Deck 11: Schooling and Cognitive Development

Question 1

Contemporary theory proposes that the representation of nonsymbolic quantities is performed by the approximate number system, an intuitive, nonsymbolic system for thinking about quantities.

Answer 1

True

Question 2

Siegler and Lortie-Forgues (2014) propose that numerical development involves four major acquisitions according to their integrative theory of numerical development. Which of the following is not one of the four major acquisitions:

A) representing with increasing precision non-symbolic numbers
B) linking non-symbolic and symbolic numerical representations
C) extending the range of numbers that can be accurately represented
D) representing only whole numbers

Answer 2

D

Question 3

Mothers and fathers who read to their children have:

A) children with better cognitive and reading abilities but not language abilities.
B) children with better language, cognitive, and reading abilities.
C) children with better language and reading abilities but not cognitive abilities.
D) children with better reading abilities but not language or cognitive abilities.

Answer 3

B

Question 4

Phonemic awareness is the knowledge that words consists of separable sounds.

Question 5

English uses 60 phonemes, but 2,000 different letter combinations are needed to completely represent these sounds.

Question 6

English has what is called a low ornithography, meaning the spelling system for converting letters into sounds it irregular, with there being 1-2 ways in which some letters combinations can be sounded out.

Question 7

Procedural knowledge refers to the use of basic operations involved in solving a math problem, such as the strategies used in addition and subtraction.

Question 8

According to Diane Halpern (1997), it was concluded that females, on average:

A) perform equally as males do on tasks that require rapid access to and use of phonological and semantic information in long-term memory.
B) perform better than males do on tasks that require rapid access to and use of phonological and semantic information in long-term memory.
C) perform better than males do on tasks that do not require rapid access to and use of phonological and semantic information in short-term memory.
D) perform equally better as males do on tasks that do not require rapid access to and use of phonological and semantic information in short-term memory.

Question 9

The Matthew effect is an effect in which the difference between good and poor readers increases over time. The name comes from the New Testament's Book of Matthew, which makes the observation that the rich get rich and the poor get poorer.

Question 10

The American Academy of Pediatrics (2014) advises that all parents should read age-appropriate books aloud to their children, beginning in infancy, to promote language and preliteracy skills.

Question 11

According to Maccoby and Jacklin (1974), female superiority on verbal tasks has been one of the more solidly established generalizations in the field of gender differences.

Question 12

The results of a 2011 longitudinal study of nearly 4,000 students revealed that children who had not become proficient readers by the end of the third grade were

A) 4 times more likely to drop out of school than proficient readers.
B) 6 times more likely to drop out of school than proficient readers.
C) 8 times more likely to drop out of school than proficient readers.
D) 0 times more likely to drop out of school than proficient readers because the effects are not seen until fourth grade.

Question 13

With regard to RAN it has been determined that speed really doesn't matter and children in general who can articulate series of individual items display greater reading fluency than other children.

Question 14

Siegler's and Lortie-Forgues's (2014) integrative theory of numerical development suggests that mathematical development can be explained by the continuing growth of understanding of numerical magnitudes, beginning with intuitive and nonsymbolic representations of numbers through are advanced mathematics including fractions and negative numbers.

Question 15

Hulme and Snowling (2013) examined the cognitive processes underlying early reading skills in alphabetic languages using evidence from all of the following except:

A) comprehension related studies of 1st graders.
B) comparisons of children with and without reading disabilities.
C) training studies that look at the effect that instruction in a particular skill has on improvements in children's reading proficiency.
D) longitudinal studies examining the early cognitive abilities that predict later reading ability.

Question 16

Rapid automatized naming (RAN) refers to the ability to rapidly name as many familiar items (words, numbers, colors, digits) as possible. Many studies have reported significant relations between RAN all of the following except:

A) reading fluency for children over a broad age range.
B) between children with and without reading disabilities.
C) with "faster" children displaying better reading abilities.
D) with "faster" children not displaying any significant change.

Question 17

The American Academy of Pediatrics (2014) advises that all parents should read age-appropriate books aloud to their children to promote language and pre literacy skills beginning:

A) by 6 months of age.
B) by their first birthday.
C) by 4 months of age.
D) in infancy.

Question 18

Hulme and Snowling (2013) examined the cognitive processes underlying early reading skills in alphabetic languages and identified the following three "cognitive foundation" skills for early reading except for:

A) letter knowledge.
B) numeral awareness.
C) phonemic awareness.
D) rapid automatized naming.

Question 19

The relationship between working memory and reading comprehension was demonstrated in a longitudinal study that followed children ages 8-11 years (Cain et al., 2004). The researchers reported that:

A) individual differences in working memory predicted subsequent levels of reading comprehension independent of children's vocabulary and general reading abilities.
B) individual differences in working memory could not predict subsequent levels of reading comprehension.
C) individual differences in working memory could only predict accuracy of children's vocabulary.
D) individual differences in working memory were related to differences in short-term memory only.

Question 20

Which three levels of children who receive instruction in phonemic awareness show enhanced early reading ability relative to children not given such instruction?

A) infancy, preschool, and kindergarten
B) preschool, kindergarten, and first-grade children
C) kindergarten, first-grade, and second-grade children
D) infancy, children without learning disabilities, and children with learning disabilities

Question 21

Briefly explain the phenomenon regarding sex differences in brain structure or function with regard to sex differences in reading and verbal abilities.

Question 22

Discuss in detail and provide examples of the three stages in the acquisition of the conservation of number as proposed by Piaget.

Question 23

Children become better readers the more they read. This results in an interesting phenomenon called the Matthew effect, in which the difference between good and poor readers increases over time. Please explain this effect in detail.

Question 24

Describe in detail the stages of learning to read.

Question 25

Discuss in detail the nine components of emergent literacy proposed by Whitehurst and Lonigan (1998) and provide examples of each.