Deck 7: Cognitive Processes and Academic Skills

Question 1

The ability to use an effective memory strategy

A) does not change with age.
B) involves evaluating the effectiveness of a particular strategy for the task at hand.
C) does not influence how much one remembers.
D) is well-developed by the time children are seven years old.

Answer 1

B

Question 2

__________ involves the evaluation of a strategy to determine its effectiveness.

A) Rehearsal
B) Scripting
C) Summarizing
D) Monitoring

Answer 2

D

Question 3

Young babies are

A) not able to remember events at all.
B) able to remember events for only a few seconds.
C) able to remember events for only a few hours.
D) able to remember events for days or weeks.

Answer 3

D

Question 4

Activities that improve memory are called

A) memory strategies.
B) information processing.
C) sensory memory.
D) working memory.

Question 5

Elaboration is a memory strategy that involves

A) repetitively naming information that is to be remembered.
B) looking at or touching objects that are to be remembered.
C) placing related information together.
D) embellishing information to make it more memorable.

Question 6

One day Ellie takes her 2-month-old baby, Eric, to her friend's home and puts him in a rocking cradle. Eric soon learns that if he wiggles and waves his arms the cradle will rock. Several weeks later, Ellie and
Eric return to the friend's house. How would you expect Eric to respond when he is once again placed in
The cradle?

A) Eric will not remember the cradle at all from his previous visit and will behave as if it was the first time he had been in the cradle.
B) Eric is likely to remember the cradle and start wiggling and waving his arms as soon as he is placed in the cradle.
C) Eric is likely to remember how to make the cradle move only if Ellie gives him a cue by rocking the cradle right after he is put in it.
D) Eric is likely to remember how to make the cradle move, but will no longer be interested in making it move.

Question 7

Gene has discovered that even though he has underlined the most important information in the textbook, he does not know any of the material very well. What should he do?

A) He should determine the parts of the textbook he is not learning, and underline more in those parts of the textbook.
B) He should underline in a different color.
C) He should underline more selectively.
D) He should choose another memory strategy.

Question 8

Your friend is having a hard time remembering the main points of his psychology textbook. If he asks you to recommend a memory strategy, which one would you suggest?

A) Touch the sentences that contain the main points as you read them.
B) Read the sentences that contain the main points over and over.
C) Outline or write a summary of the main points.
D) Read the assigned twice.

Question 9

Which of the following is NOT involved in successful learning and remembering?

A) using rehearsal because it is the most effective memory strategy
B) identifying the goals of a memory problem
C) choosing an effective memory strategy
D) monitoring the effectiveness of the chosen memory strategy

Question 10

When Rovee-Collier and her colleagues attached a ribbon from a mobile to 2- to 3-month-old infants' legs, so infants learned to kick to make the mobile move, they found that when they returned to the babies' homes several days later the babies

A) had forgotten that kicking made the mobile move.
B) would still kick to make the mobile move.
C) had lost interest in the mobile.
D) would cry when they saw the mobile.

Question 11

After Tina outlined a

A) rehearsing
B) monitoring
C) scripting
D) distorting

Question 12

The brain structures primarily responsible for the initial storage of information - including the hippocampus and frontal cortex - seem to develop by

A) 3 months of age.
B) 6 months of age.
C) 12 months of age.
D) 2 years of age.

Question 13

Structuring information to be remembered, so that related information is placed together, is a memory strategy known as

A) organization.
B) rehearsal.
C) elaboration.
D) metacognition.

Question 14

As Wendy read her textbook, she wrote summaries of each section. When she met with her study group, she was able to answer many, but not all of the questions posed by her study group. What should she do next?

A) She should choose a different memory strategy.
B) She should keep using her current strategy, but concentrate on summarizing parts of the textbook she knows least well.
C) She should stop studying because she used an effective memory strategy and knows most of the material already.
D) She should stop going to the study group and study by herself.

Question 15

Which memory strategy is a preschooler most likely to use?

A) rehearsing information over and over
B) outlining information they are supposed to remember
C) summarizing information they are told to remember
D) looking at or touching a to-be-remembered object

Question 16

Rovee-Collier's experiments in which two- to three-month-month-old infants learned to kick to make a mobile move showed that 2- to 3-month-old infants

A) are not able to remember events from the past.
B) can remember events from the past for a few days or weeks, but over time will not be able to recall the event even if given a memory cue.
C) can remember events from the past for a few days or weeks, but over time will not be able to recall the event unless given a memory cue.
D) can remember events from the past for months without being given a memory cue.

Question 17

__________ is a strategy of repetitively naming information that is to be remembered.

A) Outlining
B) Rehearsal
C) Monitoring
D) Summarizing

Question 18

Four-year-old Jasmine is asked to remember objects on a tray that she is shown for one minute. During the minute she is shown the objects, Jasmine looks at and touches each object. Jasmine is

A) using a memory strategy.
B) using a script.
C) monitoring.
D) testing an alternate hypothesis.

Question 19

Preschool children typically use which of the following memory strategies?

A) they organize to-be-remembered information
B) they use rehearsal
C) they use elaboration.
D) they touch objects that they are asked to remember

Question 20

Carolyn Rovee-Collier's work on infant memory in which she taught infants to kick to make a crib mobile move indicated that

A) infants could not remember an event for more than a day or two.
B) after several weeks infants forgot how to move the mobile and they could not be reminded.
C) after several weeks infants had forgotten how to move the mobile, but a single reminder helped them to remember.
D) infants never forgot how to move the mobile.

Question 21

A memory structure used to describe the sequence in which events occur is referred to as

A) a script.
B) rehearsal.
C) monitoring.
D) repeated questioning.

Question 22

Knowledge and awareness of cognitive processes is referred to as

A) cognitive self-regulation.
B) memory strategies.
C) metacognitive knowledge.
D) metamemory.

Question 23

Scripts of events

A) can distort a child's memory for an event.
B) force children to remember every individual activity that is part of an event.
C) make remembering a specific event more difficult.
D) do not provide information about the sequence in which events occur.

Question 24

Jared loves dogs and knows a lot about them while his friend Joe does not. If you asked each of them to remember a list of dog breeds and a list of unrelated words, what would you expect to find?

A) Jared would recall more dog breeds than Joe, but they would both remember about the same number of unrelated words.
B) Jared would recall more dog breeds and more unrelated words than Joe.
C) Jared and Joe would recall the about the same number of dog breeds and unrelated words.
D) Jared would recall more dog breeds than Joe, but Joe would recall more unrelated words than Jared.

Question 25

__________ refers to people's memory of the significant events and experiences of their own lives.

A) Infantile amnesia
B) Sensory store
C) Automatic processing
D) Autobiographical memory

Question 26

Seventeen-year-old Jalen remembers the day he met his best friend in grade school, the first day of high school, and the day he got his drivers license. This information is part of his

A) sensory store.
B) working memory.
C) autobiographical memory.
D) infantile amnesia.

Question 27

Autobiographical memory typically begins in

A) infancy.
B) the preschool years.
C) the school-age years.
D) adolescence.

Question 28

When Chi asked child chess experts and adult chess novices to remember sequences of numbers and positions of chess pieces on a chess board, she found that

A) child chess experts remembered more number sequences and more chess piece patterns than adult chess novices did.
B) adult chess novices remembered more number sequences and more chess piece patterns than child chess experts did.
C) adult chess novices remembered more number sequences, but child chess experts remembered more chess piece patterns.
D) child chess experts remembered more number sequences, but adult chess novices remembered more chess piece patterns.

Question 29

After Jake set the table, his mother asked him whether he had put napkins on the table. Even though he hadn't, Jake replied "yes" and believed he had because he knew that putting napkins on the table was part of what he always did when he set the table. Jake's distorted memory is best explained as

A) the result of remembering a script.
B) being due to the small capacity of his working memory.
C) a result of poorly organized knowledge.
D) intentional lying.

Question 30

Which of the following is CORRECT regarding the fuzzy trace theory and memory errors?

A) Younger children are more likely than older children and adolescents to remember the gist, which is why younger children are more prone to memory errors.
B) Older children and adolescents are more likely than younger children to remember verbatim, rather than the gist, which is why older children and adolescents often have memory errors.
C) Younger children are more likely than older children and adolescents to remember verbatim, rather than the gist, which is why younger children are more prone to memory errors.
D) Older children and adolescents are more likely than younger children to remember the gist, rather than verbatim, which is why older children and adolescents often have memory errors.

Question 31

Which of the following is correct about learning strategies in childhood?

A) Most children spontaneously master learning strategies.
B) Children can be taught how to use strategies effectively.
C) Strategies for effective learning and memory are not used until late adolescence.
D) The use of learning strategies has little impact on academic skills like reading comprehension.

Question 32

Which of the following does NOT accurately describe the impact of scripts on memory?

A) In trying to recall an event that fits a script, children can retrieve the script and use it to organize recall of the event.
B) Experiences that do not conform to the script may be forgotten or distorted.
C) Children may "remember" events because they are part of the script, not because they were actually experienced.
D) Memory distortions are particularly likely when children are recounting the first experience of a new activity.

Question 33

Psychologists often characterize children's knowledge in terms of a network in which

A) the entries are unrelated to one another.
B) younger children have fewer entries, but more connecting links.
C) information is organized for adults, but not for children.
D) younger children have fewer entries and fewer and weaker connecting links.

Question 34

Monitoring effective strategy use

A) is done equally by all age children.
B) improves gradually with age.
C) does not occur until the high school years.
D) is no longer necessary by the high school years.

Question 35

Research by Chi with child chess experts and adult chess novices has shown that

A) knowledge within a particular area does not influence memory performance.
B) adults' memories are better than children's even when children have expert knowledge in a particular area.
C) knowledge in a particular area organizes and gives meaning to new information.
D) child chess experts could not remember more chess pieces than adult chess novices.

Question 36

Skill at identifying goals, selecting effective strategies, and monitoring accurately is known as

A) metacognitive knowledge.
B) cognitive self-regulation.
C) metamemory.
D) automatic processing.

Question 37

Chi's study comparing memory in child chess experts and adult chess novices demonstrated

A) the effect of knowledge on memory.
B) how scripts influence memory.
C) the susceptibility of preschoolers' memories to suggestions.
D) the effectiveness of the rehearsal memory strategy.

Question 38

A child's informal understanding of memory is called

A) metamemory.
B) metacognitive knowledge.
C) cognitive self-regulation.
D) a memory strategy.

Question 39

Knowledge that helps organize information and give it meaning

A) decreases with age.
B) increases with age.
C) does not change with age.
D) does not influence memory.

Question 40

Melody has eaten at fast food restaurants many times. She remembers that first you wait in line, then you order your food, pay for it, carry it to a table, eat, and finally, throw away your trash. Melody's knowledge about the events that typically occur when eating at a fast food restaurant is best described as

A) a script.
B) monitoring.
C) rehearsal.
D) working memory.

Question 41

When Edna saw the words "Push the red button," she pushed the red button. Edna demonstrated

A) word decoding.
B) comprehension.
C) word decoding and comprehension.
D) neither word decoding nor comprehension.

Question 42

When experiments are combined instead of evaluated independently - so that the results are ambiguous, they are said to be

A) valid.
B) reliable.
C) confounded.
D) longitudinal.

Question 43

To obtain reliable testimony from preschoolers

A) interviewers should pursue only one explanation for what happened.
B) children should be encouraged to first describe the event in their own words.
C) children should be questioned repeatedly on a single issue.
D) adults should suggest possible events to cue the child's memory.

Question 44

__________ is the process of identifying a unique pattern of letters.

A) Comprehension
B) Word decoding
C) The cardinality principle
D) Phonological awareness

Question 45

____________ transform the information in a problem into mental representation.

A) Decoding processes
B) Encoding processes
C) Mental strategies
D) Automatic processes

Question 46

The process of extracting meaning from a sequence of words is referred to as

A) word recognition.
B) phonological awareness.
C) the one-to-one principle.
D) comprehension.

Question 47

Rules of thumb that do not guarantee a solution, but are often useful in solving a range of problems are known as

A) encoding processes.
B) decoding processes.
C) means-ends analysis.
D) heuristics.

Question 48

Which of the following is the reason why young children sometimes fail to solve problems?

A) Because young children often believe - unrealistically - that they can solve a problem by boldly forging ahead, without an explicit plan.
B) Because planning is hard work and if young children find that their plans often fail, they may see little point in investing the effort.
C) Because young children may expect parents and other adults to solve complex problems for them.
D) All of the above are reasons why children sometimes fail to solve problems.

Question 49

Four-year-old Heather is repeatedly questioned about an incident on the playground where a stranger approached her. She is likely to

A) have no memory of the incident.
B) confuse what really happened with what others suggest may have happened.
C) clearly differentiate between what really happened and what others suggest may have happened.
D) believe that adult questioners are deliberately trying to confuse her when they suggest something other than what she reported may actually have happened.

Question 50

Some conspicuous faults that children have with scientific problem solving include all of the following EXCEPT

A) they often devise experiments in which variables are confounded.
B) they often use automatic processes, instead of encoding processes.
C) they often reach conclusions prematurely, basing them on too little evidence.
D) they often have difficulty integrating theory and data.

Question 51

The inability to recall events from infancy is referred to as

A) infantile amnesia.
B) autobiographical memory.
C) sensory store.
D) an inhibitory process.

Question 52

Ten-year-old Amy was born in Minnesota, then moved to Florida when she was 2 years old. Although she lived through many blizzards when in Minnesota, she can't remember ever seeing snow. What concept best explains this situation?

A) autobiographical memory
B) a script
C) infantile amnesia
D) repeated questioning

Question 53

Your 4-year-old daughter is going to testify in court about an event she witnessed. What could you do to make her testimony as reliable as possible?

A) Avoid questioning her repeatedly on a single issue.
B) Tell her everything you know about the personalities of the individuals she witnessed.
C) Do not give her more than one possible explanation of what happened.
D) Tell her not to correct the interviewers when they say something incorrect.

Question 54

A baby who pulls a cloth toward herself to achieve the main goal of grabbing a toy is demonstrating

A) means-ends analysis.
B) memory.
C) object permanence.
D) automatic processes.

Question 55

Infantile amnesia

A) means that adults can remember many events that occurred in their lives before the age of 3 years.
B) means that infants are not able to form memories.
C) may be related to the young child's well-developed sense of self.
D) may be related to an individual's changing language ability.

Question 56

Peer collaboration is often unproductive. Which of the following is NOT one of the reasons why peer collaboration may fail?

A) Collaboration involving young children often fails because young children may lack the social and linguistic skills need to work as part of a team.
B) Collaboration involving young children often fails because the problems are so difficult that neither child has a clue about how to proceed.
C) Collaboration involving young children often fails because both children are invested in solving the problem, so there is competition for who should get to do the majority of the work.
D) Collaboration involving young children often fails because children are often exposed to instruction, which emphasizes individual achievement rather than collaboration.

Question 57

All of the following are factors that contribute to young children's failure to use prior planning to solve problems EXCEPT

A) young children may believe that they don't need an explicit plan to solve a problem.
B) planning is hard work that young children may not be willing to invest in.
C) planning requires encoding processes, which young children don't possess.
D) young children may expect parents and adults to solve complex problems for them.

Question 58

Being able to hear the distinctive sounds made by different letters is called

A) comprehension.
B) word decoding.
C) the stable-order principle.
D) phonological awareness.

Question 59

As a general rule, as children get older, they solve problems

A) more often and more effectively.
B) more often, but less effectively.
C) less often, but more effectively.
D) less often and less effectively.

Question 60

Reliable testimony from preschoolers is often hard to get. Which of the following is NOT one of the explanations for the difficulties with eyewitness testimony in children?

A) Over the course of repeated questioning, children may confuse what actually happened with what others suggest may have happened.
B) Children's memories can be tainted simply by overhearing others describe events.
C) Young children often lie to protect their feelings.
D) Young children are not particularly skilled at source monitoring - recalling who did or said what.

Question 61

A group of teachers is discussing how children read. Which of them made a TRUE statement?

A) Hester, who said beginning readers sound words out, but advanced readers always retrieve words from memory.
B) Fran, who said advanced readers sound words out and only beginning readers use memory retrieval.
C) Carolyn, who said that as readers become more skilled, they sound out fewer words and retrieve more words from memory, but will still sound out unfamiliar words.
D) Mary, who said sounding out words is quicker than retrieving words from memory.

Question 62

Six-month-old infants

A) cannot distinguish one object from two objects.
B) use the one-to-one principle.
C) can distinguish two objects from three objects.
D) do not seem to be sensitive to quantity as a characteristic of stimuli.

Question 63

Which of the following is NOT a reason for the improvements in writing that occur as children mature?

A) As children mature, they gain more knowledge about the world and, therefore, have more to tell others in their writing.
B) Adolescents use a knowledge-telling strategy and young children use a knowledge- transforming strategy when writing.
C) Older children need to concentrate less on the mechanical requirements
D) As children develop, they have greater skill in revising and editing their writing.
E)g., printing, spelling, punctuation) than do younger children.

Question 64

The one-to-one principle states

A) that the last number name differs from the previous ones in a counting sequence by denoting the number of objects.
B) that number names must be counted in the same order.
C) that there must be one and only one number name for each object that is counted.
D) the conventional sequence of the number names.

Question 65

According to Gelman and Meck, the one-to-one principle, the stable-order principle, and the cardinality principle are usually mastered by

A) 5 months of age.
B) 1 year of age.
C) 3 years of age.
D) 5 years of age.

Question 66

Which of the following is NOT a factor that contributes to improved reading comprehension with age?

A) Increases in working memory capacity with age.
B) Increased general knowledge about the world with age.
C) Lower levels of comprehension monitoring with age.
D) Selecting more appropriate reading strategies with age.

Question 67

Which of the following kindergartners will be most likely to learn to read more easily?

A) Erik, who cannot identify words that rhyme and words that don't rhyme.
B) Siu-lan, who does not know most of the letters of the alphabet.
C) Sholonda, whose parents read rhymes to her.
D) Justin, who cannot identify the first, middle, or last sounds found in short words.

Question 68

When writing, young children are more likely to use __________ strategies whereas adolescents more often use __________ strategies.

A) phonological; propositional
B) prepositional; phonological
C) knowledge-telling; knowledge-transforming
D) knowledge-transforming; knowledge-telling

Question 69

By about ________ of age, infants are able to distinguish two objects from three.

A) 1 month
B) 5 months
C) 18 months
D) 2 years

Question 70

Morris said the words cat, hat, dog, and bat and asked Alana which word did not rhyme with the others. Dr. Morris appears to be interested in Alana's

A) comprehension.
B) phonological awareness.
C) word decoding.
D) propositions.

Question 71

Infants are able to distinguish differences in quantity because

A) they are able to count objects.
B) adults tell them how many objects there are.
C) their perceptual system is sensitive to quantity as a characteristic of stimuli.
D) they understand the one-to-one principle.

Question 72

As children get older, their writing improves because

A) they have more general knowledge about the world.
B) they begin to write down information directly as they retrieve it from memory.
C) they spend more time on the mechanical aspects of writing.
D) they don't revise their writing as much as they did when younger.

Question 73

Which of the following is a factor that contributes to improved reading comprehension with age?

A) Children's knowledge of their world increases, so they understand more of what they read.
B) Working memory capacity decreases, which makes identifying propositions more difficult.
C) Younger readers are more likely to reread passages that they find confusing or difficult.
D) Younger readers are better able to select a reading strategy that fits the material being read.

Question 74

You show 6-month-old Zachary many pictures of two objects. At first he looks at each picture for several seconds, but after several are shown he just glances at each briefly then looks away. Then you show him a picture of three objects. What would you expect him to do?

A) Look at the picture briefly then look away, because to him it looks just like a picture with two objects.
B) Look at the picture with renewed interest for several seconds, because he will recognize that three objects are different from two objects.
C) Look at the picture and say, "1, 2, 3."
D) Start crying and refuse to look at the picture because it is unfamiliar.

Question 75

Phonological awareness

A) is related to success in learning to read.
B) cannot be improved by reading to a child.
C) does not occur until after a child has learned to read.
D) is the process of extracting meaning from words.

Question 76

When 14-year-old Allison writes a story, she first decides what she wants to write about and then thinks about how she could most effectively organize the information to get her ideas across to the reader. Allison uses a __________ writing strategy.

A) knowledge-transforming
B) knowledge-telling
C) word recognition
D) comprehension

Question 77

"Sounding out" words

A) is more common in older readers than in beginning readers.
B) is commonly done by beginning readers.
C) hinders reading ability.
D) involves recognizing words through direct retrieval from long-term memory.

Question 78

Older children write better than younger children because

A) they have less knowledge about the world.
B) they have mastered the mechanical aspects of writing.
C) they organize their writing as they retrieve it, often without an obvious structure.
D) they don't revise it.

Question 79

When Kelly saw the word hat, she said, "H-h-h-h-a-a-a-t-t-t!" Kelly appeared to use ________ to recognize the word hat.

A) direct retrieval
B) context cues
C) comprehension
D) sounding out

Question 80

When parents read rhyming stories, such as those written by Dr. Seuss, to their children, their

A) children's phonological awareness decreases.
B) children usually become bored and learn to dislike reading.
C) children may enjoy it but their reading skills will not improve.
D) children learn how to read easier.