Essentials of Life Span Development 5th Edition By Santrock - Test Bank

Essentials of Life Span Development 5th Edition By Santrock – Test Bank

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Chapter 05
Physical and Cognitive Development in Early Childhood
1. Her pediatrician has just told Sandra that her four-year-old son, Manuel, has gained six pounds in the last year. Sandra should:
A. be alarmed, because this is too much weight gain.
B. be concerned, because this is too little weight gain.
C. be positive and change Manuel’s diet.
D. be content that this is normal for Manuel’s age.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Body Growth and Change
2. When watching preschool children on the playground, Petra notices that most of the girls are _____ the boys.
A. much heavier than
B. about the same size as
C. slightly smaller than
D. considerably taller than
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Body Growth and Change
3. During the preschool years:
A. children get taller while their trunks gets smaller.
B. boys get taller and girls’ trunks get thicker.
C. children get taller and their trunks continue to get thicker.
D. girls get taller and boys’ trunks get thicker.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Body Growth and Change
4. Which is true of children in the preschool years?
A. Boys have more muscle tissue and girls have more fatty tissue.
B. Girls have more muscle tissue and boys have more fatty tissue.
C. Girls and boys have similar and significant fatty tissue.
D. Boys and girls have similar and significant muscle tissue.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Height and Weight
5. Which is true of studies of height in children from around the world?
A. Ethnic origin is a stronger predictor than socioeconomic status.
B. Socioeconomic status is a stronger predictor than nutrition.
C. Later-born children are generally taller than first-born children.
D. Children from a rural area are generally taller than children from an urban area.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Height and Weight
6. Which of the following statements about brain development and early childhood is TRUE?
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A. Brain development is completed before puberty.
B. By age three the brain has finished the pruning process.
C. The overall size of the brain does not increase dramatically from ages three to five.
D. From age three to six, the most rapid growth takes place in the temporal lobe.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Brain Development
7. Which of the following plays a key role in planning and organizing new actions and maintaining attention to tasks?
A. Amygdala
B. Hippocampus
C. Prefrontal cortex
D. Bilateral cortex
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Brain Development
8. _____ is a process in which nerve cells are covered and insulated with a layer of fat cells.
A. Centration
B. Myelination
C. Tropism
D. Neurogenesis
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Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Brain Development
9. The process of _____ related to hand-eye coordination is not complete until middle or late childhood.
A. centration
B. myelination
C. pruning
D. neurogenesis
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Brain Development
10. In a study of poverty and brain development, researchers found that children from the poorest homes had significant maturational lags in their _____
and ____ lobes, which were linked to a lower level of school readiness.
A. frontal; temporal
B. frontal; occipital
C. parietal; temporal
D. parietal; occipital
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Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Brain Development
11. Researchers have found that in children from three to six years of age, the most rapid growth takes place in the _____, part of the _____ lobe areas
of the brain.
A. bilateral cortex; frontal
B. bilateral cortex; temporal
C. prefrontal cortex; frontal
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D. prefrontal cortex; temporal
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Brain Development
12. Toby is three years old. His parents are concerned because he is always running and jumping around. He cannot seem to sit still. Even when
watching his favorite movie on TV, he fidgets and wiggles. It is especially frustrating to his parents when Toby does not sit still through dinner. Which
is the best advice for Toby’s parents?
A. Have him tested for attention deficit disorder.
B. Start him on a behavior modification program.
C. Have him tested for gifted abilities.
D. Be assured that his behavior is normal for his age.
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Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Gross Motor Skills
13. When four- and five-year-olds scramble over jungle gyms and race their friends, they are demonstrating their:
A. cognitive skills.
B. fine harboring skills.
C. gross motor skills.
D. reflective skills.
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Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Gross Motor Skills
14. Fred and Wayne are four-year-olds and friends. When they are together, they often wrestle, run, race, push, and shove each other. Although their
level of activity often aggravates their parents, we know that these activities will:
A. help the boys develop gross motor skills.
B. stop when their brains become better myelinated.
C. be temporary as they will not be friends for long.
D. help the boys with cognitive skills.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Gross Motor Skills
15. Juan has been able to go up stairs raising one foot at a time, but he is just managing how to come down stairs without putting two feet on each step
before stepping down. His _____ motor skills are on pace for a _____.
A. fine; three-year-old
B. fine; four-year-old
C. gross; three-year-old
D. gross; four-year-old
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Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Gross Motor Skills
16. Debra is very active. She loves to tumble and show off. She also loves races and believes she can run faster than her parents. This type of activity
level and confidence is most characteristic of:
A. three-year-olds showing off their gross motor skills.
B. three-year-olds showing off their fine motor skills
C. five-year-olds showing off their gross motor skills
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D. five-year-olds showing off their fine motor skills
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Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Gross Motor Skills
17. Three-year-old Ashley is putting a jigsaw puzzle together, and, as is typical of her age, she:
A. places the pieces awkwardly.
B. is focused and excels at the task.
C. cannot identify the correct sections.
D. wants to put pieces together in her unique way rather than following the picture.
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Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Fine Motor Skills
18. Four-year-old Nathan is good at stacking his playing blocks to make tall structures. However, he still knocks them over occasionally. Which of the
following is the most likely reason for this?
A. His gross motor skills are deficient.
B. He tries to place each block perfectly on top of the other, upsetting those already stacked.
C. His coordination skills are not developing normally for his age.
D. He is showing signs of dyslexia.
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Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Fine Motor Skills
19. A national study revealed that _____ of children’s meals exceed recommendations for saturated and trans fat, which can raise cholesterol levels and
increase the risk of heart disease.
A. 15% to 25%
B. 25% to 35%
C. 35% to 45%
D. over 45%
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
20. A national study found that _____ of children’s daily caloric intake comes from restaurants.
A. one-fourth
B. one-third
C. one-half
D. over one-half
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
21. Shelley and Nathan have a diet typical of small children in the United States, so it is likely that all the following are true EXCEPT:
A. their fast-food meals have too many calories.
B. corn is the vegetable they have most often.
C. almost half of their meals are too high in saturated fat.
D. about one-third of their food comes from restaurants.
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APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
22. Carina is a new nanny for a family with small children. She knows that all of the following are good rules for eating EXCEPT:
A. that she should eat with the children.
B. that she should model healthy food.
C. eating on a predictable schedule.
D. eating in front of the television.
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Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
23. A sensitive, responsive approach for a caregiver to take regarding feeding small children includes all of these EXCEPT:
A. creating a nurturing atmosphere.
B. responding to children’s clues about things such as their taste preferences.
C. sharing clear information about how much and what the children should eat.
D. forcing children to eat particular foods.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
24. According to the Centers for Disease Control and Prevention, only children and adolescents whose _____ is at or above the _____ percentile are
classified as obese.
A. body mass index; 97th
B. body mass index; 85th
C. hips to waist ratio; 97th
D. hips to waist ratio; 85th
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
25. According to the Centers for Disease Control and Prevention, a person with a BMI at the 90th percentile is:
A. obese.
B. overweight.
C. at risk of being overweight.
D. underweight.
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
26. At six years old, Gina’s body mass index (BMI) is in the 95th percentile. According to the Centers for Disease Control and Prevention, she would be
classified as:
A. obese.
B. overweight.
C. at risk for being overweight.
D. not at risk for being overweight.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
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McGraw-Hill Education.
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
27. A new study revealed that overweight five-year-olds were _____ times more likely to be obese at age 14 years of age than their five-year-old
counterparts who were normal weight.
A. two
B. three
C. four
D. five
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
28. Jaron is an overweight five-year-old. If his experience is typical of children in the United States, we can expect Jaron to be:
A. slimming down by age 14 but overweight as an adult.
B. obese at age 14 and overweight as an adult.
C. overweight at age 14 and in adulthood.
D. overweight at age 14 but then slimming down in young adulthood.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
29. Which of the following statements about childhood obesity is TRUE?
A. Children who are overweight at age five are also at risk of being overweight at age 14.
B. There is no indication that overweight young children will become overweight adults.
C. Obesity is not linked to type two (adult-onset) diabetes in children.
D. In 2005, the United States had the highest rate of child obesity in the world.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
30. Danny has just married and is now a stepfather to a five- and seven-year-old. Unfortunately, the children are overweight. Danny has been
researching how best to help his children, and found that he should do all of the following EXCEPT:
A. talk to their teachers, asking them to encourage the children to make healthy lunch choices.
B. encourage the children to exercise every day.
C. limit television viewing.
D. allow the children to have candy only as a reward for cleaning their room.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Obesity
31. The Women, Infants, and Children (WIC) program provides all of the following EXCEPT:
A. transportation.
B. nutrition education.
C. health-care referrals.
D. healthy supplemental foods.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Malnutrition
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32. Tracy is writing promotional (marketing) information for a new family-focused recreational facility. One piece of useful information she found was
research showing that preschool children’s physical activity was enhanced by:
A. the child’s option to play board games rather than play a sport.
B. the child’s option to exercise alone.
C. family members engaging in sports together.
D. family members reading activity guidelines together.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Exercise
33. Guidelines established by four countries, including the United States, recommend that preschool-age children engage in _____ of physical activity
per day.
A. 0.5 hour
B. 3 hours
C. 1 hour
D. 4 hours
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Exercise
34. The leading cause of death in young children in the United States is:
A. heart disease.
B. malnutrition.
C. accidents.
D. domestic violence.
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
35. Which of the following statements regarding parental smoking is TRUE?
A. Children are at risk for health problems when they live in homes in which a parent smokes.
B. Most children and adolescents in the United States are exposed to tobacco smoke in the home.
C. Children exposed to tobacco smoke in the home are no more likely to develop asthma than children in nonsmoking homes.
D. Parental smoking is the leading cause for death in young children in the United States.
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Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
36. Children exposed to tobacco smoke in the home are more likely to develop _____ than are children in homes where no one smokes.
A. tuberculosis
B. emphysema and hacking cough
C. chronic obstructive pulmonary disease
D. wheezing and asthma
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
37. Children exposed to tobacco smoke in the home are more likely to have all of the following characteristics EXCEPT:
A. weight issues.
B. wheezing and asthma symptoms.
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McGraw-Hill Education.
C. sleep problems.
D. higher risk of smoking in adolescence.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
38. Deaths in young children due to HIV/AIDS especially occur in countries:
A. where the obesity rate is high.
B. with high rates of poverty and low levels of education.
C. with poor sanitation.
D. where there is a lack of safe drinking water.
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
39. Different from the statistics in the United States, many children from other countries die of:
A. second-hand smoke.
B. preventable infectious diseases.
C. sudden infant death syndrome.
D. cardiovascular disease.
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
40. The second Piagetian stage of development is the _____ stage, which lasts from approximately _____ years of age.
A. sensorimotor; one to five
B. preoperational; one to five
C. preoperational; two to seven
D. operational; two to seven
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational Stage
41. In the _____ stage, children begin to represent the world with words, images, and drawings.
A. concrete operational
B. operational
C. preoperational
D. formal operational
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational Stage
42. According to Piaget, in the _____ stage, the young child’s cognitive world is dominated by egocentrism and magical beliefs.
A. preoperational
B. operational
C. concrete operational
D. formal operational
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Accessibility: Keyboard Navigation
Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational Stage
43. Tabitha is getting ready for a family trip by getting her clothes and toys together. She suddenly gets concerned and tells her mother that she will need
a bigger bag. The fact that she can think this through without actually trying to pack the bag shows she is capable of using:
A. hypotheses.
B. symbolic functions.
C. operations.
D. reflex actions.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational Stage
44. Patricia, age six, loves to decorate books by drawing pictures and putting in words to describe them. She has started to analyze and try to understand
things. However, she is egocentric and holds what her parents describe as “magical beliefs.” Patricia is in Piaget’s _____ stage of development.
A. sensorimotor
B. concrete operational
C. formal operational
D. preoperational
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational Stage
45. Piaget’s preoperational stage is so named because he believed that children at this age:
A. do not yet perform reversible mental actions.
B. cannot yet form stable concepts.
C. are unable to reason.
D. cannot operate electronic devices like TVs.
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational Stage
46. During the _____ substage, children begin to use language more effectively and engage in pretend play.
A. formal operational
B. intuitive thought
C. symbolic function
D. concrete operational
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
47. Miguel is playing with buttons from his mother’s sewing box. He is pretending they are little cars having a race. This behavior shows Miguel is in
the _____ substage of preoperational thinking.
A. formal operational
B. intuitive thought
C. symbolic function
D. concrete operational
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Bloom’s Taxonomy: Apply
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
48. Three-year-old Betty’s favorite pastime is scribbling designs. She says the drawings represent her parents, cat, bicycle, and home. This indicates that
Betty is in the _____ substage of Piaget’s preoperational stage.
A. symbolic function
B. intuitive thought
C. operational
D. sensorimotor
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
49. Three-and-a-half-year-old Ruth draws a picture with lavender, purple, and blue colors intermixed with green, yellow, and brown. “It’s a boat on the
ocean at sunset, with whales jumping all around it!” she explains to her teacher. Which of the following does this explain?
A. Animism
B. Conservation
C. Intuitive thought
D. Symbolic function
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
50. The inability to distinguish between one’s own perspective and someone else’s perspective is known as:
A. animism.
B. empathy.
C. egocentrism.
D. symbolism.
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
51. While walking with his grandmother, five-year-old Danny suddenly exclaims, “Oh, look at that pretty bird!” There are many trees and bushes, and
she isn’t sure where he’s pointing. Danny gets frustrated and shouts, “Out there, out there! Right there, Grandma!” His frustration is a result of his:
A. animism.
B. egocentrism.
C. intuitive thought.
D. symbolic function.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
52. When dropped off at her day care, Ariel promptly says to her teacher, “Grandma’s cookies were good, weren’t they?” Her teacher, who doesn’t
know Ariel’s family, responded, “I’m sure they were good.” Ariel then gets frustrated and says, “Grandma’s cookies were really good!” The frustration
Ariel feels is rooted in her:
A. animism.
B. egocentrism.
C. intuitive thought.
D. symbolic function.
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Bloom’s Taxonomy: Apply
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
53. While at the playground Troy said, “The sun came out because it likes me!” The belief that the sun could do that is referred to as:
A. egocentrism.
B. conservation.
C. animism.
D. kineticism.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
54. Alayna wasn’t paying attention and backed into the refrigerator. She immediately turned around, patted the refrigerator door, and said “I’m sorry.”
This is an example of:
A. egocentrism.
B. conservation.
C. animism.
D. kineticism.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
55. “My computer doesn’t like me—it keeps eating my pictures,” says three-year-old Kimberly. This is an example of:
A. animism.
B. intuitive thinking.
C. conservation.
D. egocentrism.
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Difficulty Level: Hard
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Topic: Symbolic Function Substage
56. The second substage of preoperational thought, occurring between approximately four and seven years of age, is characterized by the use of:
A. reversible mental actions.
B. egocentric views.
C. primitive reasoning.
D. symbolic thought.
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Difficulty Level: Medium
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Topic: Symbolic Function Substage
57. Ethan, age four, reasons that every time he sees a lightning bolt in the sky, angels are turning on their flashlights. Ethan’s primitive reasoning about
lightning is characteristic of:
A. symbolic function.
B. intuitive thought.
C. egocentrism.
D. centration.
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Topic: Symbolic Function Substage
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58. Himari, age five, asked her mother, “How does the oven make the cakes pop up?” and later asked, “How does the refrigerator make ice cream?”
Himari’s constant stream of questions signals she is in the _____ substage.
A. egocentrism
B. intuitive thought
C. symbolic function
D. centration
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Topic: Symbolic Function Substage
59. The substage of preoperational thought in which children begin to use primitive reasoning and want to know the answers to all sorts of questions is
the _____ substage.
A. rationalization
B. intuitive thought
C. egocentric
D. symbolic function
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Intuitive Thought Substage
60. Piaget called the second substage in preoperational thought _____ because of the absence of the use of _____ in children in that stage.
A. “symbolic function”; logical reasoning
B. “primitive reasoning”; conservation
C. “centration”; intuition
D. “intuitive”; rational thinking
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Topic: Symbolic Function Substage
61. The focusing of attention on one characteristic to the exclusion of all others is:
A. pragmatics.
B. animism.
C. conservation.
D. centration.
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Difficulty Level: Easy
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Topic: Centration
62. Peggy is shown two rows of buttons. Each row has five buttons in it, but one is spread out much longer. Even though Peggy can count five buttons
in each row, she insists the row with the buttons spread out “has more.” No matter how you ask, she insists that the “longer” row “has more.” She is
demonstrating:
A. pragmatics.
B. animism.
C. conservation.
D. centration.
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Topic: Centration
63. In general, conservation involves the ability to understand that changes in physical arrangement or appearance:
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A. do not change an object’s basic properties.
B. affect an object’s inherent features.
C. determine the total volume needed for a given task.
D. must be considered before the characteristics of an object can be determined.
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Difficulty Level: Easy
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Topic: Conservation
64. Robert’s dog, Shaggy, was in great need of a haircut. When his father returned home with the groomed dog, Robert started crying and asking for
Shaggy. Robert was showing _____ by refusing to believe that this groomed, short-haired dog was Shaggy.
A. he lacks conservation
B. he has mastered conservation
C. he is high in egocentrism
D. he is low in egocentrism
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Difficulty Level: Hard
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Topic: Conservation
65. Which of the following BEST describes the relation between centration and conservation?
A. Conservation requires centration.
B. Centration is due to lack of conservation.
C. Centration is reflected in lack of conservation.
D. Conservation is independent of centration.
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Difficulty Level: Medium
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Topic: Conservation
66. Juan and his little sister, Anne, are each given a large cookie. Their mother breaks Anne’s cookie into four pieces to help her eat it more easily. Juan
immediately begins to cry and says that it is not fair for his sister to get so many cookies when he only has one. Juan is showing a lack of:
A. constancy.
B. conservation.
C. intuition.
D. symbolic function.
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Difficulty Level: Hard
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Topic: Conservation
67. In Piaget’s theory, failing the conservation-of-liquid task demonstrates:
A. that the child is at the sensorimotor stage of cognitive development.
B. that the child is unable to think fluidly.
C. centration.
D. rational thought.
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Topic: Centration
68. According to Rochel Gelman, children’s use of _____ is especially important in explaining areas of improvement on conservation tasks.
A. symbols
B. language
C. attention
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D. animism
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Topic: Conservation
69. Vygotsky believed that children build their knowledge base and skills through social interaction, and that the best education creates the social
contexts for learning. His theory is called the:
A. Piagetian approach.
B. social constructivist approach.
C. transformational context approach.
D. proximal scaffolding approach.
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Topic: Vygotsky’s Sociocultural Cognitive Theory
70. _____ emphasized the point that children construct knowledge through social interaction, whereas _____ emphasized the point that children use
adaptation of schemes to organize knowledge.
A. Piaget; Vygotsky
B. Vygotsky; Piaget
C. Montessori; Vygotsky
D. Vygotsky; Montessori
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Topic: Vygotsky’s Sociocultural Cognitive Theory
71. Zone of proximal development (ZPD) is Vygotsky’s term for:
A. the knowledge a child gains from close proximity to home.
B. the variety of work that a child can do with ease at a particular stage of cognitive development.
C. how the environment and a child’s genetically programmed learning ability interact during a critical period.
D. the range of tasks difficult for a child to master alone but that can be learned with help from more-skilled individuals.
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Zone of Proximal Development
72. Benjamin, a toddler, is likely to learn something in the zone of proximal development (ZPD) if he:
A. has mastered all the skills necessary.
B. has parents or teachers who do not interfere.
C. has a sibling less than 24 months older in the home.
D. watches educational shows on television.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Zone of Proximal Development
73. Kevin is just learning to walk. He can take a few steps by himself if he uses both hands to hold on to a piece of furniture for support, but he can walk
out into the middle of the room only if one of his parents holds his hands. Which of the following represents the lower limit of Kevin’s zone of proximal
development (ZPD) for walking?
A. Kevin learning to run after he has mastered walking by himself
B. Kevin going back to crawling when he becomes frustrated trying to walk by himself
C. Kevin walking alone by holding onto a piece of furniture with his hands
D. Kevin learning to walk by having his parents hold one of his hands
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Zone of Proximal Development
74. Sharon, age three, can solve four-piece jigsaw puzzles on her own, but needs her parents’ help to solve 12-piece jigsaw puzzles. Which of the
following represents the upper limit of Sharon’s zone of proximal development (ZPD) for solving such puzzles?
A. Sharon moving on to 24-piece puzzles
B. Sharon solving a 12-piece puzzle on her own
C. Sharon helping her two-year-old brother with 4-piece puzzles
D. Sharon mastering 4-piece puzzles
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Topic: Phonology and Morphology
Topic: Zone of Proximal Development
75. Vygotsky believed that children construct knowledge through:
A. self-discovery.
B. social interaction.
C. reorganization of existing knowledge.
D. transforming previous knowledge.
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Difficulty Level: Easy
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Topic: Zone of Proximal Development
76. When adults are working with young children, they often provide a lot of hints, assistance, instructions, and other support to help the children
succeed. As the children demonstrate they can do more for themselves, the adults begin to withdraw these supports. This shows the adults’ direct
involvement in the children’s:
A. zone of proximal development.
B. development of conservational abilities.
C. enhancement of language development.
D. process of centration.
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Difficulty Level: Medium
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Topic: Zone of Proximal Development
77. When adults are working with young children, they often provide a lot of hints, assistance, instructions, and other support to help the children
succeed. As the children demonstrate they can do more for themselves, the adults begin to withdraw these supports. This technique is called:
A. accommodation.
B. regulation.
C. scaffolding.
D. assimilation.
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Topic: Scaffolding
78. Over the past week, Walter has been trying to learn to tie his shoelaces. Initially, his mother was holding his hands and working his fingers through
the process, but now that Walter’s gotten better at it, she only guides him verbally. This is an example of:
A. how heredity shapes cognitive development.
B. primitive reasoning.
C. scaffolding.
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D. conservation.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Scaffolding
79. Ms. Kahill has paired up first-grade students with kindergarten students who are struggling with printing clear letters. She believes the first-graders,
who are just a bit ahead of the kindergarteners, will be able to teach and coach the younger ones in a more effective way than she can. This an example
of:
A. how heredity shapes cognitive development.
B. primitive reasoning.
C. scaffolding.
D. conservation.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Scaffolding
80. Research has shown that the zone of proximal development is most effective in children’s learning and development when:
A. they learn independently.
B. they have an above-average understanding of language.
C. they have moved through Piaget’s stages quickly.
D. they have developed emotional regulation and a secure attachment.
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Zone of Proximal Development
81. Jared, a four-year-old, is talking continually as he puts wooden shapes together to make a castle, describing the colors and how the shapes fit
together. This form of self-talk is used for self-regulation, keeping himself focused on his task. Developmentalists call this:
A. mindstream.
B. self-articulation.
C. lisping.
D. private speech.
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Topic: Language Development
82. After a while, self-talk becomes second nature to children, and they can act without verbalizing, thus creating a form of _____, which becomes their
thoughts.
A. silent speech
B. inner speech
C. automatic speech
D. private speech
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Difficulty Level: Easy
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Topic: Language Development
83. Vihaan’s father noticed that his daughter used to repeat the ingredients for her favorite sandwich aloud. Now that she is older, her private speech has
become _____, so that she can make the sandwich silently.
A. silent speech
B. inner speech
C. automatic speech
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D. private speech
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Language Development
84. Which of the following describes what Lev Vygotsky believed about the development of thought and language?
A. They are merged early in development and later separate.
B. Thought develops faster than language, thus they don’t merge but language follows thought.
C. They develop independently at first and merge later in development.
D. They are two separate functions that remain independent throughout development.
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Topic: Language Development
85. In the development of language and thought:
A. internal speech precedes private speech.
B. internal and external speech develop simultaneously.
C. external speech precedes internal speech.
D. external speech develops after internal speech.
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Topic: Language Development
86. Consistent with Gelman’s observations of Piaget’s conservation tasks, researcher have found that children who engage in private speech are more
_____ their task.
A. intuitive about
B. egocentric about
C. emotional about
D. attentive to
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Difficulty Level: Medium
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Topic: Language Development
87. Michelle, age four, is in a hurry to get herself ready to go to preschool. She is talking the entire time, narrating how she is getting dressed and what
she wants to take for a snack. Vygotsky would say that, by using private speech to solve her problem, Michelle is:
A. engaging in egocentric and immature thinking.
B. likely to be socially competent.
C. functioning at the upper limit of her zone of proximal development (ZPD).
D. engaging in scaffolding.
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Difficulty Level: Hard
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Topic: Language Development
88. Anna, age three, walks by her grandmother’s collection of glass animals and says, “Those are a ‘no-no’; don’t touch.” It would appear that Anna is
using _____ to regulate her own behavior.
A. mindstream
B. intuitive reasoning
C. private speech
D. symbolic function
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Language Development
89. Which of the following is TRUE of Lev Vygotsky’s educational applications?
A. IQ should be assessed to test a child’s learning capabilities.
B. Children should learn on their own to realize their capabilities.
C. Children’s use of private speech reflects immaturity and egocentrism.
D. Teaching should begin toward the upper limit of a child’s zone of proximal development.
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Topic: Vygotsky’s Sociocultural Cognitive Theory
90. Which of the following scenarios BEST represents Lev Vygotsky’s view of mental and behavioral development?
A. A teacher assigns challenging tasks that students must complete on their own.
B. An instructor helps students with laboratory work, showing them how to do things the students cannot yet do.
C. A teacher waits patiently for students to come up with good answers and assesses their learning capabilities.
D. An instructor systematically offers standardized tests to students to evaluate their mental abilities on varying subjects.
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Topic: Vygotsky’s Sociocultural Cognitive Theory
91. Which of the following educational strategies would Vygotsky say should be incorporated into the classroom?
A. Making each child responsible, without relying on peers or teachers for support
B. Formal, standardized tests to assess children’s learning
C. Discouraging distractions like self-talk or private talk
D. Offering just enough assistance to the child to accomplish the task
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Topic: Vygotsky’s Sociocultural Cognitive Theory
92. Vygotsky’s view of the importance of _____ on children’s development fits with the current belief that it is important to evaluate the contextual
factors in learning.
A. autonomy
B. sociocultural influences
C. economic status of teachers
D. scaffolding
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Difficulty Level: Easy
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Topic: Vygotsky’s Sociocultural Cognitive Theory
93. Which of the following statements about Vygotsky’s theory is TRUE?
A. Cognition primarily directs language development.
B. Language has a minimal role in shaping thought.
C. Language plays a powerful role in shaping thought.
D. Education merely refines the child’s cognitive skills that have already emerged.
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Topic: Vygotsky’s Sociocultural Cognitive Theory
94. Which of the following is a criticism of Vygotsky’s theory?
A. Vygotsky was specific about age-related changes and generalized all individuals.
B. Vygotsky overemphasized the role of language in thinking.
C. Vygotsky particularly described how changes in socioemotional capabilities contribute to cognitive development, which is highly subjective.
D. Vygotsky laid no emphasis on guidance that plays an important role in learning.
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Topic: Vygotsky’s Sociocultural Cognitive Theory
95. _____ attention involves action planning, allocating attention to goals, error detection and compensation, monitoring progress on tasks, and dealing
with novel or difficult circumstances.
A. Salient
B. Relevant
C. Executive
D. Sustained
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Difficulty Level: Easy
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Topic: Information Processing
96. _____ attention is focused and extended engagement with an object, task, event, or other aspect of the environment.
A. Salient
B. Relevant
C. Executive
D. Sustained
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Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Information Processing
97. A police officer visits Ben and Heather’s class to discuss safety rules. To attract the children’s attention, the officer brings colorful balloons and lots
of jars of bubbles for the children to blow. Later, Heather tells her parents all about the balloons and bubbles but cannot remember any of the safety rules
the officer presented. Heather obviously paid more attention to what was:
A. salient.
B. relevant.
C. habituated.
D. vigilant.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Information Processing
98. A police officer visits Timothy and Evelyn’s class to discuss safety rules. To attract the children’s attention, the officer brings colorful balloons and
lots of jars of bubbles for the children to blow. Later, Timothy tells his parents all about the safety rules the officer discussed. Timothy obviously paid
attention to what was:
A. salient.
B. relevant.
C. habituated.
D. vigilant.
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Difficulty Level: Hard
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Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Information Processing
99. After the age of _____ years, children attend more efficiently to the dimensions of the task that are relevant.
A. three or four
B. four or five
C. six or seven
D. five
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Topic: Information Processing
100. When experimenters ask children to judge whether two complex pictures are the same, preschool children tend to use a haphazard comparison
strategy, not examining all of the details before making a judgment, exhibiting a lack of:
A. conservation.
B. attention to the salient.
C. centration.
D. planfulness.
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Difficulty Level: Easy
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Topic: Information Processing
101. In Central European countries such as Hungary, kindergarten children participate in exercises such as stop-and-go games that require students to
listen for a specific signal, such as a specific number of drumbeats designed to improve their _____.
A. hand-to-eye coordination
B. attention
C. social skills
D. creativity
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Topic: Information Processing
102. Sustained attention or vigilance increases the most during:
A. infancy.
B. the preschool years.
C. middle childhood.
D. adolescence.
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Topic: Information Processing
103. Individuals retain information in short-term memory for up to _____ if there is no rehearsal or repetition of the information.
A. 30 seconds
B. 15 minutes
C. 5 hours
D. 2 days
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Topic: Memory
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104. Irene is taking a test where she hears a random list of numbers, which she is then asked to repeat in the right order. Irene’s _____ memory is being
tested.
A. long-term
B. implicit
C. autobiographical
D. short-term
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Topic: Memory
105. Using rehearsal, we can keep information in short-term memory for a much longer period. In this context, rehearsal means:
A. preparing for a memory-span test.
B. doing mental exercises daily to keep the mind sharp.
C. repeating information after it has been presented.
D. taking regular memory-span tests.
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Difficulty Level: Medium
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Topic: Memory
106. Camille wants to remember the name of a toy she saw on television. As she is going to tell her mother about it she keeps repeating the long name
of the toy over and over. By doing this she is keeping the information active in her:
A. implicit memory.
B. long-term memory.
C. short-term memory.
D. autobiographical memory.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
107. Research with the memory-span task suggests that:
A. short-term memory increases during early childhood.
B. the range of memory span depends on autobiographical memories.
C. memory span depends on one’s ethnic origin.
D. heredity is a major factor affecting memory.
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
108. The finding that elementary school children perform better on memory-span tasks than preschool children is likely due to improvements in all of
the following areas EXCEPT:
A. the speed of information processing.
B. the susceptibility to suggestion.
C. the efficiency of processing information.
D. the automatic rehearsal of information.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
109. Six-year-old Shirley, a witness to a robbery, was asked to testify at the trial. The defense argued that her testimony would be invalid because:
A. at her age, she has no long-term memories.
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B. her memories are highly susceptible to suggestion.
C. she is likely to be resistant to questioning.
D. children cannot recall details of events sequentially.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
110. Six-year-old Douglas is telling one of his mother’s friends about his birthday party that occurred several weeks ago. As he describes his friends, the
food, and his favorite presents, he is recalling:
A. procedural memories.
B. autobiographical memories.
C. short-term memories
D. executive memories.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
111. Regarding _____, preschool-age children increasingly remember specific, rich details about personal past events.
A. procedural memories
B. autobiographical memories
C. short-term memories
D. executive memories
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
112. When individuals deliberately shift their attention from one item to another, they are demonstrating:
A. cognitive inhibition.
B. cognitive flexibility.
C. goal setting.
D. delayed gratification.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Executive Function
113. Garrett practiced printing the alphabet before he started school. Once there, he found out the teacher wanted him to make some of the letters
differently from what he had practiced. When Garrett starts to make the letter the old way, catches himself, and switches to the new way, he is
demonstrating:
A. cognitive inhibition.
B. cognitive flexibility.
C. goal setting.
D. delayed gratification.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Executive Function
114. Lauren wants to open her birthday gift before people arrive for her party, but she knows she shouldn’t. Rather than stay in the room with the
present, she decides to go in another room and play. Lauren is demonstrating:
A. cognitive inhibition.
B. cognitive flexibility.
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C. goal setting.
D. delayed gratification.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Executive Function
115. In early childhood, executive function is involved in all of the following EXCEPT:
A. cognitive inhibition.
B. cognitive flexibility.
C. goal setting.
D. sensation.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Executive Function
116. In studying children’s impulsivity and ability to delay gratification that involved resisting a cookie, “cool thoughts” refer to:
A. thoughts about ice cream.
B. thoughts that focus on the cookie.
C. thought about penguins.
D. thoughts about anything other than the cookie.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Executive Function
117. Researchers have found that advances in executive function in the preschool years are linked with all of the following EXCEPT:
A. math skills.
B. school readiness.
C. language development.
D. socioemotional development.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Executive Function
118. The theory of _____ refers to awareness of presence and distinction between one’s own mental processes and the mental processes of others.
A. duality
B. executive functioning
C. mind
D. consciousness
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
119. With regard to perception, the youngest age at which a child recognizes that another person will see what is in front of his or her own eyes instead
of what is in front of the child’s eyes is:
A. two years.
B. three years.
C. four years.
D. five years.
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APA LO: 1.1
Accessibility: Keyboard Navigation
Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
120. Tyler is looking at a picture book when he sees his favorite animal—a tiger. His father asks, “What are you smiling at?” Tyler turns the book
around so his father can see the picture. Tyler first became able to understand his father’s perspective at age:
A. three years.
B. four years.
C. five years.
D. six years.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
121. Alan, who is 30 months old, watched his older brother search for a particular book without success. Alan went over to his brother, patted his
shoulder, and said, “Feel bad?” This indicates that he:
A. wants to play with his brother to distract him.
B. recognizes that someone else may have different desires and emotions from his own.
C. recognizes false beliefs.
D. understands ambivalent feelings.
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Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
122. The realization that people can have false beliefs develops in a majority of children by the time they are _____ years old.
A. two
B. three
C. four
D. five
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
123. In a false-belief task, children are told that Mom puts chocolate in a kitchen drawer and leaves. Dad then moves the chocolate to the refrigerator.
When asked where Mom will look for the chocolate when she returns, the child who does not understand false beliefs will say:
A. Mom will look in the kitchen drawer.
B. Mom will look in the refrigerator.
C. Mom will cry and run out of the room.
D. Mom will know that Dad hid the chocolate.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
124. In a false-belief task, children are told that Mom puts chocolate in a kitchen drawer and leaves. Dad then moves the chocolate to the refrigerator.
When asked where Mom will look for the chocolate when she returns, the child who understands false beliefs will say:
A. Mom will look in the kitchen drawer.
B. Mom will look in the refrigerator.
C. Mom will cry and run out of the room.
D. Mom will know that Dad hid the chocolate.
Page: 156
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Accessibility: Keyboard Navigation
Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
125. All of the following have been linked to improved understanding of a theory of mind EXCEPT:
A. better executive functioning.
B. advanced language development.
C. characteristics associated with autism.
D. a secure attachment to parents.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
126. _____ refers to sounds, such as vowel and consonant sounds, whereas _____ refers to meaning, such as understanding what -ed does to a word.
A. Phonology; morphology
B. Morphology; phonology
C. Syntax; semantics
D. Semantics; syntax
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Phonology and Morphology
127. Pointing to a tree, young Leo says, “Bird flied away.” Leo’s interesting but incorrect use of the -ed word ending shows that he is trying to learn the
_____ rules of language.
A. phonological
B. morphological
C. pragmatic
D. syntactic
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Phonology and Morphology
128. Jean Berko’s experiment involving “wugs” demonstrated that the young children who took part in the experiment understood how to use _____
with new words.
A. phonological rules
B. rules of syntax
C. pragmatic rules
D. morphological rules
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Phonology and Morphology
129. _____ refers to the ways words are combined to form acceptable phrases and sentences.
A. Phonology
B. Morphology
C. Syntax
D. Semantics
Page: 158
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Difficulty Level: Medium
Learning Objective: 5.3: Summarize how language develops in early childhood.
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Topic: Syntax and Semantics
130. _____ refers to the meaning of specific words and sentences.
A. Phonology
B. Morphology
C. Semantics
D. Syntax
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Syntax and Semantics
131. While riding in the car Zelda asked her mother, “Where that man going?” and “What that man doing?” Zelda is struggling with a complete
understanding of:
A. pragmatics.
B. morphology.
C. syntax.
D. phonology.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Syntax and Semantics
132. By the time they enter first grade, it is estimated that children know about _____ words.
A. 1,200
B. 8,000
C. 14,000
D. 5,000
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Difficulty Level: Easy
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Syntax and Semantics
133. Which is not one of the six key principles in young children’s vocabulary development?
A. Children learn words best when they access clear information about word meaning.
B. Children learn words best in passive contexts.
C. Children learn words for things and events that interest them.
D. Children learn best in contexts that are meaningful.
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Difficulty Level: Medium
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Syntax and Semantics
134. Which of the following is NOT one of the key principles outlined in your textbook that contributes to optimal word learning?
A. Children learn the words they hear most often.
B. Children learn words for things that interest them.
C. Children learn words best in contexts that are abstract.
D. Children learn words best when grammar and vocabulary are considered.
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Difficulty Level: Medium
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Syntax and Semantics
135. Adjusting speech to communicate with a two-year-old, a same-aged peer, or an adult shows an understanding of _____.
A. morphology
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B. semantics
C. syntax
D. pragmatics
Page: 159
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Pragmatics
136. Five-year-old Donna speaks in shorter, simpler sentences to her baby brother, in a very informal way with friends, and uses a more formal language
with her father’s friends. Donna is demonstrating her grasp of:
A. pragmatics.
B. morphology.
C. syntax.
D. phonology.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Pragmatics
137. All of the following are strategies to improve young children’s literacy EXCEPT:
A. using books to initiate conversation.
B. using “what” and “why” questions.
C. encouraging children to be quiet and listen carefully to the story.
D. choosoing books that play with language.
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Difficulty Level: Medium
Learning Objective: 5.3: Summarize how language develops in early childhood.
Topic: Pragmatics
138. Which is NOT one of the three principles of child-centered kindergarten?
A. Preparation for formal education requires practice with sitting still and working alone.
B. Play is important in the child’s total development.
C. Young children learn best through firsthand experiences.
D. Each child follows a unique developmental pattern.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Early Childhood Education
139. Nurturing is a key aspect of the _____, which emphasizes the education of the whole child and concern for his or her physical, cognitive, and
socioemotional development.
A. child-centered kindergarten
B. Montessori approach
C. developmentally appropriate practice
D. homeschool principle approach
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Child-Centered Kindergarten
140. The _____ is a philosophy of education in which children are given considerable freedom and spontaneity in choosing activities, moving between
activities, and developing self-regulation.
A. child-centered kindergarten
B. Montessori approach
C. developmentally appropriate practice
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D. homeschool principle approach
Page: 160
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Montessori Approach
141. Dorothy is enrolled in a preschool where she spends much of her time in unstructured activity. She plays with different toys she chooses, and her
teacher facilitates rather than teaches. Which of the following approaches is Dorothy’s preschool using?
A. Child-centered kindergarten
B. Developmentally appropriate practice
C. Montessori approach
D. Homeschool principle approach
Page: 160
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Montessori Approach
142. Which of the following is a criticism related to the Montessori approach?
A. It places too much emphasis on social interaction.
B. It does not employ strong enough self-corrective materials.
C. It places too much emphasis on imaginative play.
D. It neglects children’s socioemotional development.
Page: 160
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Montessori Approach
143. Educators who are focused on knowledge of the typical progress of children within an age span, as well as the uniqueness of the child, are
employing _____.
A. the child-centered kindergarten approach
B. a developmentally appropriate practice approach
C. the Montessori approach
D. the homeschool principle approach
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Developmentally Appropriate Practice
144. In 1965, the federal government began an effort to break the cycle of poverty and poor education for young children in the United States through:
A. Maria Montessori Program.
B. Emancipation Undertaking.
C. Reggio Emilia Project.
D. Project Head Start.
Page: 161
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Project Head Start
145. Which of the following is TRUE about Head Start programs?
A. They only provide for low-income families.
B. They focus on children of a particular ethnic origin.
C. They have negative effect on young children’s language development.
D. They are funded by the private corporate sector.
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APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Project Head Start
146. Early Head Start was established in 1995 to serve children from _____ years of age.
A. 4 to 5
B. 2 to 4
C. 5 to 10
D. birth to 3
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Project Head Start
147. Research involving Project Head Start:
A. has consistently demonstrated the program’s effectiveness at improving children’s cognitive ability.
B. has failed to identify any positive outcomes for children participating in the program.
C. has had mixed results in evaluating the effectiveness of the program.
D. has identified only long-term positive outcomes, but no short-term positive outcomes for children participating in the program.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Project Head Start
148. Two current controversies in early childhood education, as given in the textbook, involve:
A. choice of curricula and the ability to provide universal preschool education in the United States.
B. the quality of inner-city school curricula and the ability to provide free education to all.
C. the use of corporal punishment in schools and the effectiveness of uniforms.
D. the quality of homeschool educations and the ability to provide free meals in schools.
Page: 163
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Curriculum
149. Competent early childhood programs should focus:
A. on cognitive development and socioemotional development.
B. primarily on cognitive development.
C. primarily on socioemotional development and self-esteem.
D. on cognitive development and parental involvement.
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Curriculum
150. Which of the following was cited by Zigler and his colleagues as evidence supporting universal preschool in the United States?
A. It is more important to improve preschool education for young children who are disadvantaged than to fund preschool education for all 4-year-old
children.
B. The quality of homeschooling has often been found to be of questionable quality.
C. Research has proven that the gains attributed to preschool and kindergarten education are often overstated.
D. Universal preschool would bring billions of dollars of cost savings because of a diminished need for remedial and justice services.
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Difficulty Level: Medium
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Topic: Universal Preschool Education
151. The substage of preoperational thought in which the young child gains the ability to mentally represent an object that is not present.
Symbolic function
Page: 144
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
152. The inability to distinguish between one’s own perspective and the perspective of another.
Egocentrism
Page: 144
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
153. The awareness that altering an object’s or a substance’s appearance does not change its basic properties.
Conservation
Page: 145
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Conservation
154. The focusing of attention on one characteristic to the exclusion of all others.
Centration
Page: 145
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Centration
155. A cognitive theorist who emphasized the social contexts of learning and the construction of knowledge through social interaction.
Lev Vygotsky
Page: 146
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Vygotsky’s Sociocultural Cognitive Theory
156. The range of tasks that are too difficult for children to master alone but that can be learned with the guidance and assistance of adults or
more-skilled children.
Zone of proximal development
Page: 147
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Zone of Proximal Development
157. Memory of significant events and experiences in one’s life.
Autobiographical memory
Page: 153
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
158. An umbrella-like concept that encompasses a number of higher-level cognitive processes linked to the development of the brain’s prefrontal
cortex.
Executive functioning
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Page: 153
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Executive Function
159. The awareness of the existence and differentiation of one’s own mental processes and the mental processes of others.
Theory of mind
Page: 155
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Difficulty Level: Easy
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
160. An Italian physician-turned-educator, who at the beginning of the twentieth century, crafted a revolutionary approach to young children’s
education in which children are given considerable freedom and spontaneity in choosing activities.
Maria Montessori
Page: 160
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Bloom’s Taxonomy: Remember
Difficulty Level: Easy
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Montessori Approach
161. Aubrey is in a school that takes into account the typical development of children within an age span, as well as the uniqueness of the child. It also
emphasizes the importance of creating settings that encourage active learning and reflect the child’s interests and capabilities. This view represents a
_____.
Developmentally appropriate practice (DAP)
Page: 161
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Developmentally Appropriate Practice
162. Describe the process of myelination and give examples to show how it varies in timing of completion across parts of the brain
Myelination is the process through which axons are covered with a layer of fat cells that increase the speed and efficiency of information traveling
through the nervous system. It is completed for hand–eye coordination around age four, attention around late childhood, and higher-level thinking skills
in adolescence or early adulthood.
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Brain Development
163. Describe the WIC program and summarize research findings that show it is successful.
The Women, Infants, and Children program provides federal grants to states for healthy supplemental foods, health-care referrals, and nutritional
education for women from low-income families beginning in pregnancy, and to infants and young children up to five years of age who are at nutritional
risk. Longitudinal studies have shown that when mothers and children participated in the program, young children showed short-term cognitive
benefits, and longer-term reading and math benefits.
Page: 142
APA LO: 1.2
Accessibility: Keyboard Navigation
Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Malnutrition
164. In the areas of parenting and managing living spaces, steps can be taken to create conditions that enhance a child’s safety and reduce the likelihood
of injury. Give two of the suggestions given in the textbook and describe how a parent might implement those suggestions.
Individual: (1) Develop social skills and ability to regulate emotions, (2) impulse control, and (3) frequent use of personal protection.
Family/home: (1) Develop high awareness and knowledge of child management and parenting skills, (2) frequent parent protective behaviors, and (3)
presence of home safety equipment. Suggestions could be to teach a child to remember safety helmets and knee pads, and as parents to use safety belts
(as a role model), and make sure every season when the time changes to also change all the smoke alarm batteries.
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McGraw-Hill Education.
Page: 142
APA LO: 1.3
Accessibility: Keyboard Navigation
Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
165. In the areas of school/peers and the community, steps can be taken to create conditions that enhance a child’s safety and reduce the likelihood of
injury. Give two of the suggestions listed in the textbook and describe how a teacher might implement those suggestions.
School/peers: (1) Promote home/school partnerships, (2) absence of playground hazards, (3) injury prevention and safety policies and programs.
Community: (1) Enhance availability of positive activities for children and their parents, (2) active surveillance of environmental hazards, (3) effective
prevention policies.
Suggestions may be to have someone inspect the playgrounds each morning before they are used, put up signs reminding everyone of safety measures,
and provide discounted bike helmets for those who can’t afford one.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.1: Identify physical changes in early childhood.
Topic: Illness and Death
166. Describe the three-mountain task and use that to give examples of preoperational and operational understanding.
The child is shown a large model of three mountains, each with unique items and each one blocking part of the view of the others. After looking around
all three mountains, the child is asked to sit in a chair and explain what a doll can see from different views. The preoperational children always think the
doll can see what they see (egocentrism); the operational children realize the doll has a different perspective and can see things they cannot see from
their chair.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Preoperational Stage
167. Briefly describe the two substages of preoperational thought. Provide an example of children’s thinking at each stage.
The Piagetian preoperational stage in cognitive development can be divided into two substages: symbolic function and intuitive thought.
The symbolic function substage occurs roughly between the ages of two and four. In this substage, young children gain the ability to mentally represent
an object that is not present, but still suffer from limitations like egocentrism and animism. An example may be drawing stick figures and creating a
story around them.
The intuitive thought substage occurs between approximately four and seven years of age when children begin to use primitive reasoning and want to
know the answers to questions. An example may be asking why we have to get gas for the car.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Symbolic Function Substage
168. What is the zone of proximal development (ZPD)? What are its lower and upper limits? How would a teacher use peer scaffolding to help children
learn mathematics within the zone?
The zone of proximal development (ZPD), developed by Lev Vygotsky, consists of the range of tasks that are too difficult for children to master alone
but can be learned with the guidance and assistance of adults or more-skilled children. The lower limit of the ZPD is the level of skill reached by the
child working independently. The upper limit is the level of additional responsibility the child can accept with the assistance of an able instructor.
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Bloom’s Taxonomy: Apply
Difficulty Level: Hard
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Zone of Proximal Development
169. Describe the unique features of the Tools of the Mind curriculum that show it is grounded in Vygotsky’s view of sociocultural cognitive
development.
The curriculum gives special attention to cultural tools and the development of self-regulation, the zone of proximal development, scaffolding, private
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McGraw-Hill Education.
speech, shared activity, and play as an important activity. Teachers guide students through dramatic play and use scaffolding to improve writing skills.
Page: 149
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Vygotsky’s Sociocultural Cognitive Theory
170. Briefly describe two criticisms leveled against Vygotsky’s theory of cognitive development.
One criticism of Vygotsky’s theory is that it was not specific enough about age-related changes. Another criticism is that Vygotsky did not adequately
describe how changes in socioemotional capabilities contribute to cognitive development.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Vygotsky’s Sociocultural Cognitive Theory
171. Explain the difference between executive attention and sustained attention.
Executive attention involves planning actions, allocating attention to goals, detecting and compensating for errors, monitoring progress on tasks, and
dealing with novel or difficult circumstances. Sustained attention involves focused and extended engagement with an object, task, event, or other aspect
of the environment.
Page: 151
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Information Processing
172. Describe two reasons for developmental changes in memory span.
One of the reasons that memory span improves with age is that rehearsal of information is important in increasing short-term memory. Older children
rehearse the digits more than younger children do. Speed—especially the speed with which memory items can be identified—and efficiency of
processing information are important, too.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
173. Identify the factors that can influence the accuracy of a young child’s long-term memory for events.
Several factors can influence the accuracy of a young child’s memory. There are age differences in children’s susceptibility to suggestion. Preschoolers
are the most suggestible age group in comparison with older children and adults. There are individual differences in susceptibility. Some preschoolers
are highly resistant to interviewers’ suggestions, whereas others immediately succumb to the slightest suggestion. Interviewing techniques can produce
substantial distortions in children’s reports about highly salient events.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Memory
174. Briefly describe the changes in understanding that lead to the development of a theory of mind.
Between two and three years, children begin to be perceptive of others’ positive and negative emotions and how others are motivated by desires.
Between ages four and five children realize that others may accurately or inaccurately understand or perceive something (false beliefs). By late
childhood individuals realize that the mind processes information, and one event may have multiple interpretations.
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Difficulty Level: Medium
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood.
Topic: Theory of Mind
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McGraw-Hill Education.
175. Describe two criticisms of the Montessori approach to early education.
Critics of the Montessori approach believe that it neglects children’s socioemotional development. For example, although Montessori fosters
independence and the development of cognitive skills, it deemphasizes verbal interaction between the teacher and child, and between peers.
Montessori’s critics also argue that it restricts imaginative play and that its heavy reliance on self-corrective materials may not adequately allow for
creativity and for a variety of learning styles.
Page: 160
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Bloom’s Taxonomy: Understand
Difficulty Level: Medium
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Montessori Approach
176. Describe two current areas of controversy in early childhood education, and for each explain the conflicting positions.
Two current controversies in early childhood education involve (1) what the curriculum for early childhood education should be, and (2) whether
preschool education should be universal in the United States.
Regarding curriculum, the conflict is over how much to spend on academic development, including traditional academic and constructivist approaches,
and socioemotional development.
Regarding universal preschool education, the conflict is over how best to use resources, for everyone or for targeted groups, to gain the most effective
outcome for the cost.
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Difficulty Level: Medium
Learning Objective: 5.4: Evaluate different approaches to early childhood education.
Topic: Curriculum
Category # of Questions
Accessibility: Keyboard Navigation 155
APA LO: 1.1 54
APA LO: 1.2 64
APA LO: 1.3 57
Bloom’s Taxonomy: Apply 58
Bloom’s Taxonomy: Remember 53
Bloom’s Taxonomy: Understand 65
Difficulty Level: Easy 53
Difficulty Level: Hard 58
Difficulty Level: Medium 65
Learning Objective: 5.1: Identify physical changes in early childhood. 43
Learning Objective: 5.2: Describe three views of the cognitive changes that occur in early childhood. 104
Learning Objective: 5.3: Summarize how language develops in early childhood. 12
Learning Objective: 5.4: Evaluate different approaches to early childhood education. 17
Topic: Body Growth and Change 3
Topic: Brain Development 7
Topic: Centration 4
Topic: Child-Centered Kindergarten 1
Topic: Conservation 6
Topic: Curriculum 3
Topic: Developmentally Appropriate Practice 2
Topic: Early Childhood Education 1
Topic: Executive Function 7
Topic: Exercise 2
Topic: Fine Motor Skills 2
Topic: Gross Motor Skills 5
Topic: Height and Weight 2
Topic: Illness and Death 8
Topic: Information Processing 9
Topic: Intuitive Thought Substage 1
Topic: Language Development 8
Topic: Malnutrition 2
Topic: Memory 12
Topic: Montessori Approach 5
Topic: Obesity 12
Topic: Phonology and Morphology 4
Topic: Pragmatics 3
Topic: Preoperational Stage 7
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McGraw-Hill Education.
Topic: Project Head Start 4
Topic: Scaffolding 3
Topic: Symbolic Function Substage 17
Topic: Syntax and Semantics 6
Topic: Theory of Mind 10
Topic: Universal Preschool Education 1
Topic: Vygotsky’s Sociocultural Cognitive Theory 11
Topic: Zone of Proximal Development 9