A Topical Approach to Lifespan Development 10th edition By John Santrock - Test Bank
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A Topical Approach to Lifespan Development 10th edition By John Santrock - Test Bank

A Topical Approach to Lifespan Development 10th edition By John Santrock - Test Bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   Chapter 05 Test Bank According to Esther Thelen, motor behaviors are assembled for perceiving and acting. Her theory is called __________ theory. bio-behavioral perceptual …

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A Topical Approach to Lifespan Development 10th edition By John Santrock – Test Bank

 

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Sample Questions Are Posted Below

 

Chapter 05

Test Bank

  1. According to Esther Thelen, motor behaviors are assembled for perceiving and acting. Her theory is called __________ theory.
  2. bio-behavioral
  3. perceptual systems
  4. bio-psycho-motor
  5. D. dynamic systems

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 158

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Motor Development

  1. According to dynamic systems theory, how do infants develop motor skills?
  2. Motor skills are initially influenced by biology but become increasingly dependent on environmental factors.
  3. B. Infants perceive something new in the environment that motivates them to act. They use their perceptions to fine-tune their movements.
  4. Infants take bits and pieces of data from sensations and build representations of the world in their minds.
  5. Motor development comes about through the unfolding of a genetic plan, or maturation.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 158

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Motor Development

  1. Which of the following is true of Karen Adolph and Justine Hoch’s description of motor development, which reflects the dynamic systems theory of motor development?
  2. Motor development may be either embodied or embedded depending on the culture in which the infant is raised.
  3. Four key aspects of motor development are that it is embodied, embedded, directed, and intrinsic.
  4. Motor development is far more influenced by embedded factors than by environmental or social ones.
  5. D. Four key aspects of motor development are that it is embodied, embedded, enabling, and enculturated.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 159

Learning Objective: Describe how motor skills develop.

Topic: Motor Development

  1. What mechanisms help infants survive before they have an opportunity to learn adaptive behavior?
  2. dynamic systems
  3. B. reflexes
  4. motor skills
  5. vision and hearing

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Infants root in order to
  2. calm down.
  3. find something to grasp.
  4. C. find something to suck.
  5. go to sleep.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Which statement best describes the relationship between the rooting and sucking reflexes?
  2. Sucking involves eating; rooting involves bonding with a caregiver.
  3. Rooting involves grasping a food source; sucking involves locating food.
  4. Both involve avoiding toxic substances.
  5. D. Rooting involves locating food; sucking involves eating food.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Evaluation

Difficulty Level: Moderate

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Baby Chloe startles when she hears a loud sound. She arches her back, throws back her head, and flings out her arms. Which reflex is she demonstrating?
  2. sucking
  3. rooting
  4. grasping
  5. D. Moro

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Janice strokes the cheek of newborn Robby. He turns his head toward that cheek and opens his mouth. This is an example of the __________ reflex.
  2. sucking
  3. grasping
  4. C. rooting
  5. Moro

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. How is the Moro reflex different from an infant’s shivering, yawning, and sneezing reflexes?
  2. It is part of an infant’s survival reflexes.
  3. It helps an infant find food.
  4. It helps an infant ingest food.
  5. D. It is useful only to an infant, not to an adult.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Which reflex enables an infant to obtain nourishment?
  2. grasping
  3. rooting
  4. C. sucking
  5. Moro

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Which reflex involves many responses from the whole body?
  2. A. Moro
  3. grasping
  4. rooting
  5. sucking

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. The Moro reflex is a response to __________, whereas the grasping reflex is a response to __________.
  2. smell; sight
  3. sight; smell
  4. touch; sound or movement
  5. D. sound or movement; touch

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. How long does it take for most infants to establish a sucking style that matches how mothers hold them, how the milk is coming out of the bottle or breast, and the infant’s temperament?
  2. one day
  3. one week
  4. C. several weeks
  5. several months

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. The scientific perspective on infant reflexes has changed over time to suggest
  2. A. more deliberation and control on the part of the infant.
  3. a greater role for the mother in helping the infant to develop reflexes.
  4. less voluntary or directed movement on the part of the infant.
  5. a greater genetic legacy to such reflexes.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Activities that use large muscles develop
  2. fine motor skills.
  3. B. gross motor skills.
  4. the grasping reflex.
  5. the sucking reflex

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Infancy

  1. Baby Karyn has just learned to sit independently. Approximately how old is she likely to be?
  2. 3 weeks
  3. 2 months
  4. C. 6 months
  5. 1 year

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Basic

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Development of Posture

Topic: Infancy

  1. Marta is developing new abilities, such as sitting and standing, but is not yet able to climb or ride on riding toys. Marta is in her
  2. second year.
  3. B. first year.
  4. prenatal stage.
  5. reflex stage.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: First Year

Topic: Infancy

  1. Infants are normally able to sit, stand, and walk using furniture support __________, and can climb and balance on their feet in a squatting position __________.
  2. after 1 year of age; after 2 years of age
  3. after 18 months of age; after 24 months of age
  4. within the first 6 months; within the first year
  5. D. within the first year; within the second year

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 162

Learning Objective: Describe how motor skills develop.

Topic: First Year

Topic: Infancy

  1. What component of the process of walking do infants first master?
  2. alternating arm swings
  3. stabilizing balance on one leg
  4. crouching and hip movements
  5. D. forward stepping movement

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 161

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Second Year

  1. Well-developed gross motor skills allow infants to become more independent. Independence is important because it
  2. allows infants to strengthen the bonds with their primary caregivers.
  3. is a prerequisite for the development of fine motor skills.
  4. fosters greater numbers of dendritic connections in muscle tissue.
  5. D. allows more and different kinds of interactions with the environment.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 161-162

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Second Year

  1. Infants start to be able to walk
  2. before they can make alternating leg movements.
  3. B. only after they are able to balance on one leg long enough to swing the other leg forward and shift their weight without falling.
  4. as soon as they can produce forward stepping movements.
  5. as soon as they can make alternating leg movements.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 161

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Learning to Walk

  1. Miri can walk quickly and run stiffly for a short distance. She loves tostand and kick her soccer ball. Miri is likely between the ages of
  2. 9 months and 12 months.
  3. 13 months and 18 months.
  4. C. 18 months and 24 months.
  5. 36 months and 48 months.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 162

Learning Objective: Describe how motor skills develop.

Topic: First Year

Topic: Infancy

  1. For fostering faster motor development in infants, which of the following practices can be effective?
  2. giving infants opportunities for exercise
  3. stroking, massaging, or stretching the babies
  4. frequently exercising the babies’ trunk and pelvic muscles
  5. D. All answer choices are correct.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 163

Learning Objective: Describe how motor skills develop.

Topic: First Year

Topic: Infancy

  1. Infants are likely to reach motor milestones at different ages depending on the culture. This is probably due to
  2. A. activity opportunities and physical manipulation.
  3. genetic inheritance and nutrition.
  4. climate and activity opportunities.
  5. climate and nutrition.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 162-163

Learning Objective: Describe how motor skills develop.

Topic: Cultural Variations

Topic: Infancy

  1. Which of the following statements is true regarding gross motor activity during middle and late childhood?
  2. Only one child in a thousand can hit a tennis ball over the net at the age of 11.
  3. Girls usually outperform boys in large-muscle activities until adolescence, when the opposite is true.
  4. Children at this age can master activities such as running, climbing, and skipping rope. However, once they master them, they don’t find them pleasant and enjoyable anymore.
  5. D. Elementary-aged boys usually outperform girls in large-muscle activities.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Analyze

Difficulty Level: Moderate

Gradable: automatic

Page: 164

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Middle and Late Childhood

  1. Joey is the best batter on his little league team. Which of the following is a consequence of playing organized sports that Joey may encounter?
  2. limitations on developing peer relations and friendships
  3. focusing more on academic work
  4. C. unrealistic expectations for success as an athlete
  5. unrealistic expectations for academic success

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 164

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Middle and Late Childhood

  1. Playing organized sports can have which of the following negative effects on a child?
  2. A. undue pressure and stress to achieve and win
  3. decreased cognitive functioning
  4. increased peer pressure for substance abuse
  5. overly developed muscle mass

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 164

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Middle and Late Childhood

  1. Peak physical performance usually occurs during
  2. adolescence.
  3. B. the twenties.
  4. the thirties.
  5. the forties.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 164

Learning Objective: Describe how motor skills develop.

Topic: Early Adulthood

Topic: Gross Motor Skills

  1. Which of the following athletes would most likely show peak performance during adolescence?
  2. A. swimmer
  3. sprinter
  4. golfer
  5. marathon runner

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 164

Learning Objective: Describe how motor skills develop.

Topic: Adolescence

Topic: Gross Motor Skills

  1. Brent’s biological functions are beginning to decline. How old is he?
  2. A. 30
  3. 45
  4. 50
  5. 65

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 164

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Middle Adulthood

  1. Tom wants to attend his son’s little league game. His son is embarrassed by Tom’s loud cheering, though, and asks Tom not to come. What should Tom do?
  2. go but not cheer
  3. go anyway and cheer
  4. go but hide so his son can’t see him
  5. D. respect his son’s wishes and stay home

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 165

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

  1. Gross motor skills include activities such as running, whereas fine motor skills include activities such as
  2. crab walking.
  3. gymnastics.
  4. C. cutting with scissors.
  5. jumping.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 166

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

  1. What skills involve movements such as buttoning a shirt or typing?
  2. perceptual-motor
  3. gross motor
  4. reflexes
  5. D. fine motor

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 166

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

  1. Tammy is middle-aged and walks daily with her friends. Research shows that she can expect which of the following in older adulthood?
  2. arthritis in her knees and hips
  3. B. a lower level of motor ability loss
  4. the same level of motor ability loss as her non-walking counterparts
  5. a higher risk of obesity

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 166

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Late Adulthood

  1. Rachel Clifton and colleagues (1993) demonstrated that infants
  2. have good control over their fine motor skills as early as a few days after birth.
  3. have to see their own hands in order to reach for an object.
  4. cannot use cues from muscles, tendons, and joints to guide their reaching until after they are over 12 months of age.
  5. D. do not have to see their own hands in order to reach for an object.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 166

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Infancy

  1. A significant achievement in an infant’s interactions with the environment is the
  2. A. onset of reaching and grasping.
  3. grasping reflex.
  4. Moro reflex.
  5. sucking reflex.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 166

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Infancy

  1. At 3 years old, children scribble all over the page; but 4-year-olds can make more precise drawings, because 4-year-olds have more developed
  2. palmer grasping abilities.
  3. B. fine motor skills.
  4. gross motor skills.
  5. grasping abilities.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 167

Learning Objective: Describe how motor skills develop.

Topic: Early Childhood

Topic: Fine Motor Skills

  1. Baby Jasmina is sitting in her high chair and picks up Cheerios using her thumb and forefinger. This newfound ability is due to the development of
  2. gross motor skills.
  3. the palmer grasp.
  4. reaching ability.
  5. D. the pincer grip.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 166

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Infancy

  1. Baby Ty reaches and grips a toy using his whole hand. This ability is called the
  2. A. palmer grasp.
  3. gross motor skill.
  4. pincer grasp.
  5. “sticky mittens” experience.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 166

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Infancy

  1. The “sticky mittens” studies found that
  2. A. experience plays a role in the development of grasping and manipulating objects.
  3. gross motor development determines fine motor development.
  4. experience is irrelevant to the development of fine motor skills.
  5. experience plays a role in grasping but not manipulation of objects.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 167

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Infancy

  1. Which of the following best explains why 4-year-old Tanisha might knock over a tower of blocks she is building and start again?
  2. Knocking the tower down is more interesting than building it up.
  3. B. She tries too hard to place every block perfectly.
  4. She fails to place a block squarely on the stack she is assembling.
  5. She makes careless movements because she doesn’t pay enough attention to what she is doing.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Analyze

Difficulty Level: Moderate

Gradable: automatic

Page: 167

Learning Objective: Describe how motor skills develop.

Topic: Early Childhood

Topic: Fine Motor Skills

  1. Third-grader Thania forms her cursive letters in small, even rows. What best accounts for her improving dexterity?
  2. increased muscle development
  3. bone ossification
  4. C. increased myelination
  5. better developed gross motor skills

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 167

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Middle and Late Childhood

  1. Which of the following is true of fine motor skill development during middle and late childhood?
  2. Increased myelination affects the development of gross motor skills but not fine motor skills.
  3. Letter size becomes bigger and more even with age.
  4. Boys usually outperform girls in fine motor skills.
  5. D. Girls usually outperform boys in fine motor skills.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 168

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Middle and Late Childhood

  1. Sound waves transmitted to David’s auditory nerve create __________. David’s interpretation of the sound waves as the school bell is __________.
  2. perception; affordance
  3. B. a sensation; perception
  4. perception; sensation
  5. an affordance; perception

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Sensation and Perception

  1. Sensation occurs when information
  2. is interpreted by the brain.
  3. affects organs such as the heart and lungs.
  4. C. interacts with sensory receptors—the eyes, ears, tongue, nostrils, and skin.
  5. interacts with the brain, but the brain cannot make any meaningful interpretations.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Sensation and Perception

  1. Which of the following best describes the relationship between sensation and perception?
  2. A. Perception cannot occur unless sensation takes place first.
  3. Perception involves information interacting with sensory receptors, while sensation involves meaningful interpretations.
  4. Sensation occurs after perception.
  5. Sensation and perception are independent processes.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Sensation and Perception

  1. David’s realization that he hears the train approaching fast depends on
  2. sensation.
  3. perception.
  4. C. both sensation and perception.
  5. neither sensation nor perception.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Sensation and Perception

  1. Eleanor and James J. Gibson purport that all objects and surfaces offer opportunities for people to perform activities on them based on each person’s capabilities. They refer to such opportunities as
  2. ecological views.
  3. B.
  4. sensations.
  5. perceptions.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Ecological View

  1. According to the ecological view of sensory-perceptual development, how do we perceive and eventually represent objects in our minds?
  2. A. We directly and accurately perceive information that exists in the world around us, known as affordances, which guide the way we interact and adapt to the world.
  3. We first act on the world, and through action, we develop our perception.
  4. We take bits and pieces of data from sensations and build up representations of the world.
  5. Environmental stimuli motivate us to fine-tune gross and fine motor movements in order to act.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Ecological View

  1. Eighteen-month-old Bridger is running in the park when he reaches a steep embankment. He stops, looks up, and then drops to his hands and knees and begins crawling up. This illustrates the concept of
  2. visual acuity.
  3. sensation.
  4. perception.
  5. D.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Ecological View

Topic: Infancy

  1. Robert Fantz measured how long an infant looks at different visual stimuli. Which experimental method is this?
  2. dishabituation
  3. high-amplitude sucking
  4. habituation
  5. D. visual preference

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Preference Method

  1. Which of the following methods should Dr. Kim use if she wants to determine whether infants can distinguish one stimulus from another?
  2. visual preference
  3. habituation-dishabituation
  4. high-amplitude sucking
  5. D. All answer choices are correct.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Preference Method

  1. Which of the following is used in habituation studies?
  2. sucking behavior
  3. heart and respiration rates
  4. the length of time an infant looks at an object
  5. D. All answer choices are correct.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Preference Method

  1. When a 2-day-old infant consistently shows a visual preference for a bull’s-eye pattern over a checkerboard pattern, we know that the infant
  2. recognizes circles more quickly than squares.
  3. can see fine details as well as adults can.
  4. has normal 20/20 vision.
  5. D. can see the difference between the two patterns (stimuli).

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Preference Method

  1. What is the name given to decreased responsiveness to a stimulus after repeated presentations of the stimulus?
  2. A. habituation
  3. visual preference
  4. dishabituation
  5. affordance

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Preference Method

  1. As measured on the Snellen chart, a newborn’s vision is estimated to be
  2. 20/100.
  3. 20/150.
  4. C. 20/240.
  5. 20/50.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 172

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Acuity

  1. William James said that the newborn’s perceptual world is “a blooming, buzzing confusion.” What did he mean by this (now disproved) idea?
  2. The newborn’s environment is loud.
  3. The newborn can see clearly, but hearing is not well developed.
  4. C. The newborn lacks the perceptual skills to make sense of the surrounding stimuli.
  5. The newborn has advanced skills in hearing even soft sounds.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Perception

  1. Baby Jacci, who is 2 days old, is shown four drawings: a blue square, a white oval, a drawing of a face, and a bright red circle. Based on Fantz’s work, which will she probably prefer to look at?
  2. the square
  3. the oval
  4. C. the face
  5. the bright red circle

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Acuity

  1. Su-Fang would like to hang one picture above her baby’s crib. Which of the following would attract the most attention from the infant?
  2. A. a drawing of a face
  3. a red circle
  4. a bright yellow oval
  5. a bright white square

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Acuity

  1. At what age is an infant able to distinguish male from female faces and discriminate between ethnic groups?
  2. 2 days
  3. 10 days
  4. C. 3 months
  5. 1 year

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 172

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Acuity

  1. Christopher knows that the ball he is holding is smaller than the dog across the street, even though the retinal image of the dog is actually smaller than that of the ball. This is an example of
  2. perceptual shape constancy.
  3. depth perception.
  4. C. size constancy.
  5. accommodation of the eye.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 173

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Perceptual Constancy

  1. Baby Mary recognizes the table as in the same shape, even though the table appears in different shapes depending on the angle from which it is observed. This is an example of
  2. depth perception.
  3. accommodation of the eye.
  4. size constancy.
  5. D. shape constancy.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 173

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Perceptual Constancy

  1. From the top of the Ferris wheel, the people on the ground look small, but Allison knows they are regular-sized humans. This is an example of
  2. shape constancy.
  3. depth perception.
  4. accommodation of the eye.
  5. D. size constancy.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 173

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Perceptual Constancy

  1. In the Gibson and Walk experiment, most of the babies who were encouraged to crawl across the glass over the visual cliff would
  2. crawl across it without hesitation.
  3. crawl across it if their mothers coaxed them.
  4. C. not crawl across it.
  5. crawl across it but show a significant increase in heart rate, indicating anxiety.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 173-174

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Depth Perception

Topic: Infancy

  1. Many preschool children are __________, and first graders __________.
  2. farsighted; become more farsighted until late childhood.
  3. nearsighted; can focus their eyes and sustain their attention on close-up objects.
  4. C. farsighted; can focus their eyes and sustain their attention on close-up objects.
  5. nearsighted; become farsighted until late childhood.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 174

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Early Childhood

Topic: Visual Perception

  1. Robert’s teacher notices that he keeps blinking his eyes and squinting to see the board. These are signs that Robert may have
  2. color blindness.
  3. B. vision problems.
  4. presbyopia.
  5. attention deficit disorder.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 174

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Visual Perception

  1. Two-year-old Saunder rubs his eyes, squints, tilts his head, and blinks excessively. Saunder’s parents should
  2. encourage more nighttime sleep.
  3. wait for the results of the kindergarten vision screening.
  4. C. make an appointment with an ophthalmologist.
  5. give him more daytime naps.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 174

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Visual Perception

  1. Fifty-two-year-old Curtis is beginning to lose his ability to focus and maintain images on his retina. This condition is known as
  2. cataracts.
  3. macular degeneration.
  4. glaucoma.
  5. D.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Middle Adulthood

Topic: Visual Acuity

  1. Kyle has progressive presbyopia. What is likely to help correct this condition?
  2. bifocal glasses
  3. intraocular glasses
  4. laser surgery
  5. D. All answer choices are correct.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Middle Adulthood

Topic: Visual Acuity

  1. Forty-seven-year-old Dixie is able to read better when she holds the book further from her face. The recent decline in her visual acuity is common among individuals her age and is known as
  2. dark adaptation.
  3. B.
  4. glaucoma.
  5. macular degeneration.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Middle Adulthood

Topic: Visual Acuity

  1. Al avoids driving at night because it is difficult for his eyes to adjust after he passes oncoming cars. Al is having a problem with
  2. presbyopia.
  3. his blind spot.
  4. C. dark adaptation.
  5. depth perception.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Middle Adulthood

Topic: Visual Acuity

  1. Thora’s grandson has noticed that Thora uses increasingly brighter colors and larger shapes in her paintings. Thora may be compensating for
  2. glaucoma.
  3. a problem with dark adaptation.
  4. presbyopia.
  5. D. a reduction in the quality or intensity of light reaching the retina.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Middle Adulthood

Topic: Visual Acuity

  1. Compared to younger drivers, older drivers
  2. show a decline in motion sensitivity.
  3. need to expend more cognitive effort when driving.
  4. overestimate the time needed for an approaching vehicle to reach its location.
  5. D. All answer choices are correct.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Late Adulthood

Topic: Visual Acuity

  1. Ilene has difficulty visually negotiating steps and street curbs. She is having a problem with
  2. a growing blind spot.
  3. presbyopia.
  4. dark adaptation.
  5. D. depth perception.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Depth Perception

Topic: Late Adulthood

  1. Stella has just returned from the doctor and was told she has cloudy areas in the lenses of her eyes. Stella has
  2. A.
  3. dark adaptation.
  4. glaucoma.
  5. macular degeneration.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Diseases of the Eye

Topic: Late Adulthood

  1. Will is going to have surgery to remove a thick layer on his eye that is causing cloudy vision. He has
  2. A.
  3. glaucoma.
  4. presbyopia.
  5. macular degeneration.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Diseases of the Eye

Topic: Late Adulthood

  1. Allan is having laser surgery to repair the deterioration of his retina. He has
  2. A. macular degeneration.
  3. presbyopia.
  4. cataracts.
  5. glaucoma.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 176

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Diseases of the Eye

Topic: Late Adulthood

  1. The disease marked by retina deterioration is called
  2. glaucoma.
  3. B. macular degeneration.
  4. cataracts.
  5. presbyopia.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 176

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Diseases of the Eye

Topic: Late Adulthood

  1. Harley’s ophthalmologist is glad he came in. She gives him eye drops to treat a buildup of fluid that can destroy his vision if it goes untreated. Harley has
  2. A.
  3. presbyopia.
  4. macular degeneration.
  5. cataracts.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Diseases of the Eye

Topic: Late Adulthood

  1. Eyedrops are used to treat
  2. cataracts.
  3. macular degeneration.
  4. presbyopia.
  5. D.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 175

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Diseases of the Eye

Topic: Late Adulthood

  1. DeCasper and Spence (1986) measured babies’ sucking rates as they listened to a story they had heard in the womb (The Cat in the Hat) and to a story they had not heard (The King, the Mice and the Cheese). The study concluded that
  2. the fetus could not learn before birth, but infants can learn right after birth.
  3. amniotic fluid blocks sound waves from reaching the fetus.
  4. C. the fetus could learn even before birth.
  5. the infants showed equal interest in both stories.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 176

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Hearing

Topic: Infancy

  1. We know that fetuses can hear before birth because newborns
  2. go to sleep while hearing lullabies.
  3. B. show specific responses for sounds presented repeatedly before birth.
  4. respond more when hearing sounds that were not presented before birth.
  5. show an aversion to loud noises.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 176

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Hearing

Topic: Infancy

  1. Which sound is an infant most likely to hear?
  2. A. high-pitched, conversational volume
  3. low-pitched, conversational volume
  4. high-pitched, whisper volume
  5. low-pitched, whisper volume

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 176

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Hearing

Topic: Infancy

  1. Which of the following is true of infants’ auditory development?
  2. A fetus can hear sounds during only the last two weeks of pregnancy.
  3. Infants are more sensitive to the pitch of a sound than adults are.
  4. Infants cannot distinguish the location from which a sound originates.
  5. D. Immediately after birth, infants cannot hear soft sounds as well as adults.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 176-177

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Hearing

Topic: Infancy

  1. About __________ newborns are deaf, and __________ newborns have some level of hearing problems.
  2. 1 in 10; 2 in 10
  3. 1 in 100; 5 in 100
  4. C. 1 in 1,000; 6 in 1,000
  5. 1 in 10,000; 6 in 10,000

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 177

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Hearing

Topic: Infancy

  1. What percentage of adults over 70 years of age have some type of hearing problem?
  2. 15 percent
  3. 22 percent
  4. 54 percent
  5. D. 63 percent

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 177

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Hearing

Topic: Late Adulthood

  1. Fifteen percent of people over 65 are legally deaf, usually due to degeneration of the primary neural receptor for hearing in the inner ear, referred to as
  2. the retina.
  3. glaucoma.
  4. C. the cochlea.
  5. the eardrum.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 177

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Hearing

Topic: Late Adulthood

  1. Infant boys often drift into a deep sleep after circumcision. This is most likely
  2. an indication that such surgery can sooth the infants.
  3. an indication that infants don’t feel pain.
  4. C. a mechanism to cope with the pain.
  5. an indication that infants feel excessive pain in such surgeries.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 178

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Pain

  1. Which of the following is true of older adults’ experience of touch and pain?
  2. A. Older adults detect touch less in their ankles than their shoulders.
  3. Older adults detect touch less in their wrists than their knees.
  4. Older adults rarely report any persistent pain.
  5. There are no changes in touch and pain with age.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Difficult

Gradable: automatic

Page: 178-179

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Late Adulthood

Topic: Pain

Topic: Touch

  1. Six-day-old Shayli has been breastfed and is presented with two nursing pads. One is soaked with her mother’s breast milk, and the other is clean. Shayli will most likely
  2. show no preference for smelling either nursing pad.
  3. prefer to smell the clean nursing pad.
  4. show no response to either nursing pad unless she is hungry.
  5. D. prefer to smell her mother’s nursing pad.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 179

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Smell

  1. Which of the following statements is true regarding smell and taste in the elderly?
  2. These senses do not decline as we age.
  3. B. Smell declines more than taste.
  4. Smell declines, but taste becomes more sensitive as we age.
  5. Healthy elderly adults are less likely to experience a decline in both smell and taste than unhealthy elderly adults.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 179-180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Late Adulthood

Topic: Smell

Topic: Taste

  1. Research indicates that babies are first able to use their sense of taste __________ birth.
  2. by six weeks after
  3. by one week after
  4. right after
  5. D. before

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Basic

Gradable: automatic

Page: 179

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Taste

  1. Which taste preference develops at about 4 months of age?
  2. bitter
  3. sweet
  4. sour
  5. D. salty

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 179

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Taste

  1. Brenda’s grandmother is 83 years old. Of the following, the most likely reason she doesn’t show much interest in her food is that
  2. medication has caused her sensitivity to odors to increase.
  3. activity has increased in the olfactory pathways of her brain.
  4. C. her sense of smell has declined.
  5. her sense of taste has declined.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 179-180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Late Adulthood

Topic: Taste

  1. Which of the following is an example of intermodal perception?
  2. A child listens to soft music while falling asleep.
  3. While watching television, a child can hear children playing outside in the snow.
  4. A child requires a cochlear implant for hearing.
  5. D. A child hears the sound of the movement of an object, and she turns her eyes in the direction of the object.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Intermodal Perception

  1. If infants are able to engage in intermodal perception, this means they are able to
  2. sense visual and auditory stimuli at the same time.
  3. isolate the sensory source of information.
  4. identify information from different senses and keep them separate.
  5. D. integrate information across different senses into one unified piece of information.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: automatic

Page: 180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Intermodal Perception

  1. Which of the following is among the current findings regarding intermodal perception?
  2. Intermodal perception is developed early in infancy.
  3. A person’s intermodal perception is not coordinated until middle childhood.
  4. Experience is not essential to the development of intermodal perception.
  5. D. Newborns are born with some intermodal capabilities, but these improve through experience.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Intermodal Perception

  1. An infant as young as 3½ years old will look more at his mother when he also hears her voice. This is an example of
  2. size constancy.
  3. B. intermodal perception
  4. bonding between the child and mother.
  5. shape constancy.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Infancy

Topic: Intermodal Perception

  1. Dr. Smith believes that the ability to perceive the world in a competent, organized way is innate. Dr. Smith seems to uphold the
  2. empiricist view.
  3. intermodal perception view.
  4. ecological view.
  5. D. nativist view.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Basic

Gradable: automatic

Page: 180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Nature and Nurture

  1. Dr. Dre is interested in how people assemble motor behaviors for perceiving and acting. He is taking a(n) __________ to perceptual development.
  2. A. dynamic systems approach
  3. ecological approach
  4. nativist approach
  5. behavioral approach

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 181

Learning Objective: Discuss the connection between perception and action.

Topic: Perceptual-Motor Coupling

  1. Dr. Samuelson is interested in how perception guides action and how action guides perception. He is taking a(n) __________ to perceptual development.
  2. behavioral approach
  3. nativist approach
  4. C. ecological approach
  5. genetic determination approach

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 181

Learning Objective: Discuss the connection between perception and action.

Topic: Perceptual-Motor Coupling

  1. Evangeline is 80 years old and is involved in a program designed to enhance speed of processing in an effort to reduce her risk of crashing while driving. This program involves
  2. perceptual-action coupling.
  3. education.
  4. dynamic systems training.
  5. D. cognitive training.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 1.3: Describe applications of psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Apply

Difficulty Level: Moderate

Gradable: automatic

Page: 182

Learning Objective: Discuss the connection between perception and action.

Topic: Late Adulthood

Topic: Perceptual-Motor Coupling

  1. A program that has been shown to reduce at-fault accidents in older adults by more than 40 percent is
  2. education.
  3. dynamic systems training.
  4. C. cognitive training.
  5. perceptual-action coupling.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: automatic

Page: 182

Learning Objective: Discuss the connection between perception and action.

Topic: Late Adulthood

Topic: Perceptual-Motor Coupling

  1. Briefly describe Thelen’s dynamic systems theory.

Infants assemble motor skills for perceiving and acting. In order to develop motor skills, infants must perceive something in the environment that motivates them to act and use their perceptions to fine-tune their movements.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 4.1: Demonstrate effective writing for different purposes

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: manual

Page: 158

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Motor Development

  1. List and briefly describe three infant reflexes.
  2. Sucking: sucks automatically
  3. Grasping: grasps tightly when palm is stroked
  4. Moro: back arches, head is thrown back, arms and legs fling out and then rapidly close toward the center of the body
  5. Rooting: head turns, mouth opens when cheek is stroked

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: manual

Page: 160

Learning Objective: Describe how motor skills develop.

Topic: Infancy

Topic: Reflexes

  1. Define gross and fine motor skills, and give an example of each.
  2. Gross motor skills involve large muscle activities. Examples include moving arms and walking.
  3. Fine motor skills involve more finely tuned movements. Examples include finger dexterity, coordination of the thumb and forefinger, hand-eye coordination, and hand rotation.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: manual

Page: 160, 166

Learning Objective: Describe how motor skills develop.

Topic: Fine Motor Skills

Topic: Gross Motor Skills

  1. List three positive and three negative consequences of participation in children’s sports.

Positive:

  1. Exercise
  2. Learning how to compete
  3. Increased self-esteem or positive self-identity
  4. Learning persistence
  5. Lowering chance of obesity
  6. Meeting new friends
  7. Increased physical fitness

Negative:

  1. Pressure to achieve and win
  2. Physical injuries
  3. Distraction from academic work
  4. Unrealistic expectations for athletic success
  5. Possible concussions in football and soccer

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 164

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Middle and Late Childhood

  1. List three “dos” and three “don’ts” for parents and coaches of children in sports.

Dos:

  1. Make sports fun.
  2. Remember that it is okay and expected that children make mistakes.
  3. Allow children to ask questions.
  4. Show respect for a child’s participation.
  5. Be positive with the child, and compliment the child’s effort.
  6. Be a good example and a positive role model.

Don’ts:

  1. Yell or scream at the child.
  2. Condemn the child for poor play.
  3. Point out errors in front of others.
  4. Expect the child to learn something immediately.
  5. Ridicule or make fun of the child.
  6. Make sports all work and no fun.
  7. Compare the child to others.
  8. Expect the child to become a professional.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 165

Learning Objective: Describe how motor skills develop.

Topic: Gross Motor Skills

Topic: Middle and Late Childhood

  1. Contrast sensation with perception.

Sensation occurs when information interacts with sensory receptors—eyes, ears, tongue, nostrils, and skin. Perception is the interpretation of what is sensed.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 4.1: Demonstrate effective writing for different purposes

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Analyze

Difficulty Level: Difficult

Gradable: manual

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Sensation and Perception

  1. Briefly describe Eleanor and James J. Gibson’s ecological view.

We directly perceive information that exists around us. Perception brings us into contact with the environment in order to interact with and adapt to it. Perception is designed for action.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 4.1: Demonstrate effective writing for different purposes

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 169

Learning Objective: Describe how motor skills develop.

Topic: Ecological View

  1. Briefly explain the concept of “affordances.”

All objects and surfaces offer affordances, which are opportunities for interaction offered by objects that fit within our capabilities to perform activities. We directly and accurately perceive these affordances by sensing information from the environment—the light or sound reflecting from the surfaces of the world—and from our own bodies through muscle receptors, joint receptors, and skin receptors.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 4.1: Demonstrate effective writing for different purposes

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 169

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Ecological View

  1. Define habituation and dishabituation.

Habituation: decreased responsiveness to a stimulus after repeated presentations of the stimulus

Dishabituation: recovery of a habituated response after a change in stimulation

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: manual

Page: 170

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Ecological View

  1. Define and give an example of size and shape constancy.

Size constancy is recognition that an object remains the same even though the retinal image of the object changes. Examples include any involving an understanding that the size of an object stays the same even though it may appear smaller or larger depending on the distance or vantage point.

Shape constancy is recognition that an object remains the same shape even though its orientation to us changes. Examples include any involving an understanding that the shape of an object remains the same even though it may appear otherwise depending on the viewing angle.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 173

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Perceptual Constancy

  1. List and describe two diseases that can impair the vision of older adults.
  2. Cataracts: thickening of the lens of the eye that causes vision to become cloudy, opaque, and distorted
  3. Glaucoma: damage to the optic nerve due to pressure created by a buildup of fluid in the eye
  4. Macular degeneration: deterioration of the macula of the retina

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 175-176

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Diseases of the Eye

Topic: Late Adulthood

  1. Define intermodal perception.

Intermodal perception: the ability to relate and integrate information from two or more sensory modalities, such as vision and hearing

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Remember

Difficulty Level: Moderate

Gradable: manual

Page: 180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Intermodal Perception

  1. Compare and contrast the nativist versus empiricist view of perceptual development.

Nativists believe that the ability to perceive the world in a competent, organized way is inborn or innate.

Empiricists emphasize learning and experience.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 4.1: Demonstrate effective writing for different purposes

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 180

Learning Objective: Outline the course of sensory and perceptual development.

Topic: Nature and Nurture

  1. Define perceptual-motor coupling, and describe how this concept applies to an infant’s development.

Perceptual-motor coupling: Action guides perception, and perception guides action. Babies continually coordinate their movements with perceptual information to learn how to maintain balance, reach for objects in space, and move across various surfaces and terrains.

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology

APA Outcome: 4.1: Demonstrate effective writing for different purposes

Accessibility: Keyboard Navigation

Bloom’s Taxonomy: Understand

Difficulty Level: Moderate

Gradable: manual

Page: 181

Learning Objective: Discuss the connection between perception and action.

Topic: Infancy

Topic: Perceptual-Motor Coupling

Category                                                                                                                                                                                     # of Questions

Accessibility: Keyboard Navigation                                                                                                                                           117

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology                                              117

APA Outcome: 1.3: Describe applications of psychology                                                                                                         39

APA Outcome: 2.3: Engage in innovative and integrative thinking and problem solving                                                        2

APA Outcome: 4.1: Demonstrate effective writing for different purposes                                                                               6

Bloom’s Taxonomy: Analyze                                                                                                                                                     3

Bloom’s Taxonomy: Apply                                                                                                                                                        38

Bloom’s Taxonomy: Evaluation                                                                                                                                                  1

Bloom’s Taxonomy: Remember                                                                                                                                                 39

Bloom’s Taxonomy: Understand                                                                                                                                                36

Difficulty Level: Basic                                                                                                                                                               41

Difficulty Level: Difficult                                                                                                                                                           2

Difficulty Level: Moderate                                                                                                                                                         74

Gradable: automatic                                                                                                                                                                    103

Gradable: manual                                                                                                                                                                        14

Page:

Learning Objective: Describe how motor skills develop.                                                                                                          49

Page:

Learning Objective: Discuss the connection between perception and action.                                                                            5

Page:

Learning Objective: Outline the course of sensory and perceptual development.                                                                      63

Topic: Adolescence                                                                                                                                                                     1

Topic: Cultural Variations                                                                                                                                                          1

Topic: Depth Perception                                                                                                                                                             2

Topic: Development of Posture                                                                                                                                                  1

Topic: Diseases of the Eye                                                                                                                                                         7

Topic: Early Adulthood                                                                                                                                                              1

Topic: Early Childhood                                                                                                                                                              3

Topic: Ecological View                                                                                                                                                              6

Topic: Fine Motor Skills                                                                                                                                                            12

Topic: First Year                                                                                                                                                                         4

Topic: Gross Motor Skills                                                                                                                                                          12

Topic: Hearing                                                                                                                                                                            7

Topic: Infancy                                                                                                                                                                             59

Topic: Intermodal Perception                                                                                                                                                     5

Topic: Late Adulthood                                                                                                                                                               17

Topic: Learning to Walk                                                                                                                                                             1

Topic: Middle Adulthood                                                                                                                                                           6

Topic: Middle and Late Childhood                                                                                                                                            7

Topic: Motor Development                                                                                                                                                         4

Topic: Nature and Nurture                                                                                                                                                          2

Topic: Pain                                                                                                                                                                                  2

Topic: Perceptual Constancy                                                                                                                                                      4

Topic: Perceptual-Motor Coupling                                                                                                                                             5

Topic: Reflexes                                                                                                                                                                           12

Topic: Second Year                                                                                                                                                                    2

Topic: Sensation and Perception                                                                                                                                                 5

Topic: Smell                                                                                                                                                                                2

Topic: Taste                                                                                                                                                                                4

Topic: Touch                                                                                                                                                                               1

Topic: Visual Acuity                                                                                                                                                                  10

Topic: Visual Perception                                                                                                                                                            4

Topic: Visual Preference Method                                                                                                                                               5

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