Deck 11: Cognitive Development During Middle Childhoodpiagets Theory

Question 1

Which of the following is beyond the cognitive capabilities of children in the concrete operational stage?

A) abstract reasoning
B) reverse mental operations
C) pass conservation problems
D) pass the three mountain task

Answer 1

abstract reasoning

Question 2

Eight-year-old Jeanine observed a researcher with two beakers equally filled with water. If the researcher pours the water from one beaker into a taller, thinner beaker, Jeanine would:

A) report that the tall beaker had more water.
B) report that the short beaker had more water.
C) report that the beakers hold equal amounts of water.
D) pour the water back in the short beaker.

Answer 2

report that the beakers hold equal amounts of water.

Question 3

Jimmy understands that the quantity of liquid is not changed when its appearance changes. He is displaying:

A) egocentrism.
B) theory of mind.
C) conservation.
D) class inclusion.

Answer 3

conservation.

Question 4

Tony knows that if stick A is longer than stick B and knows that stick B is longer than stick C. This is an example of:

A) conservation.
B) theory of mind.
C) class inclusion.
D) seriation.

Question 5

Children's new classification skills prompts their interest in:

A) board games.
B) reading.
C) collections.
D) debates.

Question 6

The knowledge that a subordinate class must always be smaller than the superordinate class in which it is contained is known as:

A) accommodation.
B) conservation.
C) class inclusion.
D) seriation.

Question 7

Knowledge that requires an understanding of the relationship between parts and wholes is known as:

A) accommodation.
B) conservation.
C) class inclusion.
D) seriation.

Question 8

Ethan understands that on a colorful necklace there are more beads than red beads. This is an example of:

A) accommodation.
B) conservation.
C) class inclusion.
D) seriation.

Question 9

Most current criticisms of Piaget's stages suggest that:

A) children often move through the stages in different orders.
B) children may move through the stages later than Piaget suggested.
C) children may move through the stages earlier than Piaget suggested.
D) children may skip one or more stages.

Question 10

Which of the following is not a critical skill for cognitive development according to the information processing perspective?

A) social reciprocity.
B) selective attention.
C) cognitive processing speed.
D) ability to keep information in mind.

Question 11

The ability to focus on specific stimuli without being distracted by competing stimuli is known as:

A) organizational strategy.
B) pragmatic skills.
C) the Flynn effect.
D) selective attention.

Question 12

Jimmy is concentrating on building a Lego car. In the same room, his sister talks on the phone and his brother plays a video game. Jimmy is able to pay close attention to his task. This is an example of:

A) organizational strategy.
B) pragmatic skills.
C) the Flynn effect.
D) selective attention.

Question 13

Nine-year-old Joseph is shown some toy animals and other toys. He is told that he will be asked to remember which toy animals he saw. He probably will:

A) pay equal attention to the toy animals and the other toys.
B) pay more attention to the other toys than to the toy animals.
C) pay more attention to the toy animals than to the other toys.
D) be unable to pay attention to any of the toys.

Question 14

Five-year-old Ted is shown some toy animals and other toys. He is told he will be asked to remember which toy animals he saw. He probably will:

A) pay equal attention to the toy animals and the other toys.
B) pay more attention to the other toys than to the toy animals.
C) pay more attention to the toy animals than to the other toys.
D) be unable to pay attention to any of the toys.

Question 15

According to the information processing perspective, when faced with a cognitive task, children most often:

A) go about the task in a disorganized manner.
B) create a plan for completing the task.
C) look to an adult for specific directions.
D) model the behavior of their peers.

Question 16

Temporary storage of information for immediate recall is known as:

A) metamemory.
B) selective memory.
C) short-term memory.
D) memory span.

Question 17

The number of items that a person can hold in short-term memory is known as:

A) metamemory.
B) selective memory.
C) digit span.
D) memory span.

Question 18

The number of numerical figures that a person can keep in short-term memory is known as:

A) metamemory.
B) selective memory.
C) digit span.
D) the Flynn effect.

Question 19

Children can not easily remember their friends' phone numbers. This is an example of limitations in:

A) short-term memory.
B) working memory.
C) selective memory.
D) memory span.

Question 20

Tammy is 5. She is shown many items. She will probably be able to recall:

A) four items.
B) six items.
C) seven items.
D) nine items.

Question 21

The difference between adults' and school-age children's memory span is:

A) adults remember many more items.
B) adults remember only one more item.
C) adults and children remember the same number of items.
D) children remember more items.

Question 22

An activity intended to improve memory performance is known as:

A) a memory strategy.
B) an organizational strategy.
C) elaboration.
D) selective attention.

Question 23

An activity intended to improve memory performance that involves repeating over and over again the information that needs to be remembered is known as:

A) rehearsal.
B) an organizational strategy.
C) elaboration.
D) selective attention.

Question 24

An activity intended to improve memory performance that involves putting the material to be remembered in an orderly framework is known as:

A) rehearsal.
B) an organizational strategy.
C) elaboration.
D) selective attention.

Question 25

Sally knows she is going to be asked to recall the five food groups on a test this morning. She is repeating to herself "fruit, vegetable, grain, milk, meat." This is an example of:

A) rehearsal.
B) an organizational strategy.
C) elaboration.
D) selective attention.

Question 26

Children who do not use rehearsal strategies for memory tasks:

A) often perform better than children who do.
B) may fall far behind in school.
C) can be trained to use strategies.
D) may have social skill deficits.

Question 27

The strategy of creating a relationship or meaning between two objects in order to help remember an association between them is known as:

A) rehearsal.
B) an organizational strategy.
C) elaboration.
D) selective attention.

Question 28

Knowledge about memory itself, including awareness of one's own memory skills, is known as:

A) memory strategy.
B) pragmatic skills.
C) the Flynn effect.
D) metamemory.

Question 29

Susan is given a set of objects that she is asked to remember. She quickly divides the objects into categories based on their function. This is an example of:

A) rehearsal.
B) an organizational strategy.
C) elaboration.
D) selective attention.

Question 30

The difference between preschool and school-age children's use of organizational strategies is:

A) preschool children use less informative categories.
B) preschool children do not have the cognitive capability to use this strategy.
C) preschool children do use the strategy spontaneously.
D) preschool children can not form more than two organizational groups.

Question 31

Carrie has a test in which she must pair inventors with their inventions. She creates the image of a phone shaped like a bell and ringing, in order to remember the pair Alexander Graham Bell and the telephone. This is an example of:

A) rehearsal.
B) an organizational strategy.
C) elaboration.
D) selective attention.

Question 32

Children perform better on memory tasks if the task involves:

A) games.
B) realistic objects.
C) rewards.
D) something familiar.

Question 33

Howard is a competitive chess player and a fourth grader. Researchers asked him to remember precisely the position of chess pieces after looking at the board and also to remember a digit span. Compared to typical adults, Howard will:

A) remember more chess pieces and more digits.
B) remember less chess pieces and more digits.
C) remember more chess pieces and less digits.
D) remember less chess pieces and less digits.

Question 34

When Sternberg asked people to define the components of intelligence, they included all of the following, except:

A) verbal ability.
B) problem-solving skills.
C) social competence.
D) spatial skills.

Question 35

Some researchers proposed a g, which is:

A) a hierarchical model of intelligence.
B) a theory of multiple intelligence.
C) triarchic theory of intelligence.
D) a general intelligence factor.

Question 36

The hierarchical model of intelligence includes all, except:

A) verbal skills.
B) spatial skills.
C) logic skills.
D) problem-solving skills.

Question 37

Four-year-old Amy took two different IQ tests. She scored higher on the Peabody Picture Intelligence than on the Stanford-Binet. This indicates that:

A) Amy has higher quantitative skills.
B) Amy has higher verbal skills.
C) Amy has an instable intelligence.
D) Amy improved because of practice effects.

Question 38

Comparing children's abilities who have taken different IQ tests is limited because:

A) tests are scored differently.
B) different test givers influence children's scores.
C) some tests are more rigorous than others.
D) tests measure different aspects of intelligence.

Question 39

The level of cognitive functioning, as measured by the number of items answered correctly on an intelligence test, is known as:

A) practical intelligence.
B) mental age.
C) creative intelligence.
D) pragmatic skills.

Question 40

A statistical measure of spread or distribution of data around a mean is known as:

A) the mean.
B) the median.
C) the standard deviation.
D) the normal curve.

Question 41

Only 2% of people have an IQ above:

A) 100.
B) 115.
C) 130.
D) 145.

Question 42

According to Terman's original calculations, a 10-year-old child who has a mental age of a 12-year-old has an IQ of:

A) 95.
B) 100.
C) 110.
D) 120.

Question 43

Compared to white children, black children's IQ scores are:

A) a quarter of a standard deviation lower.
B) a half of a standard deviation lower.
C) a full standard deviation lower.
D) about the same.

Question 44

Recent studies show that the differences between IQ scores of black and white children is:

A) increasing.
B) decreasing.
C) remaining stable.
D) no longer true.

Question 45

Hispanic children's IQs are:

A) higher than black and white children.
B) higher than black children but lower than white children.
C) lower than black children but higher than white children.
D) lower than both black and white children.

Question 46

Compared to white children, Asian American children's IQ scores:

A) are higher.
B) are lower.
C) are the same.
D) are too variable to measure as a group.

Question 47

Which of the following is not a theory of why black children score lower on IQ tests than white children?

A) language issues
B) test bias
C) administrator's race
D) genetics

Question 48

In general, over the past 50 years, IQ scores have:

A) risen.
B) declined.
C) remained stable.
D) risen for some groups while they have declined for others.

Question 49

Systematic increases in IQ that were reported throughout the 20th century is known as the:

A) triarchic theory of intelligence.
B) theory of multiple intelligences.
C) practical intelligence.
D) Flynn effect.

Question 50

According to the Flynn effect, children's IQ scores have risen how much in a decade?

A) 2 points
B) 4 points
C) 6 points
D) 8 points

Question 51

IQ scores have been increasing for the past 100 years because:

A) children have more access to information from television and computers.
B) children have access to better nutrition.
C) children have better educational and test-taking experiences.
D) it is not clear why this increase has occurred.

Question 52

Flynn argues that intelligence:

A) has increased because of better nutrition.
B) cannot have risen as much as IQ scores indicate.
C) has increased, which explains recent advances in technology.
D) has decreased because of increased television viewing.

Question 53

Developmental psychologists agree that the origin of intelligence is:

A) genetic.
B) environmental.
C) prenatal influences.
D) developmental psychologists do not agree on the origins of intelligence.

Question 54

Familial studies indicate that IQ is:

A) not heritable.
B) highly heritable.
C) similar in people who have been raised in similar environments.
D) strongly influenced by family functioning.

Question 55

Heritability in intelligence has been shown to be higher in which types of families?

A) black
B) low-income
C) those who adopted children of another race
D) middle-class

Question 56

Which family pair probably shares the most similar level of intelligence?

A) dizygotic twins raised together
B) monozygotic twins raised apart
C) parent-child
D) parent-adoptive child

Question 57

According the familial studies variation, in middle-class children's IQ scores can be primarily attributed to:

A) educational opportunities.
B) family resources.
C) genetics.
D) testing situations.

Question 58

Researchers point to the IQ scores of black children adopted into white middle-class families as support for which origin of intelligence?

A) genetics
B) racial differences
C) child-rearing environment
D) genetics and child-rearing environment

Question 59

According to Sandra Scarr, the impact of which factor on intelligence seems to wane over development?

A) genetics
B) child-rearing environment
C) racial differences
D) gender differences

Question 60

Sternberg's theory of intelligence includes three main components including all except:

A) practical.
B) verbal.
C) creative.
D) analytical.

Question 61

The extent to which we are able to accomplish our aims in the context of different environments is known as:

A) practical.
B) verbal.
C) creative.
D) analytical.

Question 62

Sternberg's theory of intelligence is known as:

A) Triarchic theory of Intelligence.
B) Theory of Multiple Intelligences.
C) Creative Theory of Intelligence.
D) Practical Theory of Intelligence.

Question 63

Susan lives on a farm and she knows how to drive a tractor, handle animals, and identify plants. This is an example of:

A) practical intelligence.
B) verbal intelligence.
C) creative intelligence.
D) analytical intelligence.

Question 64

The ability of invent or solve novel problems is known as:

A) practical intelligence.
B) verbal intelligence.
C) creative intelligence.
D) analytical intelligence.

Question 65

The component of intelligence made up of many information processing skills is known as:

A) practical intelligence.
B) verbal intelligence.
C) creative intelligence.
D) analytical intelligence.

Question 66

Gardener's theory of intelligence is known as:

A) Triarchic theory of Intelligence.
B) Theory of Multiple Intelligences.
C) Creative Theory of Intelligence.
D) Practical Theory of Intelligence.

Question 67

The key component of Gardener's theory of intelligence is that:

A) intelligence is based in child-rearing environment.
B) areas of intelligence are closely related to one another.
C) intelligence scores are the cornerstone of future successes.
D) intelligence is made up of multiple separate elements.

Question 68

Kimberly is very good at creating solutions to novel problems. Sternberg would argue that she excels at:

A) practical intelligence.
B) verbal intelligence.
C) creative intelligence.
D) analytical intelligence.

Question 69

Playing with a scale model of a classroom is an example of a task used to assess which type of intelligence?

A) social
B) science
C) language
D) visual arts

Question 70

Which of the following is not a requirement for an area to be considered a separate form of intelligence according to Gardener?

A) the area is associated with localized area of the brain
B) the area has produced prodigies
C) the area shows strong family inheritance
D) differences between those skilled and unskilled in the area must be clear

Question 71

Children's language development is also associated with their greater use of:

A) memory strategies.
B) jokes.
C) creative intelligence.
D) class inclusion.

Question 72

How many words does the average 5th grader have in their vocabulary?

A) 4,000
B) 10,000
C) 30,000
D) 40,000

Question 73

What percentage of their vocabulary have fifth graders learned since the first grade?

A) 10%
B) 25%
C) 40%
D) 50%

Question 74

Children are most likely to learn vocabulary that:

A) is simple and short.
B) is required of them by teachers.
C) is relevant to their interests.
D) is commonly used.

Question 75

In order to understand many jokes in childhood, one also must understand:

A) multiple word meanings.
B) pragmatic skills.
C) children's culture.
D) the limitations of children's grammar.

Question 76

The ability to use language in different circumstances is known as:

A) practical intelligence.
B) whole language.
C) pragmatic skills.
D) persuasive skills.

Question 77

Persuasive skills increase in childhood because children improve their ability to:

A) use more complex vocabulary.
B) use deception.
C) focus on multiple ideas at once.
D) understand others' perspectives.

Question 78

An approach to reading instruction that involves exposure to complex texts from the beginning and encouragement for children to recognize words is known as:

A) basic skills approach.
B) whole word approach.
C) phonics approach.
D) immersion approach.

Question 79

An approach to reading instruction that involves heavy emphasis on connections between words, letters, and sounds is known as:

A) basic skills approach.
B) whole word approach.
C) unified approach.
D) immersion approach.

Question 80

Seven-year-old Madison is sounding out words of simple books. She is which of Chall's stages of reading?

A) Stage 1
B) Stage 2
C) Stage 3
D) Stage 4