Deck 8: Cognitive Development

Question 1

Children's inability to understand perspectives differ from their own is known as:

A) representational limitation.
B) lack of conservation.
C) duel representation.
D) egocentrism.

Answer 1

egocentrism.

Question 2

Liam believes that the moon and stars follow him. This limitation in thinking is known as:

A) representational limitation.
B) lack of conservation.
C) semantic bootstrapping.
D) egocentrism.

Answer 2

egocentrism.

Question 3

Increasing ability to use language is a reflection is indicative of their growing:

A) representational skills.
B) conservation.
C) animism.
D) egocentrism.

Answer 3

representational skills.

Question 4

When 2.5-year-olds were asked to find a hidden toy in room. They had already been shown where the toy was hidden in small model room. These children:

A) found the toy quickly.
B) were able to find the toy if they had been trained on using models.
C) were unable to find the toy.
D) were able to find the toy if they have more advanced language skills.

Question 5

According to DeLoache's model study, at what age can children use models to represent real locations?

A) 18 months
B) 30 months
C) 36 months
D) 42 months

Question 6

According to DeLoache's model study, at 3 children show real improvements in:

A) representational skills.
B) conservation.
C) semantic bootstrapping.
D) egocentrism.

Question 7

Children can use models to help find hidden objects when they develop:

A) duel representation.
B) conservation.
C) semantic bootstrapping.
D) egocentrism.

Question 8

The ability to mentally represent both a symbol and its referent is known as:

A) duel representation.
B) conservation.
C) semantic bootstrapping.
D) egocentrism.

Question 9

With the children's increases in representational skills we also see increases in:

A) IQ.
B) pretend play.
C) private speech.
D) metamemory.

Question 10

Which of the following are children practicing during pretend play?

A) expanding memory
B) language skills
C) representational abilities
D) all are practiced during pretend play

Question 11

What percent of 3- to 4-year-old children are reported to have imaginary companions?

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

Question 12

Preschool children with imaginary companions are reported to be:

A) behind other children's cognitive skills.
B) more shy than other children.
C) more distractible than other children.
D) better at false belief tasks than other children.

Question 13

Which of the following does not predict children's creation of an imaginary companion?

A) gender
B) television viewing habits
C) number of siblings
D) family income

Question 14

Karla's daughter has invented an imaginary companion and spends a great deal of time interacting with this companion. Karla is worried about it, if she turned to you for advice which of the following statements would you not say to her?

A) Most children have an imaginary companion at some point in development.
B) Playing with an imaginary companion is a great way to practice creative skills.
C) Playing with an imaginary companion helps very shy children practice social skills.
D) Having an imaginary companion may help children focus on tasks.

Question 15

Piaget described mental actions or thoughts as:

A) egocentrism.
B) conservation.
C) mental operations.
D) animism.

Question 16

Which of the following is not a cognitive limitation in the preoperational period according to Piaget?

A) duel representation
B) egocentrism
C) inability to conservation
D) failures of logical inference

Question 17

When 4-year-olds are asked to pick out a picture of the other side of the mountain in the three mountain task, they:

A) successfully pick the picture of the other side of the mountain.
B) always pick the picture of the tallest mountain.
C) pick the picture of the side of the mountain they are looking at.
D) always pick the picture with the most landmarks.

Question 18

Failure of the Three Mountain Task in preschool children indicates their:

A) inability to conserve.
B) egocentrism.
C) increased animism.
D) decreased metamemory.

Question 19

According to Piaget, when can children pass the Three Mountain Task?

A) 3 years old
B) 5 years old
C) 8 years old
D) 12 years old

Question 20

According to Flavell, a 3-year-old boy will pick which of the following for their mother's birthday?

A) a toy truck
B) a necktie
C) a necklace
D) a doll

Question 21

According to Flavell, children choices of birthday gifts for adults reflect children's:

A) inability to conserve.
B) egocentrism.
C) increased animism.
D) decreased metamemory.

Question 22

When it rains, Gus tells his mom that the clouds are crying, this is an example of:

A) egocentrism.
B) conservation.
C) animism.
D) logical inference.

Question 23

The understanding that some properties of objects remain the same even when other properties are changing is known as:

A) egocentrism.
B) conservation.
C) animism.
D) logical inference.

Question 24

How do 3-year-olds typically respond to Piaget's classic test of conservation of liquid?

A) they report that the quantity in both beakers is the same
B) they report that the original beaker holds more water
C) they report that the taller beaker holds more water
D) they report that the wider beaker holds more water

Question 25

Children's ability to pass the Piaget's water conservation task indicate that they:

A) understand that quantity is not affected by appearance.
B) understand that water has natural properties.
C) understand the value of water to society.
D) understand that water does not have animate properties.

Question 26

During the conservation of number task, 4-year-old children focus mainly on:

A) the color of the chips.
B) the length of the line.
C) the number of chips.
D) the size of the chips.

Question 27

Three-year-old Stella is upset because her brother has two cookies and she has only one. Knowing about children's cognitive level, what can her father do to make Stella feel better?

A) show her that her cookie is bigger and thus the same as her brother
B) break her cookie in half and give her both pieces
C) break her brothers' cookie into smaller pieces
D) hide her brothers' second cookie

Question 28

Six-year-old Nick can pass conservation of water tasks but cannot pass conservation of weight tasks. This is an example of:

A) logical inference.
B) egocentrism.
C) theory of mind.
D) horizontal décalage.

Question 29

Although Piaget believes that children develop skills in stages, he recognized that these skills may be applied in different settings at different time. He called this:

A) logical inference.
B) egocentrism.
C) theory of mind.
D) horizontal décalage.

Question 30

According to Piaget, children in the preoperational period are unable to process information within a ordered series. This is known as:

A) logical inference.
B) egocentrism.
C) theory of mind.
D) horizontal décalage.

Question 31

Who is often called the father of research on cognitive development?

A) John Flavell
B) Jean Piaget
C) Lev Vygotsky
D) Lawrence Kohlberg

Question 32

Experimenters only need two pencils to conduct Piaget's test of the conservation of:

A) number.
B) length.
C) area.
D) mass.

Question 33

If children understand that when a ball of clay that is rolled into a long snake still has the same amount of clay has mastered conservation of:

A) number.
B) length.
C) area.
D) mass.

Question 34

Current research indicates that children may master conservation of number earlier if:

A) they play with blocks often.
B) they are from North America.
C) less objects are presented.
D) they watch older children perform the task.

Question 35

Current research indicates that children's failure to pass logical inference problems may have less to do with reasoning skills and more to do with:

A) complicated language in questions.
B) interest in the task.
C) working memory.
D) motivation.

Question 36

According to Case, what precedes children's jump from one cognitive stage to another?

A) increases in language skills
B) exposure to more advanced peers
C) increases in processing speeds
D) practice with parents

Question 37

The ability to identify an object, person, or quality that was encountered before is known as:

A) recall.
B) recognition.
C) metamemory.
D) theory of mind.

Question 38

The ability to reproduce material from memory is known as:

A) recall.
B) recognition.
C) metamemory.
D) theory of mind.

Question 39

Bobby's mom asks him what he ate for lunch at school. He told her he ate a hot dog. This is an example of:

A) recall.
B) recognition.
C) metamemory.
D) theory of mind.

Question 40

At the library, Bobby points out a book to his mother that they had checked out previously. This is an example of:

A) recall.
B) recognition.
C) metamemory.
D) theory of mind.

Question 41

Preschool children's difficulty with recall tasks seems to be in:

A) encoding information.
B) retrieving information.
C) motivation.
D) using spatial categorizations strategies.

Question 42

Children can do better on recall tasks if:

A) they are girls.
B) they are recalling things that are familiar to them.
C) they are rewarded.
D) they attend an academic preschool program.

Question 43

Will went on a field trip to the museum. He can't recall any of the art he saw but he can remember each of dinosaurs he saw. Why might this be?

A) they ate lunch right before seeing the dinosaurs
B) they saw the dinosaurs second
C) he is more familiar with types of dinosaurs than with artists
D) he was frightened of the dinosaurs

Question 44

General outlines of events and the order in which they occur, used to organize thinking and memory about familiar occurrences, is known as:

A) theory of mind.
B) metamemory.
C) scripts.
D) cardinality.

Question 45

Scottie knows that when you go to the grocery store, the doors open automatically, he rides in the cart, he gets a free apple slice, they go to the check-out counter, and finally he gets a sticker. This type of knowledge is known as:

A) theory of mind.
B) metamemory.
C) scripts.
D) cardinality.

Question 46

How can parents help children create more detailed scripts?

A) by reading to them often
B) by supplying a running narrative of everyday events
C) by having different routines every day
D) by quizzing them about their day every night

Question 47

What should adults remember when questioning children about their memories of unique events?

A) Children may lie to get attention.
B) Children are particularly vulnerable to leading questions.
C) Children may feel very uncomfortable and ashamed to talk about stressful events.
D) Children may repress memories of stressful events.

Question 48

Children remember events better if:

A) they talk about the event a lot with their parents.
B) the event is unusual.
C) they go through the event alone.
D) if they are Asian American.

Question 49

Young children's ideas about the nature of mental activities, especially those of the other people around them, is known as:

A) metamemory.
B) theory of mind.
C) scripts.
D) private speech.

Question 50

During the false belief task, preschoolers who report that their father will think that there are band-aids in the box have accomplished:

A) recognition memory.
B) private speech.
C) conservation.
D) theory of mind.

Question 51

Because they lack a theory of mind, 3-year-olds think that:

A) people can hold beliefs that are false.
B) everyone knows what they know.
C) people hold different beliefs and desires.
D) that their perspective is unique.

Question 52

Which of the following is not associated with an increasing theory of mind?

A) brain development
B) language development
C) being the oldest sibling
D) increasing interactions with peers

Question 53

Cultures in which children develop a theory of mind later than do children in the United States differ from the United States:

A) by having lower literacy rates.
B) by having more stressful family lives.
C) by having larger families.
D) by having less mental state words in vocabulary.

Question 54

The ability to hear and manipulate the sounds of spoken language is known as:

A) dialogic reading.
B) phonemic awareness.
C) cardinality.
D) private speech.

Question 55

Which is not an important component of dialogic reading?

A) parents' open-ended questions
B) parents' responses to children's utterances
C) parents' encouragement of children's speech
D) parents' explanations of phonics

Question 56

One of the best predictors of children's advanced reading skills is:

A) viewing educational television.
B) attending an academic preschool.
C) time spent reading with parents.
D) being exposed to letters and the sounds each makes.

Question 57

The concept that the last number in a counting sequence represents the quantity of objects in a set is known as:

A) single units.
B) integrated whole.
C) cardinality.
D) mathematical finality.

Question 58

The production of graphic symbols are best developed through all, except:

A) experience with math.
B) practice.
C) training.
D) exposure.

Question 59

Brody understands that when counting children in her class, the last number represents the amount of children. This is an example of:

A) single unit counting.
B) integrated whole assumption.
C) cardinality.
D) mathematical finality.

Question 60

The primary difference in the cognitive development theories of Piaget and Vygotsky is:

A) Piaget viewed the child as an active learner and Vygotsky did not
B) Vygotsky viewed the child as an active learner and Piaget did not
C) Vygotsky viewed the context of learning to be crucial and Piaget did not
D) Piaget viewed the context of learning to be crucial and Vygotsky did not

Question 61

Some have argued that the differences in Piaget's and Vygotsky's theories can be traced back to their personal lives and childhood. For example:

A) Vygotsky emphasizes independence in learning because his family was less warm.
B) Piaget emphasizes personal interactions because he was surrounded by a large, engaged family.
C) Vygotsky emphasized social interactions because his parents were warm and involved.
D) Piaget emphasized family because he was his children's primary caregiver.

Question 62

Vygotsky asserted that children learn skills:

A) through independent practice.
B) as they move through distinct stages.
C) through trial and error experiences.
D) through guided participation.

Question 63

Parents often include children in family activities in which children receive a lot of support from parents. As the child develops the parents offer less and less support in family activities. This pattern of support is known as:

A) promoting equilibrium.
B) scaffolding.
C) bootstrapping.
D) accommodation.

Question 64

Two-year-old Sammy helps his mother make cookies by standing on a chair and helping to mix the dough. At 4, he is able to pour in the ingredients and shape the cookies on the pan. At 6, he helps read the recipe and measure the ingredients. By the time he is 8, he only needs help using the oven. This pattern of parental support is known as:

A) promoting equilibrium.
B) scaffolding.
C) bootstrapping.
D) accommodation.

Question 65

Children's use of language to plan their own behavior, especially when undertaking difficult tasks, is known as:

A) dialogic reading.
B) phonemic awareness.
C) cardinality.
D) private speech.

Question 66

The distance between what children can do independently and what they can do with assistance is known as:

A) zone of proximal development.
B) horizontal décalage.
C) logical inference.
D) preoperational space.

Question 67

Joyce wants to encourage play in the zone of proximal development for her nephew. Which present should she get him?

A) his favorite puzzle he does alone at preschool everyday
B) a science kit he can't do alone but could with the help of his mother
C) an educational video about his favorite topic-dinosaurs
D) a book he can read independently

Question 68

Jayne is learning to tie her shoes. Her mother sees her attempt to tie her shoes and hears her saying, "pull the strings tight. Make a loop. Twist it around and Pull!" This is an example of:

A) dialogic reading.
B) phonemic awareness.
C) cardinality.
D) private speech.

Question 69

An educational technique in which children work in small groups to solve problems or complete tasks is known as:

A) scaffolding.
B) zone of proximal development.
C) interpersonal learning.
D) cooperative learning.

Question 70

Vygotsky believed that when children worked on problems in small groups:

A) they did not learn as well because they could not use their own strategies.
B) they could do better work than any of the individuals could do alone.
C) it could be beneficial if one group is more advanced than the others.
D) it encouraged children to do more social than academic work.

Question 71

After working in small groups with other children, an individual child will:

A) need to relearn the problem using independent strategies.
B) be further behind, if they have low ability.
C) be able to do more advanced work.
D) have a hard time focusing on work.

Question 72

Throughout the preschool period, most children learn:

A) about five new words a month.
B) about five new words a week.
C) about five new words a day.
D) about ten new words a week.

Question 73

If you point to a car and say "car," a child will understand that is the word for car and not of the wheels. This is an example of:

A) the whole object assumption.
B) the mutual exclusivity bias.
C) syntactic bootstrapping.
D) overregularization.

Question 74

If you point to a novel object on top of a truck and say "zipple," a child will know the name applies to the novel object and not the known object. This is an example of:

A) the whole object assumption.
B) the mutual exclusivity bias.
C) syntactic bootstrapping.
D) overregularization.

Question 75

Sarah says, "The duck has two feets." This is an example of:

A) the whole object assumption.
B) the mutual exclusivity bias.
C) syntactic bootstrapping.
D) overregularization.

Question 76

Children's ability to use the grammatical information in language to help them work out the most likely meanings of new words is known as:

A) the whole object assumption.
B) the mutual exclusivity bias.
C) syntactic bootstrapping.
D) overregularization.

Question 77

The word cat can be made plural by adding an -s. This grammatical distinction is known as:

A) the whole object assumption.
B) the mutual exclusivity bias.
C) a morpheme.
D) overregularization.

Question 78

Children's ability to use word meanings to help them work out the most likely grammatical structure of new utterances is known as:

A) semantic bootstrapping.
B) the mutual exclusivity bias.
C) syntactic bootstrapping.
D) overregularization.

Question 79

Most children have accomplished nearly all of the grammatical distinctions of their language by:

A) 5 years.
B) 8 years.
C) 10 years.
D) 12 years.

Question 80

Adults who learned English as a second language make fewer grammatical errors if they learned English:

A) in adolescence.
B) in early childhood.
C) in an academic setting.
D) in conjunction with their entire family.