Deck 13: Cognitive Development Throughout the Lifespan

Question 1

Studies on infants' recognition of their mothers show that

A)infants recognize their mother's face for the first time when they are about 4 months old.
B)infants can recognize their mother's face and voice before they reach the age of 1 week.
C)it is so difficult to test infants' memory that we cannot test infants' face or voice recognition until they are about 2 months of age.
D)infants' perceptual skills are so limited that they cannot recognize either the face or the voice of their mother until 6 months of age.

Answer 1

B

Question 2

According to research on infants' recognition of their mothers,

A)infants can recognize that mothers look different from strangers,beginning at less than 1 week of age.
B)because infants' vision is so primitive,they cannot visually recognize their mothers until they are about 6 weeks of age.
C)prior to birth,the walls of the uterus prevent the sound of the mother's voice from reaching the fetus.
D)infants do not seem to be able to distinguish their mother's voices from those of strangers until they are 4 weeks of age.

Answer 2

A

Question 3

Psychologists favor the lifespan approach to development because

A)it illustrates that the changes during late adulthood are even more dramatic than the changes during infancy.
B)the research techniques are more valid than when other approaches are used.
C)it demonstrates that the cognitive changes between infancy and old age are relatively minor.
D)it emphasizes that people continue to develop throughout their lifetime.

Answer 3

D

Question 4

13-10.When Carolyn Rovee-Collier and other researchers use the conjugate reinforcement technique,

A)the babies show habituation to a stimulus that is presented repeatedly.
B)the babies suck at a higher rate to produce the voice of their mother than the voice of a stranger.
C)the babies kick in order to produce movement of a mobile.
D)the babies receive a "peekaboo" reinforcement when they recognize a familiar object.

Question 5

According to the introductory information about cognitive skills in elderly people,

A)in general,elderly adults are more confident about their skills than young adults are.
B)other variables-such as health or education-can explain part of the age-related cognitive differences.
C)when researchers eliminate several other relevant variables,elderly adults and young adults have almost identical cognitive abilities.
D)in general,elderly adults and young adults have had similar recent experience with memorizing material.

Question 6

Chapter 13 discussed research conducted in China on infants' ability to recognize their mother's voice 1 or 2 weeks before the infants were born.In one condition,infants heard their mother's voice reading a poem.This research was appropriately conducted because,in the second condition,infants heard

A)their mother reading the same poem at a different time.
B)their mother reading a different poem.
C)another woman reading a different poem.
D)another woman reading the same poem.

Question 7

13-15.Carolyn Rovee-Collier and her colleagues conducted research to see whether infants demonstrate the spacing effect.The results of this research showed that

A)infants and adults responded similarly; both remembered better when their practice was distributed over time.
B)infants and adults responded similarly; both remembered better when they learned the material in one concentrated session.
C)infants remembered better when practice was distributed; adults remembered better when they learned the material in one concentrated session.
D)infants remembered better when they learned the material in one concentrated session; adults remembered better when practice was distributed.

Question 8

13-13.According to research about the importance of context in infant memory,

A)context does not seem to have an important influence on infants' memory.
B)when infants are younger than 6 months,context has no influence on infants' memory; however,context is important for infants who are older than 6 months.
C)infants actually show enhanced memory if the researchers test memory in a different context.
D)context effects are even stronger for infants than for adults.

Question 9

13-20.Suppose that 6-year-old children and college students are given several memory tasks.Which of the following tasks is likely to reveal the smallest differences between the two groups?

A)Recall
B)Recognition
C)Working memory
D)Source monitoring

Question 10

13-16.According to research on infant memory,if you want an infant to remember the sound of your voice,you should

A)speak in a soft voice for a long duration,such as an hour or more.
B)speak in a loud voice for a long duration,such as an hour or more.
C)speak briefly to the infant several times each day,with quiet time in between
D)not expect memory until at least the age of 4 months.

Question 11

Your textbook describes several methodological problems that arise when conducting research with elderly individuals.These problems included the fact that

A)elderly people tend to be better educated than younger people.
B)elderly people are typically less anxious than younger people.
C)elderly people typically have more health problems than younger people.
D)irrelevant variables are often too carefully controlled.

Question 12

13-11.When Carolyn Rovee-Collier and other researchers use the conjugate reinforcement technique,a baby demonstrates memory by

A)showing dishabituation to a familiar stimulus,measured in terms of sucking responses.
B)staring longer at a mobile that has never been seen before.
C)smiling more at a familiar stimulus than at an unfamiliar stimulus.
D)kicking his or her leg when the mobile is presented.

Question 13

13-18.Memory research is easier to conduct with children than with infants.However,one potential problem when children participate in memory studies is that

A)they have no measurable working memory.
B)it is extremely difficult to motivate children to participate in research.
C)children's shape perception will not be mature until they are about 8 years old.
D)they may fail to understand the task instructions.

Question 14

13-19.According to the research on children's working memory,

A)children's memory span remains fairly constant between the ages of about 2 and 10.
B)children do not seem to have a functioning visuospatial sketchpad until they are about 10 years of age.
C)scores on tests of phonological working memory are correlated with reading skills.
D)scores on tests of visuospatial working memory do not seem to be correlated with any academic skills.

Question 15

Suppose researchers test 100 college students,whose ages range from 18 to 23.They also test 100 people at a nearby community center for older adults,whose ages range from 70 to 75.The participants are instructed to read a series of short essays and answer questions on them.The average score is 72% correct for the elderly people and 85% correct for the college students.Which of the following four conclusions would you be most likely to choose?

A)You would conclude that the younger people have better memory than the older people.
B)You would conclude that the differences in the average scores can be traced to differences in the working memory of the two groups.
C)You would recommend that the same study should be repeated with larger groups of participants.
D)You would recommend that the study should be repeated,matching the two groups in terms of variables such as education and health.

Question 16

13-17.Carolyn Rovee-Collier's research used a moving mobile or a moving train to assess infant memory.This research shows

A)a steady improvement in memory during the first 18 months of life.
B)no consistent pattern in memory development because the measure of memory used for the first 6 months yields very different data from the measure of memory used later in infancy.
C)a very low level of correct responses during the first 6 months,because infants' brain development is incomplete,followed by a very rapid increase in memory.
D)a very rapid increase in memory during the first 6 months,followed by a more gradual increase and then a plateau.

Question 17

13-14.Researchers have used Carolyn Rovee-Collier's conjugate reinforcement technique to assess memory during infancy.According to this research,

A)infants show no measurable signs of memory until they are at least 4 months of age.
B)if you change the environmental context in which the mobile is presented,infants show much lower retention.
C)context apparently does not influence infants' memory.
D)unlike adults,infants show no evidence of the spacing effect.

Question 18

According to the discussion of infants' memory, a there is no evidence of long-term memory until infants are about 6 months of age.
B)the major problem in studying infants' memory is that babies cannot accurately see visual stimuli until they are 3-4 months old.
C)it is so difficult to measure infants' memory that we do not know much about the memory skills of young infants. d in the infants' brain,some parts concerned with memory are not fully developed.

Question 19

13-12.Chapter 13 discussed Rovee-Collier's conjugate reinforcement technique,and its usefulness in testing infant memory.The basic logic behind this technique is that

A)infants will prefer to look at complex objects,rather than simple objects.
B)infants will respond to their parents by gazing at them longer than they gaze at strangers.
C)infants will remember-after a delay-how to kick their leg in order to produce movement in a mobile.
D)infants can be classically conditioned to show a startle reflex to an unfamiliar sound.

Question 20

One important reason that research on infant cognitive abilities is difficult to conduct is that

A)infants do not have measurable memory skills until 6 months of age,so we cannot assess other cognitive abilities that depend on memory.
B)infants under the age of 3 months are too young to participate in research.
C)it's difficult to assess cognitive processes because of infants' limited motor and language skills.
D)psychologists have typically concentrated on perceptual abilities,rather than cognitive abilities.

Question 21

13-28.According to the research on children's memory strategies,

A)even very young children make excellent use of the rehearsal strategy.
B)rehearsal is one of the most effective memory strategies.
C)young children typically group similar items together in order to learn lists of words.
D)young children can remember better if they use rehearsal strategies,but they typically do not use them spontaneously.

Question 22

13-32.Chapter 13 examined an experiment by Leichtman and Ceci on preschool children's eyewitness testimony.According to this research,

A)children's expectations about a stranger's behavior did not affect their recall.
B)children's memory may not be perfect,but they can distinguish between what really happened and a false statement of what had happened.
C)children in the control condition were not very accurate in recalling events.
D)under certain circumstances,young children are fairly likely to report events inaccurately.

Question 23

13-31.Chapter 13 discussed the development of imagery as a strategy for improving children's memory.According to this discussion,

A)children as young as 4 will spontaneously use imagery as an aid to their memory.
B)children as young as 6 can be trained to use imagery as an aid to their memory.
C)children as young as 6 can create mental images,but they cannot use imagery as a strategy for memory improvement.
D)most college students make effective use of imagery as a memory strategy.

Question 24

13-22.Chapter 13 discussed children's autobiographical memory.According to the research on this topic,

A)adolescents are very accurate in recalling events that had occurred to them when they were 2-3 years old.
B)children develop a variety of memory strategies by time they are 4 years old,and these strategies help them increase their recall.
C)children's source monitoring is highly accurate by the time they are 3 years old,and this skill help them increase their recall.
D)children's language skills increase rapidly after the age of 2,and these skills help them increase their recall.

Question 25

13-25.Ryan,age 16,is talking to his mother.He claims to remember a visit to England when he was only 18 months old.Ryan's mother,skeptical,suggests that he really only remembers hearing about the trip,because his parents talked about it so much over the years.Ryan's mother is suggesting that Ryan has made a

A)source monitoring error.
B)conjugate reinforcement error.
C)utilization deficiency error.
D)sensory memory failure.

Question 26

13-33.Suppose that you are on a jury in which a 7-year-old child has provided eyewitness testimony about an automobile accident.Based on what you know from Chapter 13,you should keep in mind that

A)this child should be much less likely than a 3-year-old to be influenced by incorrect suggestions after the accident.
B)this child should be much more likely than a 3-year-old to be influenced by incorrect suggestions after the accident.
C)this child should be much more likely than a 3-year-old to be influenced by a stereotype that had been conveyed prior to the accident.
D)this child's memory should not be influenced by either stereotypes or post-event information.

Question 27

13-36.Chapter 13 discussed eyewitness-testimony research by Henry and Gudjonsson.These researchers compared children with typical development and children with an intellectual disability.The results showed that the children with typical development

A)recalled more items correctly and were less likely to be influenced by misleading information.
B)recalled more items correctly and were equally likely to be influenced by misleading information.
C)recalled the same number of items correctly and were less likely to be influenced by misleading information.
D)recalled the same number of items correctly and were equally likely to be influenced by misleading information.

Question 28

13-38.The discussion of working memory in elderly people pointed out that

A)elderly people and young adults do not seem to differ on any measures of working memory.
B)elderly people show consistent deficits on working memory tasks,in comparison with young adults.
C)elderly people and young adults are most different from each other on easy working memory tasks.
D)elderly people and young adults are most different from each other on difficult working memory tasks.

Question 29

13-21.What can we conclude about children's memory?

A)Children's memory spans are remarkably similar to adults' memory spans.
B)In general,children have excellent recognition memory.
C)Children's recall memory does not improve substantially as they mature.
D)Young children tend to recall items much more accurately than they recognize them.

Question 30

13-24.Suppose that you are reading a story to a group of 6-year-old children; the story concerns a young child who is dancing around the room.You say to the children,"Try to think about how it would feel if you were dancing around this classroom." Based on the research of Foley and Ratner (1998),you would probably find that

A)some of the children would later report that they had in fact danced around the classroom.
B)because children do not develop visual imagery until they are about 7 or 8,they would typically report,"You told us to think about dancing-but I didn't really dance."
C)many children would report that they had actually heard dance music.
D)the children would have no recall of the instructions,because they have so much difficulty understanding instructions.

Question 31

13-23.Suppose that a 4-year-old and a 10-year-old are working together to make a surprise birthday card for their father.Later,they tell their father which parts each of them constructed.Based on the material in Chapter 13,you would expect to find that

A)the two children have similar accuracy,because working memory does not vary much with age.
B)the two children have similar accuracy,because source monitoring does not vary much with age.
C)the older child is more accurate,because the 4-year-old child will demonstrate almost complete childhood amnesia.
D)the older child is more accurate,because source monitoring is more accurate for older children.

Question 32

13-26.Suppose that you are enrolled in a child development course.In discussing children's memory,the professor says,"Preschool children are likely to demonstrate utilization deficiency." Which of the following options would be the most likely next sentence?

A)"You can teach them memory strategies,but they may not use them appropriately."
B)"They can only use organizational strategies; they cannot utilize rehearsal or imagery."
C)"Preschoolers lack the brain development to utilize working memory.
D)"They realize that memory strategies would increase their recall,but they have difficulty remembering what the strategies are."

Question 33

13-34.The research on children's eyewitness testimony shows that

A)children's accuracy is not correlated with the complexity of the interviewer's language.
B)children's accuracy is not correlated with their age.
C)young children are likely to make errors when the interviewer asks questions in an emotional tone.
D)young children are likely to respond "I don't know" when they cannot recall the details of an event.

Question 34

13-37.Chapter 13 compared children who have intellectual disabilities and children in a mainstream school.Everyone watched a brief video and then answered questions.The results showed that the typically developing children

A)did not differ from the children with intellectual disabilities on any measure.
B)recalled the same number of items correctly,but they were less likely to recall the misleading information.
C)recalled the same number of items correctly,but they were more likely to recall the misleading information.
D)recalled a greater number of items correctly,and they were less likely to recall the misleading information.

Question 35

13-35.Some of the research on children's eyewitness testimony has important implications for the courtroom.According to that research,

A)children are more accurate if interviewers ask the questions in a very emotional tone.
B)as children grow older,they are increasingly likely to change their mind during a cross-examination.
C)children are more likely than adults to say "I don't know" if they are unsure about the accuracy of their memory.
D)young children have fairly accurate memory,under ideal circumstances.

Question 36

13-30.According to the research on children's memory,the imagery strategy

A)is clearly the most useful mnemonic device that children can use in order to remember items.
B)can be taught to children as a mnemonic device,but it only aids working memory.
C)has not been demonstrated to be useful for children younger than 10 years of age.
D)can sometimes be used effectively as a mnemonic device for children as young as 6 years of age.

Question 37

13-27.Studies of children's memory show that rehearsal

A)is a highly effective memory strategy.
B)is more likely in older children than in younger children.
C)often occurs spontaneously in children as young as 2.
D)is only helpful on long-term memory tasks.

Question 38

13-40.Suppose that your elderly uncle is coming to visit.You are concerned because you will be discussing some important issues and do not want to overload his working memory.Based on the information in Chapter 13,you would suspect that

A)you probably do not need to worry,because no age-related differences have been reported for working memory.
B)you probably do not need to worry,as long as you aren't talking to him while he is doing another complex task at the same time.
C)you probably need to worry,because elderly people show deficits in the functioning of the phonological loop.
D)you probably need to worry,because young adults and older adults have similar working memory only when speech rate is significantly slower than normal.

Question 39

13-29.What can we conclude about children's use of organizational strategies in memory?

A)Young children are just as likely as older children to rearrange pictures of the words that they must remember.
B)Most young children are aware that organization would be helpful in memory tasks,but they lack the ability to organize.
C)Young children who have been taught an organizational strategy usually show improved recall.
D)When young children are told,"Remember these items," they spontaneously organize the items.

Question 40

13-39.Suppose that you are volunteering at a community program for elderly adults.With respect to working memory,you should remember that these elderly individuals will have the most difficulty when they are asked to

A)store sounds in the phonological loop.
B)remember sentences that are spoken at a normal rate.
C)rearrange information before recalling it.
D)recall more than three numbers in the same order in which they were presented.

Question 41

13-42.According to the research on prospective memory,elderly people

A)consistently make more errors than younger people.
B)typically make more errors than younger people.
C)make about the same number of errors as younger people.
D)make about the same number of errors on real-life tasks,but more errors on tasks that are low in ecological validity.

Question 42

13-58.The discussion of children's metamemory examined research by Roebers and her colleagues.This research asked 5-10-year-old children to judge whether they had answered memory questions correctly.The results showed that

A)these children were much more confident about the questions they answered correctly compared with the questions they answered incorrectly.
B)these children were equally confident about the questions they answered correctly and the questions they answered incorrectly.
C)these children were overconfident about the questions that they had actually answered incorrectly.
D)these children were unable to understand the metamemory task,so the results of this study were inconclusive.

Question 43

13-60.Chapter 13 discussed whether children's poor memory performance can be traced to faulty metamemory and ineffective use of memory strategies.According to this discussion,

A)the correlation between metamemory and memory performance is extremely high.
B)the correlation between metamemory and strategy use is high,but neither of these two factors is correlated with memory performance.
C)the correlation between metamemory and memory performance is moderate,and it would probably be higher if we could accurately measure children's metamemory.
D)none of the appropriate correlations is statistically significant,so some other factor-other than metamemory accuracy and strategy use-must account for children's memory deficits.

Question 44

13-43.Your textbook compares prospective memory in younger adults and older adults.The research typically shows that elderly adults

A)make fewer prospective memory errors,probably because they have developed effective strategies for remembering to do things in the future.
B)make fewer prospective memory errors,probably because retired adults do not need to remember so many work-related responsibilities.
C)make more prospective memory errors,probably because this kind of memory task is mostly based on working memory,and elderly people often have trouble with working memory.
D)make more prospective memory errors,probably because this kind of task is mostly based on implicit memory,and elderly people often have trouble with implicit memory.

Question 45

13-46.Based on the information in Chapter 13,you could predict that elderly people would typically recall the most information on

A)an explicit memory task in the morning.
B)an explicit memory task in the late afternoon.
C)an implicit memory task in the morning.
D)an implicit memory task in the late afternoon.

Question 46

13-54.Which of the following students provides the best summary of the research on children's metamemory?

A)Arthur: "Children understand some of the characteristics of memory,but they don't realize that you need to make a real effort in order to memorize something."
B)Maya: "Children have very little awareness of any aspects of metacognition until they have reached school age."
C)Katarina: "Children develop metacognitive abilities much earlier than psychologists had previously suspected; these skills are quite sophisticated by the time children reach school age."
D)Luke: "Unfortunately,it is difficult to assess cognitive skills in preschool children; but 5-year-olds have metacognitive skills that resemble the skills of 10-year-olds."

Question 47

13-55.According to the discussion of metamemory,children who are between the ages of about 5 and 10 typically

A)believe that they need to make an effort if they genuinely want to remember something.
B)underestimate how well they will perform on a memory test.
C)were only slightly more confident about the items they had answered correctly,compared to their confidence about the items they had answered incorrectly.
D)use appropriate memory strategies if they realize that they don't know the material.

Question 48

13-59.The research on the relationship between metamemory and children's memory performance is complicated.However,a general pattern is that

A)children who have a well-developed metamemory tend to use strategies more wisely,but this does not improve their performance.
B)metamemory is relatively easy to measure in young children.
C)metamemory and memory performance are moderately correlated with each other.
D)the correlations between metamemory and memory performance are significant only when we study younger children.

Question 49

13-50.As discussed in Chapter 13,researchers admit that we do not yet have a complete explanation for the fact that-on some long-term tasks-elderly adults remember less than young adults.However,which of the following students provides the best summary of one factor that accounts for age-related differences?

A)Sergei: "Elderly adults remember contextual cues better than young adults,and these cues tend to disrupt performance on explicit recall tasks."
B)Isabelle: "Elderly adults typically fail to use long-term memory strategies based on organization and imagery; as a result,information often cannot be retained in long-term memory."
C)Mandy: "Elderly adults are more likely than young adults to have difficulty paying attention,which can affect performance on memory tasks."
D)Christopher: "Elderly adults are much too confident about their memory skills,so they actually spend less time rehearsing the material."

Question 50

13-52.Research on elderly people shows that they often take longer to perform cognitive tasks than do younger adults.This phenomenon is called

A)contextual-cues deficit.
B)implicit memory.
C)semantic deficits.
D)cognitive slowing.

Question 51

13-45.What can we conclude about memory in elderly people?

A)Their implicit memory is substantially less accurate than that of young adults.
B)Elderly people show rapid declines in recognition memory.
C)Elderly people usually remember more material in the afternoon than in the morning.
D)Elderly people sometimes have more difficulty than young adults on long-term recall tasks.

Question 52

13-41.Air traffic controllers are required to retire at the age of 56.This is because of age-related declines in

A)long-term memory.
B)working memory.
C)autobiographical memory.
D)logical reasoning.

Question 53

13-56.Jason is a 10-year-old boy who knows that a science test is scheduled for tomorrow morning.According to the discussion of children's metacognition,Jason probably

A)believes that he doesn't need to spend much time studying for the test.
B)plans to use distributed learning in studying for the test.
C)can accurately assess which items he has mastered and which require more study.
D)plans to use at least two different memory strategies in studying for the test.

Question 54

13-61.Which of the following students provides the best information about the metacognitive skills of elderly people?

A)Pascal: "Elderly adults are similar to young adults in accurately predicting which items they will recall at a later time."
B)Ladi: "Elderly adults are consistently less effective in monitoring their memory."
C)Jacqueline: "Elderly adults have less knowledge than young adults about how their memory works."
D)Lucy: "In general,elderly adults and young adults are similar,except that elderly adults spend less time on any given metacognitive task,in comparison to young adults."

Question 55

13-44.The research on implicit memory in older adults shows that

A)older adults have a slight advantage over younger adults in this area because of their greater life experience.
B)older adults are much less accurate than younger adults in this area; in fact,the age differences are larger than on explicit memory tasks.
C)older adults and younger adults perform fairly similarly on implicit memory tasks.
D)the results in this area are extremely variable,depending upon the method used; some tasks reveal very large age-related differences,others reveal no differences whatsoever.

Question 56

13-49.What can we conclude about the reasons for long-term memory problems in elderly individuals?

A)Almost all of the deficits can be traced to factors other than a person's age.
B)Elderly individuals consistently use less effective memory strategies.
C)Most of the decline can be traced to deficits in language-processing skills.
D)Some of the decline can be traced to changes in the brain.

Question 57

13-53.Which of the following topics would be especially interesting to child psychologists who want to investigate theory of mind?

A)Do children realize that parents can remember a longer list of words than children do?
B)Which is a more effective memory strategy for 10-year-olds,imagery or organization?
C)Do children perform better on implicit memory tasks or explicit memory tasks?
D)Can utilization deficit explain children's poor performance on recall tasks?

Question 58

13-51.Which of the following students provides the most accurate information about memory in elderly adults,as opposed to younger adults?

A)Kanako: "Elderly adults are much more likely to have decreased frontal-lobe activation."
B)Stacey: "Elderly adults often have more trouble paying attention."
C)Curtis: "Elderly adults have much more trouble using strategies to enhance their performance on long-term memory tasks."
D)Juan: "Elderly adults have much more trouble on implicit memory tasks."

Question 59

13-57.Anna,who is 10-year-old,and her 5-year-old sister Penny watched a new animated movie,and then they are asked a series of questions about the movie.For each question they answer,they are also asked to rate their confidence in their answer.Which of the following is most likely to be true?

A)For the questions they answered correctly,both Anna and Penny will be highly confident.
B)For the questions they answered correctly,Anna will be much more confident than Penny.
C)For the questions they answered incorrectly,both Anna and Penny will show a lack of confidence.
D)For the questions they answered incorrectly,Anna will be more confident than Penny.

Question 60

13-47.On many long-term memory tasks,young adults remember more than older adults.However,the two groups are fairly similar

A)when memory is measured in terms of recognition memory,rather than recall memory.
B)when working on an explicit memory task,rather than an implicit memory task.
C)when contextual cues are missing.
D)when recalling unrelated pairs of English words.

Question 61

13-63.The discussion of metacognition in elderly adults suggests that

A)adults typically experience a decline in all major metacognitive skills as they grow older.
B)young adults are more aware than elderly adults that some memory strategies are more effective than other memory strategies.
C)young adults are more accurate than elderly adults in predicting which items they will recall on a memory test.
D)young adults and elderly adults are reasonably similar in many metacognitive skills.

Question 62

13-69.According to research by Walker-Andrews,the understanding that facial expression must correspond with vocal intonation is present at the age of

A)7 months.
B)3 days.
C)2 years.
D)5 years.

Question 63

13-78.Young Jamie tells his mother,"Doggy runned away from me." The use of "runned" is an example of

A)fast mapping.
B)overextension.
C)overregularization.
D)syntax.

Question 64

13-70.Chapter 13 discusses research by McDonough and Mandler,in which 9-month-olds showed that they knew that animals drink,whereas vehicles can carry people.This research suggests that babies

A)show habituation.
B)prefer nouns and verbs to words that merely show a grammatical function.
C)are aware of syntax.
D)appreciate semantic concepts.

Question 65

13-65.The research on infants' speech perception suggests that

A)infants can appreciate phoneme similarities shortly after birth,but they cannot appreciate phoneme differences until they are almost 12 months old.
B)infants have such limited skills that psychologists cannot design appropriate research on speech perception in infants younger than 6 months of age.
C)infants can perceive the differences between a variety of similar phonemes; this ability is present either at birth or during the first weeks of life.
D)the perception of phonemes does not change after the age of 6 months.

Question 66

13-76.Suppose that a child uses the word baby to refer to toddlers and older children as well as infants.This would be an example of

A)overregularization.
B)overextension.
C)incorrect syntax.
D)fast mapping.

Question 67

13-68.Younger infants are actually more skilled than older infants and adults in

A)recognizing their own names.
B)perceiving speech-sound contrasts in their native language.
C)recognizing similarities in speech sounds.
D)distinguishing speech sounds in unfamiliar languages.

Question 68

13-72.According to the discussion of child-directed speech,

A)adults who use child-directed speech tend to make language acquisition somewhat easier for children.
B)adults who use child-directed speech actually make language acquisition more difficult for children.
C)unfortunately,fathers are not skilled in using child-directed speech.
D)unfortunately,older children are not skilled in using child-directed speech.

Question 69

13-74.A father says to his son,"Go over to the chair and get my overcoat." (The overcoat is the only item on the chair.)The next day,the son talks about his daddy's overcoat; apparently he has already learned this new word.This is an example of

A)pragmatics.
B)habituation.
C)an overextension.
D)fast mapping.

Question 70

13-64.Chapter 13 discusses elderly people's awareness of memory problems.According to this discussion,

A)people who are high in memory self-efficacy typically believe that they cannot prevent memory problems.
B)memory self-efficacy is especially strong in people with dementia.
C)elderly people who are aware of their memory problems are less likely to develop memory strategies.
D)the stereotype-about forgetfulness in late adulthood-may encourage elderly adults to believe that cognitive decline is unavoidable.

Question 71

13-73.Chapter 13 discussed research about whether 12-18-month-old children can learn language by watching a DVD.The DVD shows a household object,while a voiceover says the object's name.According to the results,children learned significantly more words

A)if the children watched the video by themselves,compared with a control group that had no video.
B)if the parent taught the child the words,compared with the child learning the words from the video.
C)if the parent watched the video and interacted with the child,compared with the child just watching the video.
D)if the child was in the control group,without any video or teaching; their vocabulary actually increased as much as when children's parents taught them the words.

Question 72

13-66.According to the research on infant speech perception,

A)infants cannot distinguish between their native language and an unfamiliar language until they are about 1 year of age.
B)infants' ability to appreciate phoneme contrasts in an unfamiliar language improves substantially during the first 2 years of life.
C)infants are slow to develop language because they cannot recognize the basic phonemes of their native language until they are about 9 months of age.
D)by the age of about 5 months,infants respond more to their own name than to a different name.

Question 73

13-81.If children follow Marcus's "rule-and-memory" theory for creating the plural form of nouns,we would expect that English-speaking children would

A)add the ending "s" or "es" to every noun.
B)vary the strategy for creating a plural form,and then notice which strategy receives the most positive reaction from grownups.
C)add "s" or "es" to most nouns,but remember some important words that have an irregular plural.
D)use overextensions more frequently than overregularizations.

Question 74

13-71.According to the discussion of early language production,

A)true babbling involves only vowels.
B)babbling is a form of intentional communication.
C)when infants are 1-month-old,their babbling already sounds like the language spoken in their home.
D)intentional communication begins at about 9 months of age.

Question 75

13-77.Which of the following is an example of the concept overregularization?

A)A child asks an embarrassing question to a stranger.
B)A child shows inappropriate fast mapping.
C)A child says,"I eated my cereal."
D)A child talks to a younger child,using overly difficult language.

Question 76

13-79.Suppose that you are scanning a journal in child development.You see the title of an article about language,which emphasizes the word "morphology." The most likely topic of this article would be how children

A)learn new words.
B)create the past tense for verbs.
C)combine words into sentences.
D)describe how a toy works,when speaking to a younger child.

Question 77

13-62.Older adults are more likely than younger adults to

A)be able to monitor their memory performance accurately.
B)select the most difficult items for further study rather than studying items that they have already mastered.
C)know which memory strategies are most effective.
D)be overconfident on working memory tasks.

Question 78

13-67.Imagine that you are volunteering in a child-care center,and you are currently taking care of infants who are less than 1 year of age.Which of the following language skills would you expect to be the first one to develop?

A)The infants can recognize the sound of their own name.
B)The infants look longer at their mother when hearing the word "Mommy"; they look longer at their father when hearing the word "Daddy."
C)The infants have developed some sophisticated concepts,for example,realizing that an unfamiliar animal is likely to drink water.
D)The infants appreciate that an angry voice goes with an angry facial expression.

Question 79

13-80.Which of the following examples would be most consistent with Marcus's (1996)rule-and-memory theory for children's choice of past-tense verbs?

A)Children systematically add "-ed" to every present-tense verb,to create a past-tense verb,and they remember this rule.
B)Children typically add "-ed" to present-tense verbs,but they have also learned the past tense of a small number of irregular verbs.
C)Children create a rule,based on adults' models of past tense,and the children store this rule in long-term memory.
D)Children keep a tally of the statistically likely pattern of past-tense words,and they retrieve this rule from memory when appropriate.

Question 80

13-75.A mother hands little Marc his familiar bowl,which contains a red fruit he has never seen before.She says,"Look,here are some strawberries!" When he sees this same fruit at dinnertime,he points and says a word something like "strawberries." Marc is demonstrating

A)overextension.
B)fast mapping.
C)an appreciation of syntax.
D)an appreciation of pragmatics.