A Topical Approach to Lifespan Development 8th Edition By Santrock -Test Bank

A Topical Approach to Lifespan Development 8th Edition By Santrock -Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 05

Motor, Sensory, and Perceptual Development

 

 

Multiple Choice Questions

1. According to Esther Thelen, motor behaviors are assembled for perceiving and acting. Her theory is called the _____ theory.
   A.  bio-psycho-motor
   B.  dynamic systems
   C.  bio-behavioral
   D.  perceptual systems

 

Page: 147

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Motor Development

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

 

Page: 147

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Motor Development

 

 

3. What mechanisms help infants survive before they have an opportunity to learn adaptive behavior?
   A.  reflexes
   B.  motor skills
   C.  vision and hearing
   D.  dynamic systems

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

4. Infants root in order to
   A.  find something to grasp.
   B.  find something to suck.
   C.  calm down.
   D.  go to sleep.

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

5. Which statement BEST describes the relationship between the rooting and sucking reflexes?
   A.  Both involve avoiding toxic substances.
   B.  Rooting involves locating food; sucking involves eating food.
   C.  Sucking involves eating; rooting involves bonding with a caregiver.
   D.  Rooting involves grasping a food source; sucking involves locating food.

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Evaluation
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

 

 

6. 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?
   A.  sucking
   B.  Moro
   C.  rooting
   D.  grasping

 

Page: 148

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

7. 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.
   A.  sucking
   B.  Moro
   C.  rooting
   D.  grasping

 

Page: 148

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

8. Adaptive, built-in reactions to stimuli are called
   A.  fine motor skills.
   B.  gross motor skills.
   C.  Moro.
   D.  reflexes.

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

 

 

9. Which reflex enables an infant to obtain nourishment?
   A.  sucking
   B.  Moro
   C.  grasping
   D.  rooting

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

10. Which reflex involves many responses from the whole body?
    A.  sucking
    B.  rooting
    C.  Moro
    D.  grasping

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

11. The Moro reflex is a response to _____, whereas the grasping reflex is a response to _____.
    A.  sound or movement; touch
    B.  touch; sound or movement
    C.  smell; sight
    D.  sight; smell

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

 

12.   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?
    A.  one day
    B.  one week
    C.  several weeks
    D.  several months

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

13. Shawn is 5 years old and sucks his thumb. His mother is worried that thumb sucking will become a lifelong habit. A developmental psychologist would MOST likely advise Shawn’s mother to:
    A.  keep Shawn at home for another year before entering kindergarten.
    B.  change her disciplining methods.
    C.  develop a strict behavior intervention plan.
    D.  relax because the behavior will most likely remit on its own.

 

Page:

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

 

 

14. Activities that use large muscles develop:
    A.  the grasping reflex.
    B.  fine motor skills.
    C.  gross motor skills.
    D.  the sucking reflex

 

Page: 149

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Infancy

 

 

15. Baby Karyn has just learned to sit independently. Approximately how old is she?
    A.  1 year
    B.  3 weeks
    C.  2 months
    D.  6 months

 

Page: 149

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Development of Posture
Topic: Infancy

16. 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
    A.  first year.
    B.  second year.
    C.  prenatal stage.
    D.  reflex stage.

 

Page: 149

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: First Year
Topic: Infancy

17. Infants normally are able to sit, stand, and walk ______, and climb and balance their feet in a squatting position _________.
    A.  within the first 6 months; within the first year
    B.  within the first year; within the second year
    C.  after 18 months of age; after 24 months of age
    D.  after 1 year of age; after 2 years of age

 

Page: 150

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: First Year
Topic: Infancy

 

 

18. Research shows that infants occasionally take a few large steps when walking. These large steps indicate which of the following?
    A.  increased desire for independence
    B.  increased acceleration and speed
    C.  increased balance and strength
    D.  sign of future delay in motor development

 

Page:

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Second Year

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

 

Page:

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Second Year

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

 

Page: 149

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Learning to Walk

 

 

21. Miri can walk quickly and run stiffly for a short distance. She loves to stand and kick her soccer ball. Miri is likely between the ages of _____ months.
    A.  9 and 12
    B.  13 and 18
    C.  18 and 24
    D.  36 and 48

 

Page: 150

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: First Year
Topic: Infancy

22. To foster infants’ motor development, which of the follow practices would be effective?
    A.  giving infants opportunities for exercise
    B.  stroking, massaging, or stretching the babies
    C.  frequently exercising the babies’ trunk and pelvic muscles
    D.  All of these answers are correct.

 

Page: 150

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: First Year
Topic: Infancy

23. Infants are likely to reach motor milestones at different ages depending on the culture. This is probably due to
    A.  the climate.
    B.  activity opportunities.
    C.  the genetic disposition.
    D.  nutrition.

 

Page: 150

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Cultural Variations
Topic: Infancy

 

 

24. Which of the following statements is TRUE regarding gross motor activity during middle and late childhood?
    A.  Only one child in a thousand can hit a tennis ball over the net at the age of 11.
    B.  Girls usually outperform boys in large-muscle activities until adolescence when the opposite is true.
    C.  Elementary-aged boys usually outperform girls in large-muscle activities.
    D.  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.

 

Page: 152164

APA Outcome: 1.1
APA Outcome: 2.3
Bloom’s Taxonomy: Analyze
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Middle and Late Childhood

25. 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?
    A.  unrealistic expectations for academic success
    B.  focusing more on academic work
    C.  unrealistic expectations for success as an athlete
    D.  limitations on developing peer relations and friendships

 

Page: 152

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Middle and Late Childhood

 

 

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

 

Page: 152

APA Outcome: 1.1
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Middle and Late Childhood

27. Peak physical performance usually occurs during
    A.  adolescence.
    B.  the 20s.
    C.  the 30s.
    D.  the 40s.

 

Page: 152

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Early Adulthood
Topic: Gross Motor Skills

28. Which of the following athletes would MOST likely show peak performance during adolescence?
    A.  golfer
    B.  swimmer
    C.  sprinter
    D.  marathon runner

 

Page: 152

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Adolescence
Topic: Gross Motor Skills

 

 

29. Brent’s biological functions are beginning to decline. How old is he?
    A.  65
    B.  50
    C.  45
    D.  30

 

Page: 153

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Middle Adulthood

30. 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?
    A.  go anyway and cheer
    B.  go but not cheer
    C.  go but hide so his son can’t see him
    D.  respect his son’s wishes and stay home

 

Page: 153

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills

31. Gross motor skills include activities such as running, whereas fine motor skills include activities such as
    A.  jumping.
    B.  gymnastics.
    C.  cutting with scissors.
    D.  crab walking.

 

Page: 154

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills

 

 

32. What skills involve movements such as buttoning a shirt or typing?
    A.  fine motor
    B.  gross motor
    C.  reflexes
    D.  perceptual-motor

 

Page: 154

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills

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

 

Page: 153-154

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Late Adulthood

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

 

Page: 154

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Infancy

 

 

35. A significant achievement in an infant’s interactions with the environment is the
    A.  onset of reaching and grasping.
    B.  grasping reflex.
    C.  Moro reflex.
    D.  sucking reflex.

 

Page: 154

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Infancy

36. Three-year-olds scribble all over the page, but 4-year-olds can make more precise drawings because 4-year-olds have more developed
    A.  grasping abilities.
    B.  fine motor skills.
    C.  gross motor skills.
    D.  palmer grasping abilities.

 

Page: 154

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Describe how motor skills develop.
Topic: Early Childhood
Topic: Fine Motor Skills

37. 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 rev: 11_25_2014_QC_57666
    A.  the palmer grasp.
    B.  the pincer grip.
    C.  gross motor skills
    D.  reaching ability

 

Page: 154

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Infancy

 

 

38. Baby Ty reaches and grips a toy using his whole hand. This ability is called the
    A.  palmer grasp.
    B.  pincer grasp.
    C.  gross motor skill.
    D.  “sticky mittens” experience.

 

Page: 154

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Infancy

39. The “sticky mittens” studies found that
    A.  gross motor development determines fine motor development.
    B.  experience is irrelevant to the development of fine motor skills.
    C.  experience plays a role in the development of reaching and grasping.
    D.  experience plays a role in grasping but not reaching.

 

Page: 154-155

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Infancy

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

 

Page: 155

APA Outcome: 1.1
APA Outcome: 2.3
Bloom’s Taxonomy: Analyze
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Early Childhood
Topic: Fine Motor Skills

 

 

41. Third-grader Thania forms her cursive letters in small even rows. What BEST accounts for her improving dexterity?
    A.  better developed gross motor skills
    B.  increased myelination
    C.  bone ossification
    D.  increased muscle development

 

Page: 155

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Middle and Late Childhood

42. Which of the following statements is TRUE of fine motor skill development during middle and late childhood?
    A.  Increased myelination affects the development of gross motor skills, but not fine motor skills.
    B.  Letter size becomes bigger and more even with age.
    C.  Boys usually outperform girls in fine motor skills.
    D.  Girls usually outperform boys in fine motor skills.

 

Page: 155

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Middle and Late Childhood

 

 

44. Sound waves transmitted to David’s auditory nerve create _____. David’s reinterpretation of the sound waves as the school bell is _____.
    A.  an affordance; perception
    B.  perception; affordance
    C.  perception; sensation
    D.  a sensation; perception

 

Page: 156-157

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Sensation and Perception

45. Sensation occurs when information
    A.  interacts with sensory receptors, such as the eyes, ears, tongue, nostrils, and skin.
    B.  is interpreted by the brain.
    C.  affects organs such as the heart and lungs.
    D.  interacts with the brain, but the brain can not make any meaning interpretations.

 

Page: 156-157

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Sensation and Perception

46. Which of the following BEST describes the relationship between sensation and perception?
    A.  Sensation and perception are independent processes.
    B.  Sensation occurs after perception.
    C.  Perception cannot occur unless sensation takes place first.
    D.  Perception involves information interacting with sensory receptors, while sensation involves meaningful interpretations.

 

Page: 156-157

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Sensation and Perception

 

47. In order for David to realize that he heard the train approaching fast, it has to involve the process(es) of
    A.  sensation.
    B.  perception.
    C.  both sensation and perception.
    D.  neither sensation nor perception.

 

Page: 156-157

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Sensation and Perception

48. Eleanor and James Gibson purport that all objects and surfaces offer opportunities for people to perform activities on them. They refer to such opportunities as
    A.  sensations.
    B.  affordances.
    C.  perceptions.
    D.  ecological views.

 

Page: 157

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Ecological View

49. According to the ecological view of sensory-perceptual development, how do we perceive and eventually represent objects in our minds?
    A.  We take bits and pieces of data from sensations and build up representations of the world.
    B.  Environmental stimuli motivate us to fine-tune gross and fine motor movements in order to act.
    C.  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.
    D.  We first act on the world, and through action, we develop our perception.

 

Page: 157

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Ecological View

 

50. 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
    A.  sensation.
    B.  perception.
    C.  affordances.
    D.  visual acuity.

 

Page: 157

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Ecological View
Topic: Infancy

 

51. Dr. Jackson measures how long an infant looks at different visual stimuli. Which experimental method is this?
    A.  habituation
    B.  dishabituation
    C.  high-amplitude sucking
    D.  visual preference

 

Page: 158-159

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Preference Method

 

 

52. Which of the following methods should Dr. Kim use if she wants to determine whether infants can distinguish one stimulus from another?
    A.  visual preference
    B.  habituation-dishabituation
    C.  high-amplitude sucking
    D.  All of these answers are correct.

 

Page: 158-159

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Preference Method

53. Which of the following is used in habituation studies?
    A.  sucking behavior
    B.  heart and respiration rates
    C.  the length of time an infant looks at an object
    D.  All of these answers are correct.

 

Page: 158

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Preference Method

54. 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
    A.  has normal 20/20 vision.
    B.  can see fine details as well as adults can.
    C.  can see the difference between the two patterns.
    D.  recognizes circles more quickly than squares.

 

Page: 158

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Preference Method

 

 

55. What is the name given to decreased responsiveness to a stimulus after repeated presentations of the stimulus?
    A.  habituation
    B.  dishabituation
    C.  visual preference
    D.  affordance

 

Page: 158

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Preference Method

56. As measured on the Snellen chart, a newborn’s vision is estimated to be
    A.  20/100.
    B.  20/240.
    C.  20/150.
    D.  20/50.

 

Page: 157

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Acuity

57. William James said that the newborn’s perceptual world is “a blooming, buzzing confusion.” What did he mean?
    A.  The newborn’s environment is loud.
    B.  The newborn has advanced skills in hearing even soft sounds.
    C.  The newborn lacks the perceptual skills to make sense of the surrounding stimuli.
    D.  The newborn can see clearly, but hearing is not well developed.

 

Page: 157

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Perception

 

 

58. 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?
    A.  the oval
    B.  the face
    C.  the square
    D.  the bright red circle

 

Page: 158

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Acuity

59. 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?
    A.  a red circle
    B.  a drawing of a face
    C.  a bright yellow oval
    D.  a bright white square

 

Page: 158

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Acuity

60. At what age is an infant able to distinguish male from female faces, discriminate between ethnic groups, and match grandma’s voice to her face?
    A.  2 days
    B.  10 days
    C.  3 months
    D.  1 years

 

Page: 160

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Acuity

61. 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
    A.  perceptual shape constancy.
    B.  size constancy.
    C.  depth perception.
    D.  accommodation of the eye.

 

Page: 160-161

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Perceptual Constancy

62. 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
    A.  size constancy.
    B.  depth perception.
    C.  shape constancy.
    D.  accommodation of the eye.

 

Page: 160-161

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Perceptual Constancy

63. 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
    A.  accommodation of the eye.
    B.  depth perception.
    C.  shape constancy.
    D.  size constancy.

 

Page: 160-161

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Perceptual Constancy

64. In the Gibson-Walk experiment, most of the babies who were encouraged to crawl across the glass over the visual cliff would
    A.  crawl across it without hesitation.
    B.  not crawl across it.
    C.  crawl across it if their mothers coaxed them.
    D.  crawl across it, but showed a significant increase in heart rate indicating anxiety.

 

Page: 161-162

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Depth Perception
Topic: Infancy

 

 

65. Many preschool children are _____, and first graders ______.
    A.  farsighted; become more farsighted until late childhood.
    B.   farsighted; can focus their eyes and sustain their attention on close-up objects.
    C.   nearsighted; become farsighted until late childhood.
    D.  nearsighted; can focus their eyes and sustain their attention on close-up objects.

 

Page: 162

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Early Childhood
Topic: Visual Perception

66. Robert’s teacher notices that he keeps blinking his eyes and squinting to see the board. These are signs that Robert may have
    A.  attention deficit disorder.
    B.  vision problems.
    C.  color blindness.
    D.  presbyopia.

 

Page: 162

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Visual Perception

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

 

Page: 162

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Visual Perception

 

 

68. Fifty-two-year-old Curtis is beginning to lose his ability to focus and maintain images on his retina. This condition is known as
    A.  macular degeneration.
    B.  cataracts.
    C.  glaucoma.
    D.  presbyopia.

 

Page: 162

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Middle Adulthood
Topic: Visual Acuity

69. Kyle has progressive presbyopia. What is likely to help correct this condition?
    A.  bifocal glasses
    B.  intraocular glasses
    C.  laser surgery
    D.  All of these answers are correct.

 

Page: 162

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Middle Adulthood
Topic: Visual Acuity

70. 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
    A.  glaucoma.
    B.  macular degeneration.
    C.  dark adaptation.
    D.  presbyopia.

 

Page: 162

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Middle Adulthood
Topic: Visual Acuity

71. 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
    A.  dark adaptation.
    B.  depth perception.
    C.  presbyopia.
    D.  his blind spot.

 

Page: 163

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Middle Adulthood
Topic: Visual Acuity

 

72. Thora’s grandson has noticed that Thora uses increasingly brighter colors in her paintings. Thora may be compensating for
    A.  glaucoma.
    B.  a reduction in the quality or intensity of light reaching the retina.
    C.  a problem with dark adaptation.
    D.  presbyopia.

 

Page: 163

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Middle Adulthood
Topic: Visual Acuity

73. Compared to younger drivers, older drivers
    A.  show a decline in motion sensitivity.
    B.  need to expend more cognitive effort when driving.
    C.  overestimate the time needed for an approaching vehicle to reach its location.
    D.  All of these answers are correct

 

Page: 163

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Late Adulthood
Topic: Visual Acuity

74. Ilene has difficulty negotiating steps and street curbs. She is having a problem with
    A.  dark adaptation.
    B.  depth perception.
    C.  presbyopia.
    D.  a growing blind spot.

 

Page: 163

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Depth Perception
Topic: Late Adulthood

 

 

75. Stella has just returned from the doctor and was told she has cloudy areas in the lenses of her eyes. Stella has
    A.  glaucoma.
    B.  dark adaptation.
    C.  macular degeneration.
    D.  cataracts.

 

Page: 163

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Diseases of the Eye
Topic: Late Adulthood

76. Will is going to have surgery to remove a thick layer on his eye that is causing cloudy vision. He has
    A.  glaucoma.
    B.  macular degeneration.
    C.  cataracts.
    D.  presbyopia.

 

Page: 163

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Diseases of the Eye
Topic: Late Adulthood

77. Allan is having laser surgery to repair the deterioration of his retina. He has
    A.  glaucoma.
    B.  presbyopia.
    C.  cataracts.
    D.  macular degeneration.

 

Page: 163

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Diseases of the Eye
Topic: Late Adulthood

 

 

78. The disease marked by retina deterioration is called
    A.  glaucoma.
    B.  cataracts.
    C.  macular degeneration.
    D.  presbyopia.

 

Page: 163

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Diseases of the Eye
Topic: Late Adulthood

79. 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
    A.  presbyopia.
    B.  macular degeneration.
    C.  glaucoma.
    D.  cataracts.

 

Page: 163

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Diseases of the Eye
Topic: Late Adulthood

80. Eyedrops are used to treat
    A.  macular degeneration.
    B.  glaucoma.
    C.  cataracts.
    D.  prebyopia.

 

Page: 163

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Diseases of the Eye
Topic: Late Adulthood

 

 

81. 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
    A.  amniotic fluid blocks sound waves from reaching the fetus.
    B.  the fetus could not learn before birth, but infants can learn right after birth.
    C.   the fetus could learn even before birth.
    D.   the infants showed equal interest in both stories.

 

Page: 164

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Hearing
Topic: Infancy

82. We know that fetuses can hear before birth because newborns
    A.  show an aversion to loud noises.
    B.  show preferences for sounds presented repeatedly before birth.
    C.  go to sleep while hearing lullabies.
    D.  respond more when hearing sounds that were not presented before birth.

 

Page: 164

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Hearing
Topic: Infancy

83. Which sound is an infant most likely to hear?
    A.  low-pitched, whisper volume
    B.  low-pitched, conversational volume
    C.  high-pitched, whisper volume
    D.  high-pitched, conversational volume

 

Page: 164

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Hearing
Topic: Infancy

 

 

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

 

Page: 164

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Hearing
Topic: Infancy

85. About _____ newborns are deaf, and ______ newborns have some level of hearing problems.
    A.  1 in 10; 2 in 10
    B.  1 in 100; 5 in 100
    C.  1 in 1,000; 6 in 1,000
    D.  1 in 10,000; 6 in 10,000

 

Page: 164

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Hearing
Topic: Infancy

86. What percentage of adults over 70 years of age has some type of hearing problem?
    A.  15%
    B.  22%
    C.  54%
    D.  63%

 

Page: 165

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Hearing
Topic: Late Adulthood

 

 

87. 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
    A.  the cochlea.
    B.  the eardrum.
    C.  the retina.
    D.  glaucoma.

 

Page: 165

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Hearing
Topic: Late Adulthood

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

 

Page: 166

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Pain

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

 

Page: 166

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Difficult
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Late Adulthood
Topic: Pain
Topic: Touch

 

 

90. Six-day-old Shayli who has been breast fed is presented with two nursing pads. One is soaked with her mother’s breast milk and the other is clean. Shayli will MOST likely
    A.  show no preference for smelling either nursing pad.
    B.  prefer to smell her mother’s nursing pad.
    C.  prefer to smell the clean nursing pad.
    D.  show no response to either nursing pad unless she is hungry.

 

Page: 166

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Smell

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

 

Page: 166

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Late Adulthood
Topic: Smell
Topic: Taste

92. Research indicates that babies are first able to use their sense of taste _____ birth.
    A.  before
    B.  right after
    C.  by 1 weeks after
    D.  by 6 weeks after

 

Page: 166

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Taste

 

 

93. Which taste preference develops at about 4 months of age?
    A.  sweet
    B.  sour
    C.  salty
    D.  bitter

 

Page: 166

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Taste

94. Brenda’s grandmother is 83 years old. She most likely doesn’t show much interest in her food because
    A.  medication has caused her sensitivity to odors to increase.
    B.  activity has increased in the olfactory pathways of her brain.
    C.  her sense of taste has intensified to an unbearable degree.
    D.  her sense of smell has declined.

 

Page: 166

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Late Adulthood
Topic: Taste

95. Which of the following is an example of intermodal perception?
    A.  A child can both watch and hear children playing outside in the snow.
    B.  A child listens to soft music while falling asleep.
    C.  A child hears the sound of the movement of an object, and turns her head in the rough direction to where the object is moving.
    D.  A child requires a cochlear implant for hearing.

 

Page: 167

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Intermodal Perception

 

 

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

 

Page: 167

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Intermodal Perception

97. What are the current findings of intermodal perception?
    A.  Intermodal perception is developed early in infancy.
    B.  Newborns are born with some intermodal capabilities, but they improve through experience.
    C.  A person’s intermodal perception is not coordinated until middle childhood.
    D.  Experience is not essential to the development of intermodal perception.

 

Page: 166

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Intermodal Perception

98. A 3-month-old infant will look more at his mother when he also hears her voice. This is an example of
    A.  bonding between the child and mother.
    B.  shape constancy.
    C.  intermodal perception
    D.  size constancy.

 

Page: 166

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Infancy
Topic: Intermodal Perception

 

 

99. Dr. Smith believes that the ability to perceive the world in a competent, organized way is innate. Dr. Smith seems to uphold the
    A.  empiricist view.
    B.  nativist view.
    C.  intermodal perception.
    D.  ecological view.

 

Page: 181

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Nature and Nurture

100.  Dr. Dre is interested in how people assemble motor behaviors for perceiving and acting. He is taking a _____ in perceptual development.
     A.  dynamic systems approach
     B.  ecological approach.
     C.  nativist approach
     D.  behavioral approach

 

Page: 167

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Discuss the connection between perception and action.
Topic: Perceptual-Motor Coupling

101. Dr. McDreamy is interested in how perception guides action and how action guides perception. He is taking a ______ in perceptual development.
     A.  genetic determination approach
     B.   ecological approach
     C.  natavist approach
     D.  behavioral approach

 

Page: 169

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Discuss the connection between perception and action.
Topic: Perceptual-Motor Coupling

 

 

102. 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:
     A.  education.
     B.  cognitive training.
     C.  dynamic systems training.
     D.  perceptual-action coupling.

 

Page:

APA Outcome: 1.1
APA Outcome: 1.3
Bloom’s Taxonomy: Apply
Difficulty Level: Moderate
Learning Objective: Discuss the connection between perception and action.
Topic: Late Adulthood
Topic: Perceptual-Motor Coupling

103. A program that has been shown to reduce at-fault accidents in older adults by more than 40 percent is:
     A.  education.
     B.  cognitive training.
     C.  dynamic systems training.
     D.  perceptual-action coupling.

 

Page:

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Discuss the connection between perception and action.
Topic: Late Adulthood
Topic: Perceptual-Motor Coupling

 

Short Answer Questions

104. 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.

 

Page: 147

APA Outcome: 1.1
APA Outcome: 4.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Motor Development

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

 

Page: 148

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Infancy
Topic: Reflexes

 

 

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

 

Page: 149-155

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Fine Motor Skills
Topic: Gross Motor Skills

107. 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
4. Increased social skills with peers
5. Increased social skills with adults
6. Meeting new friends
7. Increased physical fitness
8. Lowering fat mass
Negative:

1. Pressure to achieve and win
2. Physical injuries
3. Distraction from academic work
4. Unrealistic expectations for athletic success
5. Poor self-esteem
6. Negative role models

 

Page: 152

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Middle and Late Childhood

 

 

108. 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.
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.

 

Page: 153

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Gross Motor Skills
Topic: Middle and Late Childhood

109. 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.

 

Page: 156-157

APA Outcome: 1.1
APA Outcome: 4.1
Bloom’s Taxonomy: Analyze
Difficulty Level: Difficult
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Sensation and Perception

 

 

110. Briefly describe Eleanor and James Gibson’s ecological theory.

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.

 

Page: 157

APA Outcome: 1.1
APA Outcome: 4.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Describe how motor skills develop.
Topic: Ecological View

111. Briefly explain the concept of “affordances.”

Affordances are opportunities for interaction offered by objects that are necessary to perform activities. We perceive affordances by sensing information from the environment. As we become more experienced, we better understand what interactions objects “afford” and we adjust our actions accordingly.

 

Page: 157

APA Outcome: 1.1
APA Outcome: 4.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Ecological View

112. 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.

 

Page: 158

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Ecological View

 

 

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

Size constancy: recognition that an object remains the same even though the retinal image of the object changes. (Any example 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: recognition that an object remains the same shape even though its orientation to us changes. (Any example involving an understanding that the shape of an object remains the same even though it may appear otherwise depending on the viewing angle.)

 

Page: 161

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Perceptual Constancy

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

 

Page: 163

APA Outcome: 1.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Diseases of the Eye
Topic: Late Adulthoo

115. Define intermodal perception.

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

 

Page: 167

APA Outcome: 1.1
Bloom’s Taxonomy: Remember
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Intermodal Perception

 

116. 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.

 

Page: 167-168

APA Outcome: 1.1
APA Outcome: 4.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Outline the course of sensory and perceptual development.
Topic: Nature and Nurture

117. 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.

 

Page: 169-170

APA Outcome: 1.1
APA Outcome: 4.1
Bloom’s Taxonomy: Understand
Difficulty Level: Moderate
Learning Objective: Discuss the connection between perception and action.
Topic: Infancy
Topic: Perceptual-Motor Coupling