5
D) 6
E) 8

Question 19

Perspective-taking theory suggests that successful social development requires that children have the ability to:

A) Motivate themselves
B) Understand things become smaller as they move further away
C) Share with their peers
D) Take other people's perspective
E) None of these

Question 20

Mirror neurons are thought to play an important role in social cognition because:

A) They may be involved in imitation and in understanding others' intentions
B) Evidence for a mirror neuron system is stronger in monkeys than in humans
C) They are unlikely to be used to interpret changing intentions of others
D) All of these
E) None of these