HDEV 3rd Edition by Spencer A. Rathus - Test Bank

HDEV 3rd Edition by Spencer A. Rathus – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 5—Infancy: Cognitive Development

 

MULTIPLE CHOICE

 

1. Because of their tendency to experiment with their environments, Piaget referred to children like his son, Laurent, as little ________.

a.	scientists	c.	comedians
b.	copiers	d.	students

 

 

ANS:  A                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

2. Cognitive development in children is the process by which:

a.	children perceive and mentally represent the world
b.	intelligence is developed
c.	children learn to imitate others
d.	children learn strategies for developing short- and long-term memory

 

 

ANS:  A                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

3. According to Piaget (1963), children’s cognitive processes develop:

a.	entirely by the time they reach puberty.
b.	in an orderly sequence of stages
c.	primarily by age 5, after which no new cognitive development occurs
d.	through a developmental sequence that varies greatly for each child

 

 

ANS:  B                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

4. D.C. has learned that his ball is called a toy. When he sees a round light bulb, he calls it a “toy.” This is an example of:

a.	accommodation	c.	assimilation
b.	differentiation	d.	conceptualization

 

 

ANS:  C                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

5. Latifa knows that kittens are animals. Her mother tells her that puppies are also animals. Latifa then changes her scheme of animals to include puppies. In changing her scheme to incorporate the new information, Latifa is using:

a.	assimilation	c.	augmentation
b.	reaction range	d.	accommodation

 

 

ANS:  D                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

6. Which of the following is NOT a stage of cognitive development discussed in the theory of Jean Piaget?

a.	logical operational	c.	concrete operational
b.	sensorimotor	d.	formal operational

 

 

ANS:  A                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

7. Dylan picks up an object he has not seen before. He immediately puts it in his mouth. Dylan’s behavior is representative of which stage of cognitive development?

a.	concrete operations	c.	sensorimotor stage
b.	oral-cognitive stage	d.	physio-emotive stage

 

 

ANS:  C                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

8. During the _____ stage of development, according to Piaget’s cognitive-developmental theory, infants progress from responding to events with reflexes, or ready-made schemes, to goal-oriented behavior.

a.	sensorimotor	c.	concrete operational
b.	formal operational	d.	preoperational

 

 

ANS:  A                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

9. Which of the following is an example of a simple reflex?

a.	reaching for an object	c.	looking to see if one’s mother is near
b.	purposefully searching for an object	d.	turning toward the source of a noise

 

 

ANS:  D                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

10. At the beginning of the _____ substage of the sensorimotor period of development, reflexes are inflexible and stereotypical.

a.	first	c.	third
b.	second	d.	sixth

 

 

ANS:  A                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

11. Of the following, which is the most advanced substage in Piaget’s sensorimotor period?

a.	coordination of secondary schemes	c.	secondary circular reaction
b.	primary circular reaction	d.	tertiary circular reaction

 

 

ANS:  D                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

12. During which stage of cognitive development would you witness a tertiary circular reaction?

a.	sensorimotor	c.	concrete operations
b.	preoperations	d.	formal operations

 

 

ANS:  A                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

13. Which of the following represents a primary circular reaction?

a.	Kala accidentally touches her nose with her thumb and then repeats it
b.	Jose turns toward the sound of the phone ringing
c.	Lorenzo kicks his mobile over and over because it makes it move
d.	Megan pulls her blanket so it will bring her teddy bear close enough to grab it

 

 

ANS:  A                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

 

 

14. In which substage of sensorimotor development would you first witness goal-directed behavior?

a.	simple reflexes	c.	coordination of secondary schemes
b.	secondary circular reactions	d.	tertiary circular reactions

 

 

ANS:  C                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

15. Emma is 7-months-old. She repeatedly shakes a rattle so it will make a noise she likes. This is an example of:

a.	simple reflex	c.	secondary circular reaction
b.	primary circular reaction	d.	tertiary circular reaction

 

 

ANS:  C                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

16. How do primary and secondary circular reactions differ?

a.	primary involve only reflexes, whereas secondary involve thoughts
b.	they are the same, one is just engaging in a more complex behavior
c.	primary focus on the body, whereas secondary focus on the environment
d.	primary involve more important behaviors than secondary

 

 

ANS:  C                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

17. If a child looks repeatedly and intensely at an object:

a.	it shows that they do not understand the object
b.	it shows that they are purposefully “looking in order to see”
c.	it doesn’t mean anything because they are too young
d.	it demonstrates memory

 

 

ANS:  B                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

18. When an infant visually tracks an object, what happens when it moves out of view?

a.	the infant will continue trying to find it
b.	the infant will become visibly upset
c.	what the infant will do depends upon the age of the infant
d.	the infant will abandon the tracking without concern

 

 

ANS:  C                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

19. If an infant reaches for a toy hidden under a cloth, what does this suggest?

a.	what it means depends upon the age of the child
b.	what it means depends upon the gender of the child
c.	it is still random activity at this age
d.	that the child has a mental representation of the object in mind

 

 

ANS:  D                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

 

 

 

 

20. Amir is 10-months-old. He is able to push one toy aside in order to reach another that he wishes to play with. He is also able to imitate the gestures and sounds his parents make when they play with him. This is an example of:

a.	secondary circular reactions
b.	invention of new means through mental combinations
c.	object permanence
d.	coordination of secondary schemes

 

 

ANS:  D                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

21. By what age will a child demonstrate coordination of secondary schemes?

a.	by 2-3 months	c.	not until about 8 months
b.	by 4-5 months	d.	not until around 14 months

 

 

ANS:  C                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

22. By what age will a child demonstrate tertiary circular reactions?

a.	by 2 months	c.	by 12 months
b.	by 5 months	d.	not until 18 months

 

 

ANS:  C                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

23. Which of the following is an example of a tertiary circular reaction?

a.	Kala accidentally touches her nose with her thumb, it makes her laugh, she then repeats the action and it makes her laugh again
b.	Jose turns toward the sound of the phone ringing
c.	Lorenzo kicks his mobile over and over because it makes it move
d.	After many tries, Megan turns her toy sideways and is able to pull it into the crib. Now, whenever she wants the toy, she turns it sideways to pull it through

 

 

ANS:  D                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

24. With tertiary circular reactions:

a.	trial and error is still used until an action accomplishes the goal
b.	trial and error is not needed
c.	the child will give up if something does not work the first time
d.	none of these is accurate

 

 

ANS:  A                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

25. Which substage of sensorimotor development serves as a transition to the symbolic thought of the next stage?

a.	tertiary circular reaction
b.	secondary circular reaction
c.	invention of new means through mental combinations
d.	coordination of secondary schemes

 

 

ANS:  C                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

26. A child wants a toy that is too big to be pulled straight through the bars of her crib. She studies the toy for some time and then grabs it, turns it sideways, and fits it through the bars. This child is using:

a.	primary circular reaction
b.	invention of new means through mental combinations
c.	secondary circular reactions
d.	coordination of secondary schemes

 

 

ANS:  B                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

27. Object permanence refers to:

a.	an understanding that changes in shape do not change the object
b.	a realization that objects can look different, but still be the same
c.	a recognition that things exist even when they are out of sight
d.	a comprehension that one’s schemes must remain unchanged for the constancy for the world to make sense

 

 

ANS:  C                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

28. What ability would not be necessary for object permanence to occur?

a.	memory skills
b.	understanding the connection between what can be seen and not seen
c.	the ability to form mental representations
d.	locomotive ability

 

 

ANS:  D                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

29. What does the phrase “A not B error” mean?

a.	children will not search for hidden objects unless given an incentive
b.	children will randomly search for hidden objects, but will quickly become frustrated and give up
c.	a child may reach for a hidden object where it has always been, yet still reach there even when they see the toy hidden somewhere else
d.	a child will search for a hidden toy but will quickly become distracted by other, more interesting objects

 

 

ANS:  C                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

30. Piaget’s cognitive-developmental theory:

a.	has been validated – infant cognitive development occurs in discrete stages
b.	has not been observed cross-culturally
c.	is an excellent theory for understanding infant social development
d.	may underestimate the competence of infants

 

 

ANS:  D                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

 

 

 

 

 

31. Piaget’s cognitive-developmental theory has been criticized because:

a.	it focused almost exclusively on maturational processes.
b.	it focused almost exclusively on learning processes.
c.	it did not explain cognitive development of infants.
d.	it overestimated the abilities of infants.

 

 

ANS:  A                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

32. Piaget’s stages of cognitive development:

a.	have only been documented in Piaget’s own children
b.	apply more directly to the cognitive development of girls than boys
c.	apply more directly to the cognitive development of boys than girls
d.	have been documented in children cross-culturally

 

 

ANS:  D                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

33. Jocelyn watches as her mother puts her toys in a basket. Three weeks later, after never having engaged in this behavior, Jocelyn attempts to put her toys in the basket. This illustrates:

a.	assimilation	c.	deferred imitation
b.	egocentrism	d.	object permanence

 

 

ANS:  C                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

34. Deferred imitation means:

a.	the child can mimic only within five seconds what he/she has seen
b.	children can imitate from the moment they are born
c.	a child has a mental representation in mind for a behavior observed potentially long before the behavior is imitated
d.	imitation is a more automatic process than was assumed in the past

 

 

ANS:  C                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

35. Tamika, a 9-month-old infant, watches as her mother pushes a button on a toy and the toy beeps. Several hours later, Tamika pushes the button and the toy beeps. This is an example of:

a.	deferred imitation	c.	instrumental learning
b.	imitation	d.	classical conditioning

 

 

ANS:  A                    DIF:    Easy               REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Application

 

36. Emily adjusts her rate of sucking in order to hear a recording of her mother reading “The Cat in the Hat,” a story her mother read aloud during pregnancy. What does this illustrate?

a.	imitation	c.	object permanence
b.	memory	d.	deferred imitation

 

 

ANS:  B                    DIF:    Easy               REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Application

 

 

 

 

 

37. Which of the following is true of infant memory?

a.	infants demonstrate memory for experiences they had while still in the womb
b.	infants do not demonstrate reliable memory until about 3 months of age
c.	infants can only remember after 6 months of age
d.	infants can memorize things with only one exposure

 

 

ANS:  A                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

38. When does the first dramatic improvement in infant memory occur?

a.	between 1-2 months of age	c.	between 6-8 months of age
b.	between 2-6 months of age	d.	between 8 and 12 months of age

 

 

ANS:  B                    DIF:    Difficult         REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

39. Rovee-Collier and her colleagues (1993) tied one end of a ribbon to a brightly colored mobile and tied the other end ties to an infant’s ankle. What did these studies measure?

a.	object permanence
b.	habituation
c.	memory
d.	the age of onset of primary circular reactions

 

 

ANS:  C                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

40. How long after learning a task can a typical 2-month-old remember it?

a.	a few hours	c.	up to 2 days
b.	12 hours	d.	up to 3 days

 

 

ANS:  D                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

41. How long after learning a task can a typical 3-month-old remember it?

a.	12 hours	c.	3-4 days
b.	1-2 days	d.	up to one week

 

 

ANS:  D                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

42. You can improve infant memory by:

a.	giving the infant a reminder on the day prior to the day of the memory test
b.	increasing the number of times the infant is exposed to the memory item during the day they learn it
c.	infant memory only improves with time
d.	giving the infant a reward when he/she learns the memory task

 

 

ANS:  A                    DIF:    Difficult         REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Conceptual

 

43. What is the basis for most human learning?

a.	genetic programming	c.	learning by trial and error
b.	imitation of others	d.	classical conditioning

 

 

ANS:  B                    DIF:    Easy               REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Conceptual

44. Using a reminder procedure, researchers were able to improve the memory of 3-month-old infants to:

a.	10 days	c.	28 days
b.	14 days	d.	3 months

 

 

ANS:  C                    DIF:    Difficult         REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

45. Research studies have shown that infants can imitate adults opening their mouths and sticking out their tongues. How early has this imitative behavior been observed in infants?

a.	at 2 days of age	c.	not before 3 days of age
b.	less than 1 hour old	d.	after 1 week

 

 

ANS:  B                    DIF:    Difficult         REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

46. If a one-hour-old infant sticks out her tongue in response to an adult doing the same, what has occurred?

a.	the infant observed the adult and then decided to stick out her tongue
b.	learning has occurred
c.	deferred imitation has occurred
d.	given the age of the child, this is most likely an imitation reflex

 

 

ANS:  D                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Conceptual

 

47. Moving from reflexive imitation to purposeful imitation requires:

a.	improvements in cognitive abilities
b.	just the passing of time
c.	significant effort on the part of the child over an extended period of time
d.	the emergence of genetic programming

 

 

ANS:  A                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Conceptual

 

48. The fact that infants, sometimes very young infants, can demonstrate imitation is sometimes explained on the basis of ________ neurons.

a.	afferent	c.	tertiary
b.	mirror	d.	efferent

 

 

ANS:  A                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Conceptual

 

49. In terms of individual differences in intelligence among infants:

a.	there are no individual differences in intelligence among infants
b.	infant intelligence develops in a discontinuous, stage-like process across childhood
c.	there can be a great deal of variability in intelligence among infants
d.	there is a genetic process of development that minimizes individual differences in infant intelligence

 

 

ANS:  C                    DIF:    Easy               REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

 

 

 

 

50. Which of the following is a measure of infant “intelligence?”

a.	The Apgar scale	c.	The Riley scale
b.	The Bayley scales	d.	The Piaget scale

 

 

ANS:  B                    DIF:    Easy               REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

51. How is infant intelligence assessed?

a.	by comparing the abilities of one infant to others of the same age
b.	it is not possible to test infant intelligence
c.	by comparing infant abilities to genetic norms
d.	by monitoring brain wave activity while the infant is presented with visual stimuli

 

 

ANS:  A                    DIF:    Difficult         REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

52. The Bayley Scales of infant development consist of 178 mental items, 111 motor items and:

a.	a language rating scale	c.	a behavior rating scale
b.	a reflex rating scale	d.	a maternal behavior with the child scale

 

 

ANS:  C                    DIF:    Easy               REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

53. When would a child’s Bayley test scores be average?

a.	there are no norms, so an average score cannot be determined
b.	when the infant can complete 100% of the items for his or her age group
c.	when the infant passes the test at the age at which 50% of other same-aged infants pass the test
d.	When a child can complete 75% of the items in less than 60 minutes

 

 

ANS:  C                    DIF:    Difficult         REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

54. In its simplest sense, the Bayley Scales measure:

a.	mental and motor abilities	c.	environmental influences on intelligence
b.	genetic influences on intelligence	d.	social and emotional development

 

 

ANS:  A                    DIF:    Moderate       REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

55. Sensorimotor tests of infant development:

a.	are strongly related to subsequent IQ scores
b.	are highly related to verbal scores obtained in later childhood
c.	are not really similar to the verbal and symbolic measures used to assess intelligence in later childhood
d.	strongly predict childhood success in school

 

 

ANS:  C                    DIF:    Difficult         REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Conceptual

 

 

 

 

 

 

56. Jenna can tell the difference between an object she has seen before, and a new one. This ability is referred to as visual ________.

a.	habituation	c.	recognition memory
b.	sensory memory	d.	classical conditioning

 

 

ANS:  C                    DIF:    Easy               REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Application

 

57. A child is shown two objects for 20 seconds. After this, one of the objects is replaced and the infant spends more time looking at the new object. What does this represent?

a.	visual recognition	c.	concrete operations
b.	centration	d.	formal operations

 

 

ANS:  A                    DIF:    Moderate       REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Application

 

58. Higher visual recognition scores in infancy are related to:

a.	attention deficit disorder in later childhood	c.	poorer memory skills in later childhood
b.	creativity in later childhood	d.	higher IQ scores later in childhood

 

 

ANS:  D                    DIF:    Moderate       REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

59. Susan Rose and her colleagues (2001) showed that visual recognition memory is:

a.	somewhat stable from age to age
b.	related significantly to brain myelination
c.	positively correlated with brain weight
d.	a good way to screen infants for handicaps, such as sensory or neurological problems

 

 

ANS:  A                    DIF:    Moderate       REF:   5-3 Individual Differences in Intelligence \

OBJ:   5-3                 MSC:  TYPE: Factual

 

60. In terms of language:

a.	children can only understand words they can say
b.	its development is predetermined and independent of experience
c.	children’s early receptive vocabulary tends to be bigger than their expressive vocabulary
d.	its development is linked very closely to the development of visual memory

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

61. What is the earliest communicative sound a child makes?

a.	crying	c.	saying “ma” or “pa”
b.	cooing	d.	holophrases

 

 

ANS:  A                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

62. Vocalizations that do not represent objects or events are called:

a.	prelinguistic	c.	random
b.	nonsensical	d.	paralinguistic

 

 

ANS:  A                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

 

63. Is infant crying a primitive form of language?

a.	no, because crying communicates no meaning
b.	no, because cries do not represent objects or events
c.	yes, because the cries are within the child’s control
d.	yes, because the cries have distinct purposes

 

 

ANS:  B                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

64. Infants begin cooing:

a.	at birth	c.	during the second month of life
b.	at one week of age	d.	during the fourth month of life

 

 

ANS:  C                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

65. Infant “ooh” and “ah” sounds which are linked to pleasure or positive excitement are called:

a.	positive cries	c.	babbles
b.	coos	d.	echoes

 

 

ANS:  B                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

66. Which of the following is most sophisticated?

a.	making no sound, which shows awareness that all is well
b.	cooing
c.	crying
d.	babbling

 

 

ANS:  D                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

67. Cries and coos are:

a.	based entirely on genetic programming
b.	based entirely on experience
c.	innate, but modified by experience
d.	random noises that are soon replaced by meaningful sounds

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

68. Babbling:

a.	appears between 6- and 9-months of age
b.	occurs before cooing
c.	is strongly related to words the child is trying to say
d.	occurs after the ability to use intonation

 

 

ANS:  A                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

69. When infants babble, they tend to babble:

a.	sounds they have heard before	c.	vowel sounds only
b.	names for mommy and daddy	d.	combinations of consonants and vowels

 

 

ANS:  D                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

70. As baby Michael plays in his crib, his parents overhear him making repetitive sounds such as “babababa” and “dadadada.” This repeating of syllables is called:

a.	cooing	c.	babbling
b.	echolalia	d.	intonation

 

 

ANS:  B                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

71. Echolalia involves:

a.	infants understanding more words than they can say
b.	infants speaking words they really don’t understand
c.	infants repeating sounds or words they have heard
d.	the rising and falling of speech patterns

 

 

ANS:  C                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

72. The rising and falling of verbal speech patterns is called ________.

a.	intonation	c.	vocabulary
b.	echolalia	d.	pronunciation

 

 

ANS:  A                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

73. Theo is 10-months-old. His parents overhear him talking to himself in his crib. His language resembles adult speech in sound, with words rising and falling. This is called:

a.	echolalia	c.	turn-taking
b.	intonation	d.	vocabulary development

 

 

ANS:  B                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

74. Receptive vocabulary:

a.	includes the number of words a child can actually say
b.	includes the number of words a child understands
c.	includes words the child has heard, but does not yet understand
d.	is limited to the repetition of syllables the child has heard

 

 

ANS:  B                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

75. When is an infant’s first word typically spoken?

a.	by their 6th month	c.	between 11 and 13 months of age
b.	usually by 10 months of age	d.	around 24 months of age

 

 

ANS:  C                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

 

 

 

 

 

 

 

76. Brian and Tamara are concerned because their 12-month-old son has yet to speak his first word. As an expert in child development, what do you tell them?

a.	that they should be concerned as most children speak their first word before their first birthday.
b.	that they shouldn’t be concerned because boys develop speech much later than girls
c.	that they shouldn’t be concerned because anywhere between 8 to 18 months of age is considered normal for speaking first words
d.	that there is probably either a problem with the child’s hearing or with the muscles that control speech. They should see an expert soon!

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

77. After children speak their first words, verbal acquisition tends to be _____.

a.	fast, with children speaking 40-50 words within a month
b.	slow, with children speaking 10-30 words within 3-4 months
c.	fast, as expressive vocabulary outpaces receptive vocabulary
d.	none of these

 

 

ANS:  B                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

78. Which of the following is an example of a general nominal?

a.	Matthew	c.	Daddy
b.	Doggy	d.	Banana

 

 

ANS:  B                    DIF:    Difficult         REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

79. Which of the following is an example of a specific nominal?

a.	fire truck	c.	boy
b.	brown dog	d.	Mr. Rogers

 

 

ANS:  D                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

80. A specific nominal refers to:

a.	classes of objects	c.	proper nouns
b.	personal pronouns	d.	words longer than two syllables

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

81. At 18-months of age, Ben could speak approximately 50 words. However, by 22-months of age, his vocabulary had increased to almost 300 words, most of which were nouns. What is this called?

a.	the expressive explosion	c.	the naming explosion
b.	the specific nominal explosion	d.	referential style

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

 

 

 

 

 

82. Olivia has learned to call a toy truck “tru.” Now whenever she sees any toy with wheels, she calls it “tru.” This is an example of:

a.	underextension	c.	expressive language style
b.	referential language style	d.	overextension

 

 

ANS:  D                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

83. A child learns to call a dog “bow-wow” and now calls all animals he sees “bow-wow.” This is an example of:

a.	telegraphic speech	c.	egocentric speech
b.	overextension	d.	morpheme

 

 

ANS:  B                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

84. To the delight of her parents, 20-month-old Maya just exclaimed “Daddy go!” What does this utterance best represent?

a.	a holophrase	c.	MLU
b.	a morpheme	d.	telegraphic speech

 

 

ANS:  D                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

85. What is a morpheme?

a.	a single word meant to represent an entire phrase
b.	a single word meant to represent multiple objects
c.	the total length of an infant’s utterance
d.	the smallest unit of meaning in a language

 

 

ANS:  D                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

86. Mean length of utterance refers to:

a.	the average number of morphemes a child uses in a sentence
b.	the total number of sounds a child makes when trying to express herself
c.	the average number of letters in the child’s usual utterances
d.	none of these

 

 

ANS:  A                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

87. What is the relationship between MLU and chronological age?

a.	as chronological age increases, MLU tends to decrease
b.	as chronological age increases, MLU tends to increase
c.	chronological age and MLU are unrelated
d.	chronological age increases across time, whereas MLU remains the same across time

 

 

ANS:  B                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

 

 

 

 

 

88. What is a holophrase?

a.	the first complete sentence that a child utters
b.	a double-word utterance that a child speaks around 14-months of age
c.	a single word utterance that expresses a complex meaning
d.	a first word from the infant accompanied by physical gestures

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

89. A child says “doggy!” This is an example of:

a.	a morpheme	c.	telegraphic speech
b.	a holophrase	d.	mean length of utterance

 

 

ANS:  B                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

90. By what age do most children begin using two-word sentences?

a.	between 9 and 12 months	c.	between 18 and 24 months
b.	between 12 and 16 months	d.	between 24 and 36 months

 

 

ANS:  C                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

91. From a _____ perspective, parents serve as models for language development for their children.

a.	Piagetian cognitive-developmental	c.	social cognitive
b.	Skinnerian learning theory	d.	maturational

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

92. Young Dominic, only 3 years old, overheard a television show where the word “dammit” was spoken. Dominic thought it was a funny word, so he has been repeating it. His parents have decided to ignore it. According to the learning principle of ________, Dominic should soon stop saying the word since he is getting no reinforcing response.

a.	telegraphing	c.	shaping
b.	extinction	d.	punishment

 

 

ANS:  B                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

93. According to B.F. Skinner, when parents require that children’s utterances of words be progressively closer to actual words before they are reinforced, this is called:

a.	grammatical construction	c.	shaping
b.	expressive vocabulary	d.	negative reinforcement

 

 

ANS:  C                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

 

 

 

 

 

 

 

94. Natalie is 18-months old and mispronounces some words when she is speaking. Her parents are quick to correct her pronunciation. According to research:

a.	correcting her pronunciation will increase her language development
b.	correcting her pronunciation may slow her language development
c.	correcting her pronunciation will have no effect on her language development as language acquisition is caused by innate or inborn prewiring
d.	there is no research on this subject

 

 

ANS:  B                    DIF:    Difficult         REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

95. David is a new father and he wants to know what he can do to enhance his child’s language development. He reads a few research studies and finds that language growth in children is enhanced when adults:

a.	use questions that engage the child
b.	are quick to correct pronunciation errors so that children can learn to speak properly
c.	select educational television shows for the child to watch from their earliest ages
d.	encourage their  children to remember not to speak unless there is a true need to

 

 

ANS:  A                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

 

96. What is the Language Acquisition Device (LAD)?

a.	a neural prewiring that allows children to learn grammar
b.	a technique used to teach infants language skills
c.	a sensitive period in which children acquire language
d.	a machine that resembles a toy that helps children with language deficit improve their speaking skills

 

 

ANS:  A                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

97. The ________structure of language is to the superficial elements of grammar, as the ________ structure of language is to the meaning of a sentence.

a.	primary; secondary	c.	tertiary, circular
b.	surface; deep	d.	semantic; structural

 

 

ANS:  B                    DIF:    Difficult         REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

98. Whereas Broca’s area is involved in language _____, Wernicke’s area is involved in language _____.

a.	comprehension, production	c.	syntax, grammar
b.	production, comprehension	d.	grammar, syntax

 

 

ANS:  B                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

99. Fabrizio suffers from a language disturbance in which he speaks freely and uses correct syntax, but has tremendous impairment of his ability to comprehend what others are saying to him. He also has difficulty finding the words to express his own thoughts. Fabrizio sounds like he has ________ aphasia.

a.	Broca’s	c.	Chomsky’s
b.	Wernicke’s	d.	Daley’s

 

 

ANS:  B                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Application

100. The story of Genie:

a.	shows the effects of teaching ASL to young children
b.	provides evidence for the existence of a LAD
c.	proves that language acquisition is genetically determined and not dependent upon environment
d.	supports the hypothesis that there are sensitive periods for learning language

 

 

ANS:  D                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

MATCHING

 

Match the following:

a.	When an event that first occurred by chance is repeated	k.	Children’s  concepts about the world
b.	The number of words a child can use in the production of language	l.	An example would be thinking that all animals fit into the scheme “doggy” because the child has a doggy at home
c.	Includes assessment of mental-scale and motor-scale items	m.	“Doggy go!”
d.	An example would be calling all grown men “Daddy”	n.	The superficial grammatical construction of a sentence
e.	The ability to discriminate previously encountered objects from novel objects	o.	Recognition that items exist even when out of sight
f.	A one-word utterance that conveys a sentence of meaning	p.	The smallest unit of language that has meaning
g.	The number of words a child understands	q.	The rules for ordering words into sentences
h.	Proposed the stage theory of cognitive development	r.	The underlying meaning of a sentence
i.	The repetition of behaviors that affect the environment	s.	When schemes are applied to specific situations
j.	One example would be babbling	t.	An example would be learning different animal schemes for different species of animals.

 

 

 

 

1. Jean Piaget

 

2. Primary circular reaction

 

3. Assimilation

 

4. Holophrase

 

5. Expressive vocabulary

 

6. Secondary circular reaction

 

7. Schemes

 

8. Overextension

 

9. Visual recognition memory

 

10. Telegraphic speech

 

2. Object permanence

 

3. Morpheme

 

4. Prelinguistic vocalizations

 

5. Syntax

 

6. Tertiary circular reaction

 

7. Accommodation

 

8. Receptive vocabulary

 

9. Surface structure

 

10. Deep structure

 

20. Bayley Scales of Infant                Development

 

 

 

 

 

 

 

 

1. ANS:  H

 

2. ANS:  A

 

3. ANS:  L

 

4. ANS:  F

 

5. ANS:  B

 

6. ANS:  I

 

7. ANS:  K

 

8. ANS:  D

 

9. ANS:  E

 

10. ANS:  M

 

1. ANS:  O

 

2. ANS:  P

 

3. ANS:  J

 

4. ANS:  Q

 

5. ANS:  S

 

6. ANS:  T

 

7. ANS:  G

 

8. ANS:  N

 

9. ANS:  R

 

10. ANS:  C

 

 

TRUE/FALSE

 

1. When children engage in accommodation, they create new schemes for the world.

 

ANS:  T                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

2. A primary circular reaction involves repeating a behavior that affects the environment.

 

ANS:  F                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

3. The first stage of cognitive development according to Piaget’s cognitive-developmental theory is the pre-operational stage.

 

ANS:  F                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

4. During the fourth substage of sensorimotor development, infants coordinate schemes to attain specific goals.

 

ANS:  T                    DIF:    Difficult         REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

5. Criticism of Piaget’s cognitive-developmental theory has suggested that development tends to be more gradual and continuous than he suggested.

 

ANS:  T                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Conceptual

 

6. Imitation after a time delay occurs as early as 6 months of age.

 

ANS:  T                    DIF:    Moderate       REF:   5-1 Cognitive Development: Jean Piaget

OBJ:   5-1                 MSC:  TYPE: Factual

 

7. Infants are unable to imitate others’ behaviors until six months of age.

 

ANS:  F                    DIF:    Moderate       REF:   p. 89               OBJ:   05-01

MSC:  TYPE: Conceptual

 

8. Neonates’ ability to imitate others may have a survival function.

 

ANS:  T                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Conceptual

 

9. Research on infant memory has shown that neonates adjust their rate of sucking to hear a recording of their mother reading a story she had read aloud during the last weeks of pregnancy,

 

ANS:  T                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

10. Rovee-Collier and colleagues demonstrated that infants are unable to remember events that occurred to them from day to day.

 

ANS:  F                    DIF:    Moderate       REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

11. Infant memory can be improved if infants receive a reminder before they are given the memory test.

 

ANS:  T                    DIF:    Easy               REF:   5-2 Information Processing

OBJ:   5-2                 MSC:  TYPE: Factual

 

12. Visual recognition memory during infancy is related to later IQ scores.

 

ANS:  T                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

13. Babbling is the first communicative sound an infant makes.

 

ANS:  F                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

14. Expressive language tends to outpace receptive language, particularly up until 3 years of age.

 

ANS:  F                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

15. Most children can use between 500 and 1000 words by 18 months of age.

 

ANS:  F                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

16. A child’s MLU decreases as s/he develops.

 

ANS:  F                    DIF:    Difficult         REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

17. Learning theory explains language development primarily as a result of nature.

 

ANS:  F                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Conceptual

 

 

 

18. Selective reinforcement of children’s pronunciation may lead to slower language development.

 

ANS:  T                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

19. “Motherese” has been shown to slow language development.

 

ANS:  F                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

20. The nativist view of language development holds that inborn factors cause children to attend to and acquire language in certain ways.

 

ANS:  T                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

21. According to psycholinguistic theory, language acquisition involves an interaction between environmental influences and an inborn tendency to acquire language.

 

ANS:  T                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

22. Children bring an inborn tendency in the form of neurological “prewiring” to language learning, according to the nativist perspective.

 

ANS:  T                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

23. Broca’s area is located near the section of the motor cortex that controls the muscles of the tongue and throat and other areas of the face that are used in speech.

 

ANS:  T                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

24. Language learning is most efficient during sensitive periods, particularly after puberty.

 

ANS:  F                    DIF:    Easy               REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

25. Genie, the girl who was locked away for much of her first 13 years of life, was unable to learn language as well as those who had normal language development.

 

ANS:  T                    DIF:    Moderate       REF:   5-4 Language Development

OBJ:   5-4                 MSC:  TYPE: Factual

 

COMPLETION

 

1. When ____________________ does not allow the child to make sense of novel events, children try to modify existing schemes through ____________________, according to Piaget’s cognitive-developmental theory.

 

ANS:  assimilation, accommodation

 

2. According to Piaget’s cognitive-developmental theory, the ____________________ stage is the first stage of cognitive development.

 

ANS:  sensorimotor

 

3. Infants tend to repeat stimulating actions that first occurred by chance. This is an example of a ________circular reaction in Piaget’s cognitive-developmental theory.

 

ANS:  primary

 

4. Between 12 to 18 months of age, Piaget suggested that infants engage in ________circular reactions, or purposeful adaptations of established schemes to specific situations.

 

ANS:  tertiary

 

5. When an infant searches for an object that has rolled out of sight, this is evidence of ________, according to Piaget’s cognitive-developmental theory.

 

ANS:  object permanence

 

6. The presence of ________ imitation suggests that children have mentally represented behavior patterns

 

ANS:  deferred

 

7. The ____________________ approach to cognitive development focuses on how children manipulate or process information coming in from the environment or already stored in the mind.

 

ANS:  information processing

 

8. Some theorists speculate that the imitation reflex is made possible by ____________________ that are found in human brains

 

ANS:  mirror neurons

 

9. The ________ Scales of Infant Development are comprised of both mental-scale and motor-scale items, and also include a behavioral rating scale.

 

ANS:  Bayley

 

10. ____________________ is the ability to discriminate previously seen objects from novel objects.

 

ANS:  Visual recognition memory

 

11. Cooing and babbling are considered _______ vocalizations.

 

ANS:  prelinguistic

 

12. ____________________ are often vowel-like and may resemble extended “oohs” and “ahs.”

 

ANS:  Coos

 

 

 

13. “Bah-bah-bah-bah-bah”, a repeated consonant\vowel combination, is an example of ____________________.

 

ANS:  babbling

 

14. Being able to understand what others are saying to you is an example of ____________________ vocabulary.

 

ANS:  Receptive

 

15. A child’s first word typically is spoken between the ages of ____________________ months

 

ANS:  11 and 13

 

16. “Me want cookie” is an example of ________ speech.

 

ANS:  telegraphic

 

17. The mean length of ________ is the average number of morphemes that communicators use in their sentences

 

ANS:  utterance

 

18. Children’s two-word sentences, although brief and telegraphic, show understanding of ____________________, the rules for placing words in a sentence.

 

ANS:  syntax

 

19. Learning theorists usually explain language development in terms of ____________________ and ____________________.

 

ANS:  imitation; reinforcement.

 

20. As children get older, parents require that children’s utterances be progressively closer to actual words before they are reinforced. This is an example of ____________________.

 

ANS:  shaping

 

21. When parents use a simplified form of language called ____________________, they help enhance language development.

 

ANS:  motherese

 

22. According to the ____________________ view of language development, children bring an inborn tendency in the form of neurological “prewiring” to language learning.

 

ANS:  nativist

 

23. According to Chomsky, children have an innate ability to learn the rules of language called the ____________________.

 

ANS:  language acquisition device

 

24. When a part of the left hemisphere of the brain in damaged, people speak laboriously in a pattern. This is called ________ aphasia.

 

ANS:  Broca’s

 

25. ________ aphasia occurs when people with certain types of brain damage speak freely and with proper syntax but have trouble understanding speech and finding the words to express themselves.

 

ANS:  Wernicke’s

 

SHORT ANSWER

 

1. How is it possible to assess cognitive development in children who are too young to talk?

 

ANS:  The primary method for doing this research involves watching what infants do. For example, infants tend to progress from random and accidental actions to increasing levels of purposeful behavior. A child may kick his leg, which causes the mobile above his crib to move. If the infant repeats this action, it may demonstrate that he is aware of a relationship between his behavior and the environment. Piaget referred to these relationships as “circular reactions.” As the child gets older, these reactions appear to become more purposeful and begin to be applied to specific situations with the goal of creating a specific outcome. Behavioral rating scales can be used at these young ages, as can things like habituation studies. These are all used to infer what is happening with a child’s cognitive skill, even if such skills cannot yet be directly assessed.

 

2. Describe the difference between assimilation and accommodation.

 

ANS:  Assimilation is the first step in trying to categorize the world into organized concepts that Piaget called “schemes.” With assimilation, the child attempts to “fit” new information into existing schemes. For example, a child who has learned that a furry creature is called a “kitten,” may call all furry creatures “kitten.” Accommodation refers to the process of creating new schemes when existing schemes cannot accurately categorize the new information. The same child, for example, will eventually learn that puppies and kittens are different and that schemes must be created for both. Assimilation is the less sophisticated of cognitive manipulations, while accommodation reflects more advanced cognitive growth.

 

3. How do secondary and tertiary circular reactions differ?

 

ANS:  Secondary circular reactions are goal-directed behaviors. Over time, the child has learned that certain behaviors cause environmental events. For example, a child may have learned that pushing a button on a toy in her crib will cause it to make a beeping noise. With tertiary circular reactions, the child is able to take knowledge of the relationship between his/her actions and the environment and apply it to specific situations. For example, if Sarah has learned that pushing a button on a toy causes interesting noises, she may attempt to push buttons on other toys.

 

 

 

 

 

 

 

 

 

 

4. What is object permanence and what abilities does it represent?

 

ANS:  Object permanence is the term for an individual’s understanding that objects continue to exist even when they can no longer be sensed. This is a major milestone in cognitive development and marks the end of Piaget’s sensorimotor stage. This understanding suggests that the child has developed a scheme of the world that things can exist that cannot be seen. It also represents a level of memory. In order to understand that the object still exists and will return, the child would have to have memory for the object. This ability also suggests that infants have developed the ability to form mental representations of the world.

 

5. What does it mean to say “many of the cognitive capabilities of infants depend upon memory?”

 

ANS:  Memory is essential for cognitive development. Children cannot form schemas, demonstrate progression in circular reactions, or begin to use language without memory. The ability to “experiment” by applying what has been learned to new and specific situations (the ability to perform tertiary circular reactions), requires that the infant remember the action and remember what happened when that action was performed previously. The ability to form schemes in an effort to conceptualize the world is also very memory-dependent. A child cannot learn to differentiate a kitten from a puppy, for example, unless she can remember how they are similar and how they are different.

 

6. How do the learning theory and nativist perspective on language development differ?

 

ANS:  The learning theory states that language development is a result of reinforcement and imitation. According to this view, children are selectively reinforced to use the specific sounds and rules of their language by their parents and others. Their language is gradually shaped by reinforcements, such as positive reactions to the use of certain sounds and words. Children will also imitate the sounds and words of those around them. The nativist perspective says that children have a natural ‘prewiring’ that enables them to learn the sounds, words, and rules of their native language. There is considered to be a ‘learning acquisition device’ which enables language development.

 

7. What are ways to enhance infants’ and children’s language development?

 

ANS:  There are a number of ways to help infants and children learn to use language. Respond positively to the use of sounds, such as cooing and babbling. Use a simplified form of speech known as “Motherese.” Use questions that engage the child in conversation. Respond to the child’s expressive language efforts in a way that is “attuned”, providing feedback to the use of ideas and words. Join the child in paying attention to a particular activity or toy. Gesture to help the child understand what they are saying. Describe aspects of the environment occupying the infant’s current focus of attention. Read to the child. Talk to the child a great deal. Parents should also be warned that sometimes overcorrection of pronunciation errors may actually stifle, rather than encourage, linguistic development.

 

8. What is object permanence and how is it tested?

 

ANS:  Object permanence is the ability of a child to know that an object exists even when it is hidden. To test this ability, show an object to the child and then hide it under a blanket or behind a screen. Determine whether the infant seeks the object by looking with its eyes or searching for it with its hands. Younger infants will have a limited ability to search with its hands, so another technique is available for measuring this ability. One can show an object, hide it with a screen, remove the object from behind the screen and determine whether the infant shows surprise at the object’s absence when the screen is removed.

 

 

 

9. How do reflexes change with development?

 

ANS:  Neonatal reflexes are stereotypical and inflexible. As the infant develops, these reflexes are modified based on experience. Some reflexes will disappear as the central nervous system develops while others become voluntary actions.

 

10. How has Piaget’s theory of cognitive development been viewed by later researchers?

 

ANS:  Piaget’s theory has been shown to be supported in its general view of developmental progressions, although some research suggests that development is more gradual than discrete. His theory has also been supported by research looking at children from a variety of cultures, suggesting that this development is universal. Piaget’s theory did not examine how others may influence the child’s development. He also appeared to have underestimated the ability of infants. Object permanence and deferred imitation have been shown to appear much sooner than predicted by his theory.