Deck 5: Cognitive and Language Development

Question 1

Piaget suggested that children take information from the world around them and organize them into cognitive structures that he called:

A) circular reactions.
B) representations.
C) schemas.
D) accommodations.

Answer 1

schemas.

Question 2

When children encounter something in their environment that is so new that they can not fit it into their current schemas, they must use:

A) assimilation.
B) accommodation.
C) circular reaction.
D) equilibration.

Answer 2

accommodation.

Question 3

When children encounter something in their environment that is similar to information in their current schemas, they use

A) assimilation.
B) accommodation.
C) circular reaction.
D) equilibration.

Answer 3

assimilation.

Question 4

In John's current schema about firefighters is the idea that all firefighters are male. One day he meets a female firefighter. His schema changes to include the new information, which is known as:

A) assimilation.
B) accommodation.
C) circular reaction.
D) equilibration.

Question 5

In Piaget's theory, the process that maintains balance in cognitive structures through the joint operation of accommodation and assimilation is known as:

A) circular reactions.
B) cognitive schemas.
C) equilibration.
D) coordination of schemes.

Question 6

As children gather more and more information from their environment it becomes difficult to assimilate it all into current schemas. Children then must accommodate their schemas to fit the new information. Piaget called this process:

A) circular reactions.
B) cognitive schemas.
C) equilibration.
D) coordination of schemes.

Question 7

Sandy can't reach a book on her bed so she pulls the blanket and the book comes to her. This is example of which of Piaget's stages?

A) secondary circular reactions
B) coordination of secondary circular reactions
C) tertiary circular reactions
D) mental combinations

Question 8

Susan turns her head toward her mother who has just stroked her cheek. She is in which of Piaget's stages?

A) reflexes
B) primary circular reactions
C) secondary circular reactions
D) coordination of secondary circular reactions

Question 9

Two-month-old Sammy sucks his thumb between meals, which is an example of:

A) reflexes.
B) primary circular reactions.
C) secondary circular reactions.
D) coordination of secondary circular reactions.

Question 10

Piaget believed that primary circular reactions served to:

A) reduce infants' reflexive behaviors.
B) prolong the use of reflexive behaviors.
C) practice intentional behaviors.
D) draw parents' attention.

Question 11

Henry has discovered that banging his spoon against his plate makes an interesting noise. He bangs the spoon repeatedly through dinnertime. This is an example of behaviors in which of Piaget's stages?

A) reflexes
B) primary circular reactions
C) secondary circular reactions
D) coordination of secondary circular reactions

Question 12

An infant who first realizes that she has the ability to "make interesting sights last" is in which of Piaget's stages?

A) reflexes
B) primary circular reactions
C) secondary circular reactions
D) coordination of secondary circular reactions

Question 13

Piaget's stage at which infants learn to perform new kinds of actions by combining two or more secondary circular reactions is known as:

A) primary circular reactions.
B) coordination of secondary circular reactions.
C) tertiary circular reactions.
D) mental combinations.

Question 14

Katie bangs her spoon onto her high chair tray to make a noise and then bangs the spoon into her applesauce to make a splash. These behaviors are typical of infants in which of Piaget's stage?

A) reflexes
B) primary circular reactions
C) secondary circular reactions
D) coordination of secondary circular reactions

Question 15

By 9 months, infants are in which of Piaget's cognitive stages?

A) reflexes
B) primary circular reactions
C) secondary circular reactions
D) coordination of secondary circular reactions

Question 16

The stage in which children become what Piaget called "little scientists" as they work to solve problems on their own.

A) secondary circular reactions
B) coordination of secondary circular reactions
C) tertiary circular reactions
D) mental combinations

Question 17

When children begin to invent new behaviors by trial and error in order to achieve their goals, they are in the stage that Piaget called:

A) secondary circular reactions.
B) coordination of secondary circular reactions.
C) tertiary circular reactions.
D) mental combinations.

Question 18

When children can begin to think about solutions to problems mentally without trial and error, they are in the stage that Piaget called:

A) secondary circular reactions.
B) coordination of secondary circular reactions.
C) tertiary circular reactions.
D) mental combinations.

Question 19

David is pretending to eat food from an empty bowl. He is in which of Piaget's cognitive stages?

A) secondary circular reactions
B) coordination of secondary circular reactions
C) tertiary circular reactions
D) mental combinations

Question 20

Bobby watched the children at his older sister's birthday party hit a piñ ata with a stick. The next day when playing outside, Bobby picks up a stick and hits the tree that had held the piñ ata. This is an example of:

A) object permanence.
B) deferred imitation.
C) primary circular reaction.
D) attentional processing.

Question 21

In the past, when Sam's daughter wanted to play with his cell phone, he would hide it from her view. Today, when Sam hid the phone, his daughter kept crying for it, reaching for it, and looking for it. She has developed:

A) primary circular reactions.
B) object permanence.
C) deferred imitation.
D) attentional processing.

Question 22

When older infants enjoy a game of peek-a-boo, they are practicing which new cognitive skill?

A) primary circular reactions
B) object permanence
C) deferred imitation
D) attentional processing

Question 23

Ballargean's infant test in which an infant watched a moving screen either pass through or stop on an object suggested that:

A) infants achieve depth perception earlier than Piaget's developmental stages suggested.
B) infants look longer at hidden objects.
C) infants have a sense of object permanence earlier than Piaget suggested.
D) infants look longer at moving objects.

Question 24

Which study uses the violation-of-expectation paradigm?

A) Piaget's test of object permanence
B) Ballargean's screen test
C) Abecedarian Project
D) Clark's bilingual experiment

Question 25

According to Ballargean, object permanence can be seen in infants as young as:

A) newborns.
B) 2 or 3 months.
C) 7 or 8 months.
D) 12 months.

Question 26

There is new evidence that development in understanding object permanence is associated with maturation of:

A) language.
B) visual acuity.
C) reaching ability.
D) frontal lobes.

Question 27

Which is not one of the six substages of Piaget's sensorimotor stage?

A) reflexes
B) secondary circular reactions
C) object permanence
D) mental combinations

Question 28

A perspective on cognitive development that emphasizes the flow of information through the mind is:

A) information processing theory.
B) social learning theory.
C) core knowledge theory.
D) sociocultural theory.

Question 29

Which type of theorists compares the working of the human mind to information moving through a computer?

A) information processing theorists
B) social learning theorists
C) core knowledge theorists
D) sociocultural theorists

Question 30

By 4 months, infants are able to categorize by all except:

A) size.
B) shape.
C) gender.
D) function.

Question 31

Dishabituation trials having given researchers insight in what cognitive development?

A) object permanence
B) deferred imitation
C) categorization
D) concepts of number

Question 32

Josh watches his brother play by loading marbles into a toy truck. Later, when he found the marbles, he loaded them into his toy train. This indicates that he understands:

A) that certain objects are associated with categories.
B) the violation-of-expectation paradigm.
C) symbolic systems.
D) concepts of number.

Question 33

Carolyn Rovee-Collier is best known for her work on:

A) infants' development of object permanence.
B) infants' memory skills.
C) infants' language development.
D) infants' concept of numbers.

Question 34

In Rovee-Collier's memory experiment, infants showed memory skills if they:

A) kicked a lot when the ribbon was attached to the mobile.
B) after a delay, kicked above the baseline rate.
C) after a delay, kicked below the baseline rate.
D) habituated to the familiar mobile.

Question 35

How old are infants who kicked above baseline rates in the ribbon/mobile technique after a 3-month delay?

A) 2 to 3 months
B) 6 months
C) 12 months
D) 18 months

Question 36

In Rovee-Collier's memory experiments, very young infants' memories were:

A) unpredictable.
B) context dependant.
C) only recall memories.
D) language-dependant.

Question 37

Compared to younger infants, older infants' recognition memories seem to be more:

A) flexible.
B) action-oriented.
C) language-dependant.
D) unpredictable.

Question 38

At the grocery store, Tommy sees a cereal that he remembers eating with his grandpa. This is an example of:

A) recall memory.
B) recognition memory.
C) social memory.
D) symbolic memory.

Question 39

When Tommy comes home from day care, his mom asks him who he played with today and he responds, "Justin." This is an example of:

A) recall memory.
B) recognition memory.
C) social memory.
D) symbolic memory.

Question 40

In Bauer's recall memory experiments, 20-month-old infants remembered a two-step sequence after a delay of:

A) 1 day.
B) 1 week.
C) 1 month.
D) 12 months.

Question 41

Failures in recall memory seem to be associated with:

A) language development.
B) motor development.
C) social development.
D) neurological development.

Question 42

When Joey's mom reads him a book that includes a photograph of grapes, he tries to grab them. This reflects Joey's:

A) imagination.
B) limited language skills.
C) limited symbolic understanding.
D) experience with books.

Question 43

For younger infants, the more realistic the representation:

A) the easier it was for infants to understand its symbolic nature.
B) the more difficult it was for infants to understand its symbolic nature.
C) the more appealing it was for infants to look at.
D) the less appealing it was for infants to look at.

Question 44

An approach to the study of cognitive development that suggests infants are born with innate knowledge in certain specific domains is known as:

A) information processing theory.
B) social learning theory.
C) core knowledge theory.
D) sociocultural theory.

Question 45

Which type of theorist would see the infant as a "product of evolution"?

A) information processing theorists
B) social learning theorists
C) core knowledge theorists
D) sociocultural theorists

Question 46

Infants look longer at an object floating in mid-air. Core knowledge theorists suggest that this is because:

A) it is an unusual sight and infants are drawn to new stimuli.
B) infants expect it to move and they are drawn to dynamic stimuli.
C) infants have a rudimentary knowledge of gravity and are surprised.
D) infants have complex imaginations and symbolic understanding.

Question 47

Karen Wynn showed that in her puppet scenario infants looked longer at the impossible outcome. She argues that this indicates that:

A) infants have an innate sense of gravity.
B) infants have an innate sense of arithmetic.
C) infants have an innate sense of language.
D) infants understand force and balance.

Question 48

Some critics of Wynn's work suggest that her research is limited because:

A) her sample size was very small.
B) her results can be explained with more simple infant processes.
C) parents may have influenced their children's behavior during the procedure.
D) her results don't generalize to other samples.

Question 49

The theoretical perspective that focuses on children's learning that occurs in the context of relationships with other people is known as:

A) information processing theory.
B) social learning theory.
C) core knowledge theory.
D) sociocultural theory.

Question 50

Spencer is making cookies with his grandmother for an upcoming family holiday. As they measure the flour, Spencer learns about counting and also learns some new words. This is example of a type of learning that which theorists find to be primary?

A) information processing theorists
B) social learning theorists
C) core knowledge theorists
D) sociocultural theorists

Question 51

Sarah and her mom are taking a walk. Sarah's mom says a new word, "cardinal." Sarah follows her mother's gaze and sees a red bird. What important phenomenon is happening with Sarah and her mom?

A) joint attention
B) scaffolding
C) mental combinations
D) mutual gaze

Question 52

Which theoretical perspective does not view the child as an individual learner?

A) information processing theory
B) Piagetian theory
C) core knowledge theory
D) sociocultural theory

Question 53

Parents often repeat what a toddler says and help them remember words important to the conversation. Sociocultural theorists would call this:

A) joint attention.
B) scaffolding.
C) fast-mapping.
D) overextensions.

Question 54

Which is not a normative developmental milestone for 12-month-old infants?

A) finds hidden object easily
B) imitates common gestures
C) looks at correct picture when image is named
D) begins to show pretend play

Question 55

On IQ tests, a score of 110 indicates:

A) above average intelligence.
B) below average intelligence.
C) average intelligence.
D) incredibly high intelligence.

Question 56

Developmental quotients in infancy may be good at:

A) predicting school success.
B) screening children in high-risk populations.
C) predicting occupational success.
D) predicting autism.

Question 57

IQ in childhood may be predicted by:

A) speed of cognitive processes in infancy.
B) age when completed motor milestones (crawling, walking).
C) language development in infancy.
D) Developmental quotient scores in infancy.

Question 58

What is the strongest predictor of preschool IQ?

A) speed of processing in infancy
B) quality of parent-child interactions
C) quality of day care
D) timing of developmental milestone achievements

Question 59

The HOME Inventory for Toddlers and Infants is designed to measure:

A) the safety and protection from teratogens found in the home.
B) the stimulation in the home to increase the quality of relationships.
C) the stimulation in the home to increase cognitive development.
D) parents' knowledge of child development.

Question 60

According to studies using the HOME inventory, differences in cognitive growth between low-income and middle-income families can be explained primarily by:

A) practice with academic testing.
B) cognitive stimulation in the home.
C) parental stress.
D) genetics.

Question 61

The Abecedarian Project focuses on improving:

A) parents' financial support and planning.
B) parents' access to community resources.
C) parents' ability to provide a cognitively stimulating environment.
D) parents' use of positive discipline.

Question 62

The results of the Abecedarian suggest that early intervention programs:

A) have only short-term results.
B) can improve children's IQ through elementary school.
C) can improve children's IQ through adulthood.
D) does not work for high-risk families.

Question 63

The Abecedarian project improved children's IQ scores, which was its original goal. What was not another effect of children's participation in the project?

A) reduced teen pregnancy
B) reduced use of illegal drugs
C) better school achievement
D) closer peer relationships

Question 64

Which is one limitation to generalizing findings from the Abecedarian project?

A) parents may not be willing to participate
B) it may not work as well with low-income families
C) high-quality programs are not accessible to everyone
D) the effects may not last into adulthood

Question 65

Chomsky proposed that humans have an innate mental structure that allows language learning to occur. He called this structure:

A) Language Acquisition Device.
B) neural networks.
C) universal grammar.
D) core knowledge.

Question 66

According to which theory of language development do children learn language through repeated pairings of words and objects and through rewards received for using words correctly?

A) Behaviorist Theories
B) Nativist Theories
C) Social Interactionist Theories
D) Connectionist Theories

Question 67

Children's grammatical errors are often unique and children never hear adults making the mistakes they make. This evidence is counter to which theory?

A) Behaviorist Theories
B) Nativist Theories
C) Social Interactionist Theories
D) Connectionist Theories

Question 68

A theoretical perspective that focuses on innate abilities for children to organize and understand language quickly is known as:

A) Behaviorist Theory.
B) Nativist Theory.
C) Social Interactionist Theory.
D) Connectionist Theory.

Question 69

According to Chomsky, universal grammar is:

A) a basic set of properties and rules that apply to all languages.
B) a simplified language that anyone around the world could learn quickly.
C) the simple and melodic language that adults use with children.
D) the common grammatical mistakes that children make.

Question 70

Infants learn language in a predictable sequence in all kinds of families, all over the world. This evidence supports which theory of language development?

A) Behaviorist Theory
B) Nativist Theory
C) Social Interactionist Theory
D) Connectionist Theory

Question 71

Research indicates that if deaf toddlers are not exposed to sign language will:

A) try to make sounds.
B) create their own signs.
C) not learn signs later.
D) fall behind cognitively.

Question 72

Which part of the brain is not heavily involved in language learning?

A) Broca's area
B) Striate cortex
C) Wernicke's area
D) Angular gyrus

Question 73

Theorists who argue that language development occurs in cultural context and that language is used mainly as a tool in relationships.

A) Behaviorist Theory
B) Nativist Theory
C) Social Interactionist Theory
D) Connectionist Theory

Question 74

The theory that linguistic development results from strengthening of existing networks and neural connections in the brain is known as:

A) Behaviorist Theory.
B) Nativist Theory.
C) Social Interactionist Theory.
D) Connectionist View of Language Development

Question 75

Research has indicated that babies develop knowledge of patterns of language by understanding the likelihood that one stimuli will follow another one. This is known as:

A) fast-mapping.
B) babbling.
C) expressive pattern.
D) statistical learning.

Question 76

Steven sits in his high chair at dinner time and says, "Ga ga ga ga." He is:

A) cooing.
B) babbling.
C) fast-mapping.
D) using telegraphic speech.

Question 77

A vocal behavior of infants that involves the repetition of vowel sounds is known as:

A) cooing.
B) babbling.
C) child-directed speech.
D) crying.

Question 78

English-speaking infants learn which type of words first?

A) verbs
B) adjectives
C) nouns
D) There is no pattern in language learning

Question 79

Children's pattern of language learning, whether expressive or referential, seems to be associated with:

A) speed of language acquisition.
B) children's gender.
C) parents' speech patterns.
D) availability of books.

Question 80

Sydney points to the moon and says "star." This is an example of:

A) an expressive pattern.
B) a referential pattern.
C) an overextension.
D) an underextension.