Experiencing the Lifespan 3rd Edition By Janet Belsky - Test Bank Instant Download - Complete Test Bank With Answers Sample Questions Are Posted Below 1. What activity are you engaged in right now that is NOT heavily programmed by your frontal lobes? A) seeing the print on this page …
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Experiencing the Lifespan 3rd Edition By Janet Belsky – Test Bank
Instant Download – Complete Test Bank With Answers
Sample Questions Are Posted Below
| 1. | What activity are you engaged in right now that is NOT heavily programmed by your frontal lobes? | |
| A) | seeing the print on this page | |
| B) | understanding these test items | |
| C) | deciding to take this test, even if you would rather not (!) | |
| D) | remembering what you studied | |
| 2. | If Clara is in “middle childhood,” she is: | |
| A) | between ages 3 and 6. | |
| B) | the middle child in her family. | |
| C) | in elementary school. | |
| D) | at the fiftieth percentile in height and weight. | |
| 3. | An evolutionary psychologist is lecturing to your class on why human childhood lasts such a long time. Pick the comment you would probably NOT hear. | |
| A) | “Humans alone can build on the intellectual advances of previous generations.” | |
| B) | “Humans alone have huge, slow growing frontal lobes.” | |
| C) | “Humans alone are expert at decoding other people’s motivations.” | |
| D) | “Humans alone have bodies that can do incredible things.” | |
| 4. | What makes human beings different than other species? | |
| A) | our ability to use language | |
| B) | our exceptional talent at understanding each other’s motivations | |
| C) | our ability to “advance” as a species by building on past insights and achievements | |
| D) | All of these make human beings different than other species. | |
| 5. | Based on the text, what trait REALLY makes our species stand out? | |
| A) | having language | |
| B) | having the ability to walk upright | |
| C) | having flexible hands | |
| D) | having a long life expectancy | |
| 6. | Cell phones, cities, every technological advance, is caused by our exceptional ability to: | |
| A) | grasp other people’s inner motivations and intentions. | |
| B) | walk on two feet. | |
| C) | see details. | |
| D) | use tools. | |
| 7. | Pick the part of the brain that develops last. | |
| A) | our motor cortex | |
| B) | our frontal lobes | |
| C) | our temporal lobe | |
| D) | our visual cortex | |
| 8. | Pick the part of the brain that is responsible for thinking through and inhibiting our actions. | |
| A) | our motor cortex | |
| B) | our frontal lobes | |
| C) | our temporal lobe | |
| D) | our visual cortex | |
| 9. | Pick the age at which the brain (and frontal lobes) finish developing. | |
| A) | about age 3 | |
| B) | about age 9 | |
| C) | about the early 20s | |
| D) | about age 40 | |
| 10. | If you are 18 or 19 right now, in terms of brain development you can say: | |
| A) | “My motor cortex hasn’t fully developed.” | |
| B) | “My frontal lobes haven’t fully developed.” | |
| C) | “My visual cortex hasn’t fully developed.” | |
| D) | “My brain has fully reached its adult form.” | |
| 11. | Sandra tells you that she plans to completely toilet train her child by her second birthday. Based on this chapter, what’s the MAIN problem here? | |
| A) | The frontal lobes haven’t really begun to develop. | |
| B) | The motor cortex hasn’t really developed. | |
| C) | The child is in the terrible 2’s. | |
| D) | The child won’t be able to sit on the toilet. | |
| 12. | Why can young children run and jump well before they can follow the rules of games? | |
| A) | The motor cortex develops before the frontal lobes. | |
| B) | The frontal lobes develop before the motor cortex. | |
| C) | The frontal lobes are not fully mature until middle childhood. | |
| D) | The motor cortex is not fully mature until middle childhood. | |
| 13. | Neural pruning in the frontal lobes begins: | |
| A) | in late infancy. | |
| B) | at around age 5. | |
| C) | late in the elementary school (around age 9). | |
| D) | after puberty. | |
| 14. | During childhood a child’s: | |
| A) | head and body grow at the same rate. | |
| B) | limbs and body become more rounded. | |
| C) | hands and arms grow more rapidly than the limbs. | |
| D) | body thins out and the limbs get longer. | |
| 15. | Pick the example(s) of a (1) gross motor talent and then (2) a fine motor talent. | |
| A) | (1) forming letters; (2) climbing a tree | |
| B) | (1) climbing a tree; (2) forming letters | |
| C) | (1) drawing a portrait; (2) painting a wall | |
| D) | (1) cutting out a paper snowflake; (2) sawing through a tree | |
| 16. | With regard to sex differences in elementary school motor skills: | |
| A) | boys and girls are equal. | |
| B) | girls are superior at fine motor skills; boys at gross motor skills. | |
| C) | boys are superior at fine motor skills; girls at gross motor tasks. | |
| D) | both sexes, are equal, but girls can more easily improve with practice. | |
| 17. | If you are coaching a mixed gender softball team, in which area(s) should the boys have the MOST clear-cut advantage? | |
| A) | pitching faster and hitting the ball harder | |
| B) | running bases | |
| C) | catching the ball | |
| D) | not striking out when at bat. | |
| 18. | Statistically speaking during elementary school, should you choose Sandra or Sam to play on your Little League baseball team? | |
| A) | definitely Sandra—she may be able to hit the ball more easily. | |
| B) | definitely Sam—he will be able to run faster. | |
| C) | either child—Sandra may be able to hit the ball more easily, but Sam will be able to run faster. | |
| D) | either child—Sandra will be able to run faster, but Sam will be able to hit the ball more easily. | |
| 19. | At age 4, Sam can knock down some the pins at the bowling alley, while 4-year-old Josh only gets gutter balls. Given the information in the text, this individual difference is MAINLY due to: | |
| A) | genetics; Sam is on a faster motor skill development timetable. | |
| B) | the environment; Sam’s dad is giving him more practice. | |
| C) | modeling; Sam has been watching his older brother play | |
| D) | diet; Sam has been eating better. | |
| 20. | Four-year-old Sue Cho lives in Hong Kong and Sue Smith, who is the same age, lives in New York. All things being equal, who will be MORE likely to be writing? | |
| A) | Sue Cho, because she will have had more intense fine motor training | |
| B) | Sue Smith, because she will be exposed to so many different cultures | |
| C) | Sue Cho, because Asians are genetically better at fine motor skills | |
| D) | No predictions are possible. | |
| 21. | If a preschooler is incredibly talented at fine motor skills, generalizing from the text you can predict she may be ________ at a younger age. | |
| A) | writing and reading | |
| B) | playing softball | |
| C) | running fast | |
| D) | poor at math | |
| 22. | Your 3-year-old son is unusually good at climbing, jumping, and catching a ball. As a parent, you should: | |
| A) | start to train him at sports right away. | |
| B) | give him chances to exercise his skills, but don’t push. | |
| C) | try to get him to slow down a bit. | |
| D) | understand that he isn’t likely to do well at academics in first grade. | |
| 23. | Worldwide, the greatest threat to children’s physical development is: | |
| A) | obesity. | |
| B) | polluted water. | |
| C) | inadequate nutrition (that is, not getting enough food). | |
| D) | overprotective parents. | |
| 24. | Undernutrition—or not having enough food: | |
| A) | compromises children’s physical development. | |
| B) | compromises children’s social relationships. | |
| C) | compromises the ability to play. | |
| D) | All of the answers are correct. | |
| 25. | In the United States, children are is labeled “obese” when their BMI (body mass index) is at or above the: | |
| A) | 95th percentile for their age group today. | |
| B) | 95th percentile for their age group in a l960s national poll. | |
| C) | 75th percentile for their age group today. | |
| D) | 75th percentile for their age group in a national poll taken in the l960s. | |
| 26. | Compared to the early l970s, what fraction of elementary school children are now overweight or obese? | |
| A) | the same percentage | |
| B) | twice as many | |
| C) | three times as many | |
| D) | more than four times as many | |
| 27. | For class you are asked to summarize a few obesity statistics. Pick the statement you should NOT make. | |
| A) | “Obesity rates ‘took off’ in the United States. during the last two decades of the twentieth century.” | |
| B) | “Obesity rates are still rising slightly—but at much lower rates.” | |
| C) | “Obesity rates differ dramatically from nation to nation.” | |
| D) | “Obesity rates are starting to decline, for the first time.” | |
| 28. | Where would you see the FEWEST overweight or obese children? | |
| A) | Scandinavia | |
| B) | Greece | |
| C) | the United States | |
| D) | among rich kids in Cairo | |
| 29. | Statistically speaking, which child is MOST likely to be obese? | |
| A) | Miri, who lives in poverty in rural Lousiana | |
| B) | Ned, who lives in an upper-middle-class family in Canada | |
| C) | Odette, who lives in a slum in Haiti | |
| D) | Paulo, who lives in rural Ghana | |
| 30. | You are giving a lecture on the prevalence of U.S. childhood obesity. Pick the statement you should NOT make: | |
| A) | “Rates are higher among low-income children.” | |
| B) | “Rates are higher among African American and Latino children.” | |
| C) | “Rates are higher among rural children.” | |
| D) | “Rates are lower than they were a decade ago.” | |
| 31. | Today, what fraction of U.S. elementary schoolers are overweight or obese? | |
| A) | two out of three | |
| B) | half | |
| C) | two out of five | |
| D) | one out of five | |
| 32. | Which influence is tied to increased obesity rates among today’s children? | |
| A) | more TV watching | |
| B) | less time spent playing outdoors | |
| C) | easy access to low-cost high-calorie food | |
| D) | All of the answers are correct. | |
| 33. | All are early life forces that tend to promote later obesity EXCEPT: | |
| A) | being born premature. | |
| B) | being born excessively large. | |
| C) | rapidly gaining weight during infancy. | |
| D) | being breastfed. | |
| 34. | Joanne’s baby was born 6 weeks early and weighed 4 pounds. But during her first year of life, she has very rapidly gained weight. What should you be thinking? | |
| A) | Great. This shows she is healthy. | |
| B) | Not so great. This might predict having issues with obesity. | |
| C) | I’ll reserve judgment. It depends on the baby’s weight during preschool. | |
| D) | I’ll reserve judgment. It depends on whether the baby is a girl or a boy. | |
| 35. | Unusually rapid weight gain ________ is a good predictor of later obesity. | |
| A) | by the first 2 months of age | |
| B) | during infancy, and around ages 5 and 6 | |
| C) | in elementary school | |
| D) | in high school | |
| 36. | When do children begin to look down on and make fun of obese kids? | |
| A) | by preschool | |
| B) | by concrete operations | |
| C) | by late elementary school | |
| D) | by age 1 | |
| 37. | If you are obese, you might have more trouble: | |
| A) | getting hired. | |
| B) | getting elected to public office. | |
| C) | making it through college. | |
| D) | All of the answers are correct. | |
| 38. | When Sammy sees mommy roll the thick ball of dough into a thin circle for a pie crust he says, “Now there is more dough, because it’s bigger.” His sister Sara tells Sammy “No, it’s the same amount because mommy could just roll it back again and it would look the same.” According to Piaget’s framework, Sammy ________ and Sara ________. | |
| A) | can’t conserve; can conserve | |
| B) | can conserve; can’t conserve | |
| C) | can’t conserve; can’t conserve either | |
| D) | can conserve; and also can conserve | |
| 39. | Boris looks at a bouquet of daisies and carnations, and knows that there are more flowers than daisies in the vase. Boris understands: | |
| A) | class inclusion. | |
| B) | seriation. | |
| C) | conservation of mass. | |
| D) | identity constancy. | |
| 40. | (1) Putting objects in order by their size; (2) understanding that if you just change the shape of a substance you still have the same amount; (3) realizing that candy is the name for both Skittles and gummy bears. Name these three concrete operational skills in order: | |
| A) | seriation; conservation of mass; class inclusion | |
| B) | conservation of mass; class inclusion; seriation | |
| C) | seriation; class inclusion; conservation of mass | |
| D) | conservation of mass; seriation; class inclusion | |
| 41. | Which child is showing she/he can’t conserve? | |
| A) | Martha, who thinks she should eat her lunch before she gets to school | |
| B) | Jake, who thinks he has more juice than his sister, because his bottle is poured into a taller glass | |
| C) | Irene, who thinks her daddy is turned into Batman when he puts on a costume | |
| D) | Dale, who thinks that his toy bear is alive | |
| 42. | Three-year-old Lola watches Mommy roll a ball of dough into a thin circle for a pie crust, and exclaims, “You made more dough!” Lola lacks: | |
| A) | conservation of matter. | |
| B) | conservation of number. | |
| C) | conservation of mass. | |
| D) | conservatism of volume. | |
| 43. | Which child is showing a lack of identity constancy? | |
| A) | Martha, who thinks she should eat lunch before she gets to school | |
| B) | Jake, who thinks he has more juice than his sister, because his bottle is poured into a taller glass | |
| C) | Irene, who thinks her daddy is turned into Batman when he puts on a costume | |
| D) | Dale, who thinks that his toy bear is alive | |
| 44. | Which child is showing animism? | |
| A) | Martha, who eats her lunch before she gets to school | |
| B) | Jake, who thinks he has more juice than his sister, because his bottle is poured into a taller glass | |
| C) | Irene, who thinks her daddy is turned into Batman when he puts on a costume | |
| D) | Dale, who believes that his toy bear is alive | |
| 45. | (1) Thinks daddy made the moon; (2) believes his stuffed bear is alive; (3) thinks his sister turned into a boy when she got a haircut yesterday. Identify each type of preoperational thought in sequence: | |
| A) | animism; artificialism; no identity constancy | |
| B) | artificialism; animism; no identity constancy | |
| C) | no identity constancy, artificialism; animism | |
| D) | artificialism; no identity constancy; animism | |
| 46. | A child tells you “The moon goes to sleep because I go to sleep.” Identify the TWO types of preoperational thinking here. | |
| A) | egocentrism and animism | |
| B) | no identity constancy and animism | |
| C) | no conservation and egocentrism | |
| D) | animism and artificialism | |
| 47. | When Mom tosses the action figures into the toy box and slams the lid, Robie cries, “No! They’re scared of the dark!” Susie assumes that grandma knows she went to the beach yesterday, even though she didn’t tell her: Robbie’s comment shows ________ and Susie’s illustrates ________. | |
| A) | artificialism; egocentrism | |
| B) | animism; egocentrism | |
| C) | egocentrism; animism | |
| D) | egocentrism; artificialism | |
| 48. | Which example BEST shows Piaget’s concept of egocentrism? | |
| A) | A child insists that the whole family do what he wants. | |
| B) | A child has a tantrum when he doesn’t get his way. | |
| C) | A child thinks that everything that’s in his head, other people automatically know. | |
| D) | A child has trouble waiting his turn in line. | |
| 49. | You are a preschool teacher, its snack time, and the class get angry when you pour identical cartons of juice into different shaped glasses. According to Piaget’s theory, how should you BEST react? | |
| A) | Seize the moment to teach the children that’s not true. | |
| B) | Get the same-sized glasses next time. You can’t teach kids this age that’s not true. | |
| C) | Put the children in time out. | |
| D) | Send the children for psychological testing! | |
| 50. | When your 4-year-old son tells you “There are monsters under the bed,” based on Piaget’s theory, as a parent, what should you do? | |
| A) | Teach your child there are no such things as monsters. | |
| B) | Understand that you can’t teach the child that’s not true at this age. | |
| C) | Punish the child for his imagination. | |
| D) | You should be thrilled that your child has such an unusual imagination for his age! | |
| 51. | Which person is drawing on Piaget’s theory in his/her teaching? | |
| A) | Ms. DeGroot, who gives extra drill and practice to pupils who have trouble keeping up | |
| B) | Mr. Smart, who makes sure that his second graders understand the concept of reversibility before introducing subtraction | |
| C) | Ms. Ruston, who is teaching her kindergarten class to read | |
| D) | Mr. Cantrell, who has his students watch him conduct science experiments rather than do their own lab work | |
| 52. | All are tip-offs that a boy has entered concrete operations EXCEPT: | |
| A) | He is becoming interested in games, such as checkers, rather than playing pretend. | |
| B) | He really “gets school” and can do addition and subtraction. | |
| C) | He can be left “home alone” for short periods of time, without your worrying. | |
| D) | He is more scared of monsters than before. | |
| 53. | Dr. Perfectionist is criticizing Piaget’s ideas. He can legitimately make all of the following statements EXCEPT: | |
| A) | “Rather than occurring all at once, even Piaget found the transition from preoperations to concrete operations takes place gradually.” | |
| B) | “In other societies, children reach specific conservations earlier, showing you can teach children to conserve.” | |
| C) | “Children are far less egocentric than Piaget believed.” | |
| D) | “There is no universal change from preoperational to concrete operational thought.” | |
| 54. | Pick the MAIN basic philosophical difference between Piaget and Vygotsky. | |
| A) | Piaget believed we learn through hands on experience; Vygotsky believed we only learn through being taught. | |
| B) | Piaget believed in capitalism; Vygotsky believed in communism. | |
| C) | Piaget believed we only learn through being taught; Vygotsky believed we only learn through hands on experience. | |
| D) | Piaget believed in communism; Vygotsky believed in capitalism. | |
| 55. | You are using scaffolding in teaching baseball if you: | |
| A) | help the child hold a bat, have him practice, then, after he has mastered that step independently, move on to hitting the ball. | |
| B) | teach a child the rules of the game. | |
| C) | have the child watch you as you hit the ball. | |
| D) | have the child try to master the game on his own. | |
| 56. | Which person is teaching using Vygotsky’s zone of proximal development (ZPD)? | |
| A) | Mrs. Jones, who spaces the desks in a classroom so every student can see the board | |
| B) | Mr. Smith, who figures out what each child knows now and then determines what that child is capable of understanding through instruction | |
| C) | Mrs. Johnson, who makes sure that every student learns at the same pace | |
| D) | Mrs. Booth, who has the class do individual projects | |
| 57. | Which person is clearly using Vygotsky’s concept of scaffolding in teaching math? | |
| A) | Mr. Jones, who makes sure his students have mastered each step in learning long division, and then gradually backs off and allows the class to practice on their own | |
| B) | Ms. Shepherd, who drills his students in long division, and then gives them a test | |
| C) | Mr. Arthur, who tries get his students to figure out long division on their own | |
| D) | Ms. Jorgensen, who goes over all the steps in long division in a single class period | |
| 58. | Vygotsky believes that when your professor teaches this class he: | |
| A) | is learning as much from interacting with you as you are from him. | |
| B) | is the boss. | |
| C) | should let you figure out the material on your own. | |
| D) | should reinforce you by giving out As. | |
| 59. | Vygotsky would believe that, as you are completing these test items, you: | |
| A) | are learning the concepts better through making your responses. | |
| B) | are drawing on your memorization skills. | |
| C) | may be turning off to school. | |
| D) | cannot be learning, as now it’s time to show what you learned. | |
| 60. | In our society, all are qualities involved in “superior” scaffolding EXCEPT: | |
| A) | fostering a secure attachment and building in motivation. | |
| B) | entering a child’s proximal zone. | |
| C) | letting children figure things out totally on their own. | |
| D) | breaking large cognitive challenges into smaller, easier-to-master steps. | |
| 61. | Dr. Cognition is lecturing on Vygotsky’s ideas. Pick the statement he should NOT make. | |
| A) | “Vygotsky believed that we develop intellectually through social interactions.” | |
| B) | “Vygotsky believed that learning is bidirectional—teachers are learning from their students while they teach.” | |
| C) | “Vygotsky believed that learning occurs on our own inner timetable.” | |
| D) | “Vygotsky believed that learning can only take place within a child’s zone of proximal development.” | |
| 62. | Pick the statement that an information-processing researcher would make. | |
| A) | “I believe that thinking occurs in steps.” | |
| B) | “I believe that learning takes place in qualitatively different stages.” | |
| C) | “I believe that learning occurs according to our own inner timetable.” | |
| D) | “I believe that learning is a collaborative process.” | |
| 63. | In the information processing framework, the act of transforming material into information we can later remember, is called: | |
| A) | the sensory store. | |
| B) | working memory. | |
| C) | long-term memory. | |
| D) | short-term memory. | |
| 64. | All are true about working memory EXCEPT: | |
| A) | Its capacity is theoretically infinite. | |
| B) | It processes information into “real memory” or a more permanent store. | |
| C) | It consists of limited capacity holding bins. | |
| D) | It grows in capacity as children move from preschool to elementary school. | |
| 65. | In the information-processing framework on memory, the executive processor: | |
| A) | transforms items in our working memory bins into material we can remember later. | |
| B) | keeps our working memory bins intact. | |
| C) | enables us to see and hear information more clearly. | |
| D) | teaches us to think more deeply about people. | |
| 66. | Give the BEST example of working memory. | |
| A) | You keep the number of your classroom constantly in your mind as you walk to class. | |
| B) | You write the number of your classroom down, so you won’t forget it. | |
| C) | Because you memorized the number of your classroom, you can easily find it on the first day of class. | |
| D) | You work to forget the number of your classroom. | |
| 67. | In the information-processing framework, what explains why children reach concrete operations at about 7 or 8? | |
| A) | Working memory bin capacity has expanded dramatically. | |
| B) | Children are better able to focus on relevant information. | |
| C) | Children’s frontal lobe capacities have grown. | |
| D) | All of the answers are correct. | |
| 68. | Which of the following is NOT an ability involving executive functions? | |
| A) | inhibiting your responses | |
| B) | planning and organizing your behavior | |
| C) | selectively attending to what you want to learn | |
| D) | freely expressing your emotions | |
| 69. | When can children fully use rehearsal effectively when studying for tests? | |
| A) | in kindergarten | |
| B) | in third grade | |
| C) | in fifth grade or middle school (eighth grade) | |
| D) | in graduate school | |
| 70. | Pick the BEST example of selective attention. | |
| A) | You highlight the material you really need to know and just study that information. | |
| B) | You keep going over the information you need to know. | |
| C) | You decide not to go to that party and study for this test. | |
| D) | You decide that you are going to fail this test, and no one can tell you differently. | |
| 71. | During dinner, a psychologist dad, tells his 4- and 8-year-old sons, “ Only pay attention to what I say,” then later tests how much each boy remembers of his own and everyone else’s conversation. Based on the selective attention research: | |
| A) | the 8-year-old will do better at remembering his dad’s conversation; but each boy will remember everyone else’s conversation equally well. | |
| B) | the 8-year-old will do better at remembering both his dad’s and everyone else’s conversations. | |
| C) | both boys will remember all conversations equally well. | |
| D) | the 4-year-old will do better at remembering all conversations. | |
| 72. | If you ask a psychologist expert, “What causes ADHD?” the expert is MOST likely to answer: | |
| A) | “The cause is incompetent parenting.” | |
| B) | “We don’t know for sure.” | |
| C) | “The cause is visual problems.” | |
| D) | “The cause is poor diet.” | |
| 73. | With regard to studying for this test, pick the examples of using rehearsal, selective attention, and inhibition in order. | |
| A) | You repeat the chapter definitions to yourself; you focus only on the material you need to know; you decide to keep studying even though you want to go to that party. | |
| B) | You focus only on the material you need to know; you repeat the chapter definitions to yourself; you decide to keep studying rather than go to that party. | |
| C) | You decide to keep studying even though you want to go to that party; you repeat the chapter definitions to yourself; you focus only on the material you need to know. | |
| D) | You focus only on the material you need to know; you decide to keep studying even though you want to go to that party; you repeat the chapter definitions to yourself. | |
| 74. | Four-year-old Gordie just can’t resist racing around the yard while he waits his turn to walk down the aisle at his uncle’s wedding. Gordie is having trouble with which two executive functions? | |
| A) | selective attention and rehearsal | |
| B) | rehearsal and inhibition | |
| C) | inhibition and selective attention | |
| D) | working memory and sensory memory | |
| 75. | Five-year-old Shara can’t sit still and listen to Mommy, when her friend gets up and starts running around the room. Shara is having trouble with? | |
| A) | inhibition and selective attention | |
| B) | long-term memory and selective attention | |
| C) | rehearsal and selective attention | |
| D) | inhibition and long-term memory | |
| 76. | Pick the BEST example of inhibition. | |
| A) | You stop yourself from checking Facebook during class. | |
| B) | You decide to take notes on what the teacher says. | |
| C) | You carefully focus on what the teacher says. | |
| D) | You decide to write a Facebook comment during class. | |
| 77. | Mom confides to a 12-year-old and her 5-year-old sister that she is planning a surprise for Grandma’s birthday, and swears them to secrecy. Pick out the MOST likely outcome: | |
| A) | Both girls will keep the secret. | |
| B) | The 5-year-old will be more likely to keep the secret. | |
| C) | The 12-year-old will be more likely to keep the secret. | |
| D) | Neither girl will be able to keep the secret. | |
| 78. | Based on the information-processing section, parents can help children “remember” by doing all of the following EXCEPT: | |
| A) | teaching organizational strategies. | |
| B) | understanding that situations involving many different tasks will be especially difficult. | |
| C) | keeping children “on task” by keeping them away from tempting distractions. | |
| D) | using power assertion. | |
| 79. | All are CORE symptoms of ADHD EXCEPT: | |
| A) | problems with selective attention. | |
| B) | problems with inhibition. | |
| C) | problems performing a sequence of tasks. | |
| D) | serious depression. | |
| 80. | Sara’s son has just been diagnosed with ADHD. You can predict all of the following EXCEPT: | |
| A) | Most likely Sara’s son is in elementary school. | |
| B) | Most likely Sara’s son is having trouble in school. | |
| C) | Most likely Sara’s son is having trouble getting ready for school. | |
| D) | Most likely Sara’s son has a low IQ. | |
| 81. | Attention deficit/hyperactivity disorder is MOST often diagnosed among: | |
| A) | preschool boys. | |
| B) | elementary school girls. | |
| C) | elementary school boys. | |
| D) | preschool girls. | |
| 82. | You are giving a talk on ADHD. You can make all of these statements EXCEPT: | |
| A) | “This condition has many (often unclear) causes.” | |
| B) | “This condition tends to only occur during elementary school.” | |
| C) | “This condition may result from a reduced level of the neurotransmitter dopamine.” | |
| D) | “This condition involves deficits with executive functions.” | |
| 83. | Sally’s son has just been diagnosed with ADHD, you can tell her: | |
| A) | “This condition typically goes away after elementary school.” | |
| B) | “This condition may have many unclear causes.” | |
| C) | “This condition can be helped if you provide stricter rules.” | |
| D) | “This condition always persists into adult life.” | |
| 84. | Your friend’s preschooler has been diagnosed with ADHD and she asks, “Will my son still have this condition as he gets older?” What is the BEST answer? | |
| A) | “No—symptoms tend to go away.” | |
| B) | “Yes—symptoms always persist.” | |
| C) | “I don’t know—as symptoms can take many paths.” | |
| D) | “I’m so sorry—over time symptoms tend to get worse.” | |
| 85. | All are possible “causes” of ADHD symptoms EXCEPT: | |
| A) | genetic predispositions. | |
| B) | delayed frontal lobe maturation. | |
| C) | permissive parenting. | |
| D) | low dopamine output. | |
| 86. | Tommy has been diagnosed with ADHD. You can predict he will have special trouble: | |
| A) | getting ready for school by a certain time. | |
| B) | studying when there are distractions. | |
| C) | inhibiting his responses. | |
| D) | He will have special trouble with all of these. | |
| 87. | Children with ADHD have problems with: | |
| A) | selective attention. | |
| B) | inhibition. | |
| C) | executive functions. | |
| D) | They have problems with all of these. | |
| 88. | Your child has been diagnosed with ADHD. What abilities are LEAST likely to be affected? | |
| A) | selective attention | |
| B) | inhibition | |
| C) | vision and hearing | |
| D) | estimating time | |
| 89. | Jamal is furious about what he sees as society’s overdiagnosis of ADHD. Jamal can legitimately raise all of the following questions EXCEPT: | |
| A) | “Why does this condition affect so many boys?” | |
| B) | “If symptoms appear on a continuum, why do we diagnose children as either having ADHD or not?” | |
| C) | “Why does providing regular recess help with the symptoms?” | |
| D) | “Why is this condition now most often diagnosed during preschool?” | |
| 90. | Which strategy is MOST effective in treating ADHD? | |
| A) | psychoanalysis, to uncover the root cause of the child’s problem | |
| B) | psycho-stimulant medication, such as Ritalin | |
| C) | medication combined with therapeutic interventions, such as parent training and not putting pressure on kids to complete a sequence of demanding tasks, better child/environment fit | |
| D) | using strict discipline | |
| 91. | Tameka’s daughter has been diagnosed with ADHD, and she asks you, “How can I help my child sit still and focus on homework?” You can give her all of the following suggestions EXCEPT: | |
| A) | “Provide ‘white’ background noise.” | |
| B) | “Provide a nondistracting environment.” | |
| C) | “Provide strict discipline.” | |
| D) | “Provide external rewards for doing well.” | |
| 92. | A teacher asks, “How can I help students with ADHD BEST focus during tests?” You can suggest all of the following strategies EXCEPT: | |
| A) | “Provide ‘white’ background noise.” | |
| B) | “Provide a nondistracting environment.” | |
| C) | “Offer regular recess.” | |
| D) | “Provide strict discipline and firm rules.” | |
| 93. | All are helpful school strategies to help children with ADHD focus EXCEPT: | |
| A) | Provide learning tasks in a gaming format. | |
| B) | Provide classes with regular physical activity. | |
| C) | Provide kids with concrete rewards. | |
| D) | Provide kids with very strict discipline. | |
| 94. | When are children typically able to produce grammatically correct sentences? | |
| A) | by about age 4 | |
| B) | by the time they enter school | |
| C) | by late elementary school. | |
| D) | by adolescence | |
| 95. | To help a son or daughter with symptoms of ADHD, parents need to: | |
| A) | offer the best child–environment fit. | |
| B) | get the child into therapy. | |
| C) | provide very high expectations. | |
| D) | use power assertion. | |
| 96. | With regard to the value of ADHD medications, pick the MOST accurate statement. | |
| A) | “They are terrific at curing the problem.” | |
| B) | “They do often work—but also have clear downsides.” | |
| C) | “They are totally ineffective.” | |
| D) | “They are welcomed by all parents today.” | |
| 97. | Your text author implies (or states!) that ADHD is: | |
| A) | a myth. | |
| B) | a clear-cut category. | |
| C) | partly a function of a poor childhood/society fit. | |
| D) | a less popular diagnosis than in the past. | |
| 98. | (1) Exploring children’s different ideas about the world; (2) getting a general strategy for teaching; (3) figuring out how memory operates. Pick which theorist/perspective provides the best answers in order: | |
| A) | Vygotsky; Piaget; information processing | |
| B) | Piaget; information processing; Vygotsky | |
| C) | Piaget; Vygotsky; information processing | |
| D) | information processing; Piaget; Vygotsky | |
| 99. | According to Vygotsky, when a child talks to himself it is ________ and he is learning to ________. | |
| A) | abnormal; isolate himself from people | |
| B) | normal; control and monitor his behavior | |
| C) | abnormal; express his emotions. | |
| D) | normal; express his emotions | |
| 100. | You tell your 3-year-old, “Don’t go outside until mommy says” and later you overhear him saying, “ Mark no go outside till mommy says.” Based on Vygotsky’s ideas about language, how should you feel? | |
| A) | Great! He’s learning to monitor his behavior and internalize my rules. | |
| B) | Great! He is learning to express himself. | |
| C) | Terrible! He may be developing a mental disorder. | |
| D) | Terrible! He has to learn not to speak about things out loud that are on his mind. | |
| 101. | The “b” and “c” sounds of a language are called: | |
| A) | morphemes. | |
| B) | syntax. | |
| C) | semantics. | |
| D) | phonemes. | |
| 102. | The basic units of meaning in a language such as boy and s for boys are called: | |
| A) | morphemes. | |
| B) | syntax. | |
| C) | semantics. | |
| D) | phonemes. | |
| 103. | Insert the correct language term in order that refers to: (1) the b sound in boy; (2) the definition of boy; (3) the units of meaning conveyed by the word boy: | |
| A) | phoneme; semantics; morpheme | |
| B) | semantics; phoneme; morpheme | |
| C) | morpheme; phoneme; semantics | |
| D) | semantics; morpheme; phoneme | |
| 104. | The mean length of utterance (MLU) refers to the average number of: | |
| A) | words per sentence. | |
| B) | phonemes per sentence. | |
| C) | morphemes per sentence. | |
| D) | syllables per word. | |
| 105. | The sentence “The boys ran home” contains how many MLUs? | |
| A) | three | |
| B) | four | |
| C) | five | |
| D) | six | |
| 106. | Pick out the area or facet of language that grows throughout our lives. | |
| A) | semantic abilities | |
| B) | syntactic abilities | |
| C) | phonemic articulation | |
| D) | inner speech | |
| 107. | Sammy, says, “I saw some gooses.” Jennie says, “ I no like gooses.” Tommy refers to every bird as a “goose.” Pick out the language issues involved here in the correct order: | |
| A) | overextension; overregulation; problem with syntax | |
| B) | overregulation; overextension; problem with syntax | |
| C) | overregulation; problem with syntax; overextension | |
| D) | problem with syntax; overregulation; overextension | |
| 108. | Pick the example of autobiographical memory. | |
| A) | remembering you have to review Thursday night for Friday’s test | |
| B) | remembering details about your high school graduation | |
| C) | remembering the autobiography of George Washington | |
| D) | remembering the lines of a play | |
| 109. | Pick the example of a past-talk conversation. | |
| A) | You are talking about the terrific time you had last summer at the beach. | |
| B) | You are talking about how frightened you are of whales. | |
| C) | You are talking about how many kinds of dolphins there are. | |
| D) | You are talking about what you plan to do next summer at the beach. | |
| 110. | Caroline and Daddy are talking about their trip to the zoo. Daddy asks, “What animals did we see?” “Which one had babies?” Caroline is probably roughly: | |
| A) | 1½ years old. | |
| B) | 3 years old. | |
| C) | 6 years old. | |
| D) | 9 years old. | |
| 111. | At what age do children typically really start initiating past-talk conversations? | |
| A) | early preschool—about age 3 | |
| B) | late preschool and/or kindergarten | |
| C) | elementary school—about age 7 | |
| D) | when they begin to speak | |
| 112. | Which parent is using the BEST strategy to stimulate her 4-year-old’s autobiographical memory? | |
| A) | A dad takes his son to the park; when they get home, he gives him paper and crayons to draw a picture of what he saw there. | |
| B) | A mom and her daughter go to a farm to pick a pumpkin for Halloween. On the way home, mom asks, “Do you remember the baby goat we saw in the field . . . and what did its fur feel like?” | |
| C) | A dad picks up his son at the swimming pool and asks, “How was your lesson?” | |
| D) | A mom takes her daughter to the movies; on the way home, she checks her email and texts a few friends. | |
| 113. | All are CORE purposes of past-talk conversations EXCEPT: | |
| A) | They help show a child she has a continuous “self.” | |
| B) | They ultimately help stimulate identity formation. | |
| C) | They help children understand they have a personal past and future. | |
| D) | They help teach vocabulary. | |
| 114. | Theory of mind refers to: | |
| A) | our understanding that people live in different heads, and our ability to relate based on that knowledge. | |
| B) | our understanding that we know our own mind. | |
| C) | our understanding that we need to mind or obey our parents. | |
| D) | our understanding of the brain. | |
| 115. | In a false-belief task, a child tells you that a person who leaves the room before you hide an object in a new place will not be able to find it later. How old is this child likely to be? | |
| A) | at least 18 months | |
| B) | at least 2 years old | |
| C) | at least 4 years old | |
| D) | over 6 years old | |
| 116. | False-belief studies show that children: | |
| A) | are far less egocentric than Piaget believed. | |
| B) | are far less egocentric that Vygotsky believed. | |
| C) | reach concrete operations at a younger age than Piaget believed. | |
| D) | can learn far more rapidly than Vygotsky believed. | |
| 117. | At what age do we first develop the glimmers that other people have different motivations, ideas, or points of view? | |
| A) | in late infancy | |
| B) | in late preschool | |
| C) | in late elementary school | |
| D) | never!!! | |
| 118. | Pick an early landmark suggesting infants are first realizing “We live in different heads.” | |
| A) | joint attention | |
| B) | eating solid food | |
| C) | the social smile | |
| D) | Stranger anxiety | |
| 119. | A child who has developed a theory of mind: | |
| A) | can have a real two-way, give-and-take conversation. | |
| B) | understands that other people have different points of view. | |
| C) | realizes that other people may fool you (or lie to you). | |
| D) | All of the answers are correct. | |
| 120. | Pick the behavior that is NOT a tip-off that Wanda has developed a theory of mind. | |
| A) | Wanda takes care to tell you where she bought her new dress rather than assuming you automatically know. | |
| B) | Wanda asks about your opinion of her new dress. | |
| C) | Wanda shows you her beautiful new dress. | |
| D) | Wanda lies about how much her mommy paid for her new dress. | |
| 121. | You are devising a scale to identify which children tend to develop a theory of mind at an earlier-than-typical age. Pick the question that should NOT be on your test. | |
| A) | Is this preschooler bilingual? | |
| B) | Is this preschooler advanced intellectually? | |
| C) | Does this preschooler have older sibs? | |
| D) | Is this preschooler tall for his age? | |
| 122. | Which disorder is defined by serious theory-of-mind impairments? | |
| A) | ADHD | |
| B) | bipolar disorder | |
| C) | autism | |
| D) | dyslexia | |
| 123. | Pick the BEST statement about your theory of mind. | |
| A) | “Now that you have this ability you won’t ever lose it.” | |
| B) | “You can also make an egocentric mind blind response—if the task is difficult and/or you are “distracted.” | |
| C) | “You never really fully develop this ability as long as you live.” | |
| D) | “You will lose this ability when you fall in love.” | |
| 124. | Pick the situation in which you may forget to take another person’s perspective (that is temporarily lose theory of mind abilities). | |
| A) | You are distracted (or thinking of other things). | |
| B) | You are sitting in class. | |
| C) | You have just had dinner. | |
| D) | You won’t lose this ability, as you got it at age 4!. | |
Answer Key
| 1. | A |
| 2. | C |
| 3. | D |
| 4. | D |
| 5. | A |
| 6. | A |
| 7. | B |
| 8. | B |
| 9. | C |
| 10. | B |
| 11. | A |
| 12. | A |
| 13. | C |
| 14. | D |
| 15. | B |
| 16. | B |
| 17. | A |
| 18. | C |
| 19. | A |
| 20. | A |
| 21. | A |
| 22. | B |
| 23. | C |
| 24. | C |
| 25. | B |
| 26. | D |
| 27. | D |
| 28. | A |
| 29. | A |
| 30. | D |
| 31. | C |
| 32. | D |
| 33. | D |
| 34. | B |
| 35. | B |
| 36. | A |
| 37. | D |
| 38. | A |
| 39. | A |
| 40. | A |
| 41. | B |
| 42. | C |
| 43. | C |
| 44. | D |
| 45. | B |
| 46. | A |
| 47. | B |
| 48. | C |
| 49. | B |
| 50. | B |
| 51. | B |
| 52. | D |
| 53. | D |
| 54. | A |
| 55. | A |
| 56. | B |
| 57. | A |
| 58. | A |
| 59. | A |
| 60. | C |
| 61. | C |
| 62. | A |
| 63. | B |
| 64. | A |
| 65. | A |
| 66. | A |
| 67. | D |
| 68. | D |
| 69. | C |
| 70. | A |
| 71. | A |
| 72. | B |
| 73. | A |
| 74. | C |
| 75. | A |
| 76. | A |
| 77. | C |
| 78. | D |
| 79. | D |
| 80. | D |
| 81. | C |
| 82. | B |
| 83. | B |
| 84. | C |
| 85. | C |
| 86. | D |
| 87. | D |
| 88. | C |
| 89. | D |
| 90. | C |
| 91. | C |
| 92. | D |
| 93. | D |
| 94. | C |
| 95. | A |
| 96. | B |
| 97. | C |
| 98. | C |
| 99. | B |
| 100. | A |
| 101. | D |
| 102. | A |
| 103. | A |
| 104. | C |
| 105. | D |
| 106. | A |
| 107. | C |
| 108. | B |
| 109. | A |
| 110. | B |
| 111. | B |
| 112. | B |
| 113. | D |
| 114. | A |
| 115. | C |
| 116. | A |
| 117. | A |
| 118. | A |
| 119. | D |
| 120. | C |
| 121. | D |
| 122. | C |
| 123. | B |
| 124. | A |
| 1. | The core quality that allowed us to advance as a species is our ability to stand on two feet. | |
| A) | True | |
| B) | False | |
| 2. | In general, boys are better at gross motor tasks, while girls excel at fine motor skills. | |
| A) | True | |
| B) | False | |
| 3. | Worldwide, undernutrition is the MOST important issue affecting children’s physical development. | |
| A) | True | |
| B) | False | |
| 4. | In recent years, the prevalence of child obesity is slowly declining. | |
| A) | True | |
| B) | False | |
| 5. | Children in the preoperational stage focus on the way things immediately appear. | |
| A) | True | |
| B) | False | |
| 6. | Four-year-old children can learn to decenter, if you teach them that “the height makes up for the width.” | |
| A) | True | |
| B) | False | |
| 7. | Animism refers to the idea that nonliving things (like stuffed animals) have consciousness. | |
| A) | True | |
| B) | False | |
| 8. | Children suddenly move from preoperational thinking to concrete operations in most areas, around age 7. | |
| A) | True | |
| B) | False | |
| 9. | According to Piaget’s theory, with extra effort you can teach subtraction in kindergarten. | |
| A) | True | |
| B) | False | |
| 10. | According to Piaget’s theory, children must be in concrete operations in order to really understand the rules of games such as soccer. | |
| A) | True | |
| B) | False | |
| 11. | Vygotsky believed we should allow children’s cognitive skills to unfold on their own. | |
| A) | True | |
| B) | False | |
| 12. | According to Vygotsky, “teachers just teach, students just learn.” | |
| A) | True | |
| B) | False | |
| 13. | Studying for this test when you would rather go out and party is an executive function skill. | |
| A) | True | |
| B) | False | |
| 14. | It’s relatively easy for preschoolers to inhibit their responses. | |
| A) | True | |
| B) | False | |
| 15. | Executive functions continue to improve over the course of many years. | |
| A) | True | |
| B) | False | |
| 16. | Currently, scientists believe that attention deficit/hyperactivity disorder is caused mainly by environmental stress. | |
| A) | True | |
| B) | False | |
| 17. | ADHD has clear-cut causes and a single “best” treatment. | |
| A) | True | |
| B) | False | |
| 18. | According to Vygotsky, we learn to monitor our behavior through inner speech. | |
| A) | True | |
| B) | False | |
| 19. | The word sounds of language are called phonemes. | |
| A) | True | |
| B) | False | |
| 20. | Preschoolers whose parents allow them to think through their own life experiences, rather than asking specific questions about events, typically have richer autobiographical memories. | |
| A) | True | |
| B) | False | |
| 21. | Theory of mind is the crucial ability that allows us to really have a give-and-take conversation with other people. | |
| A) | True | |
| B) | False | |
| 22. | Once we develop theory of mind abilities at age 4, we never lose this capacity. | |
| A) | True | |
| B) | False | |
Answer Key
| 1. | B |
| 2. | A |
| 3. | A |
| 4. | B |
| 5. | A |
| 6. | B |
| 7. | A |
| 8. | B |
| 9. | B |
| 10. | A |
| 11. | B |
| 12. | B |
| 13. | A |
| 14. | B |
| 15. | A |
| 16. | B |
| 17. | B |
| 18. | A |
| 19. | A |
| 20. | B |
| 21. | A |
| 22. | B |
| 1. | At age 4, Davie is in ________ childhood. |
| 2. | Neural pruning in the frontal lobes begins around age ________. |
| 3. | Jumping is an example of a(n) ________ motor skill, whereas working a jigsaw puzzle requires ________ motor skills. |
| 4. | The body mass index is the ratio of a person’s ________ to ________. |
| 5. | Children in the ________ stage focus on the way things immediately appear. |
| 6. | According to Piaget, young children who focus on the MOST striking feature of an object, ignoring its other features, are ________. |
| 7. | Because a young child cannot decenter, she is unable to grasp the concept of ________, the understanding that a general category can encompass subordinate elements. |
| 8. | According to Piaget, a young child’s belief that her teddy bear needs a drink of water is an example of ________. |
| 9. | Piaget’s term for a young child’s inability to take another person’s perspective is ________. |
| 10. | According to Vygotsky, learning occurs within our ________. |
| 11. | According to Vygotsky, learning is ________, meaning we learn as much from teaching others as they do from being instructed. |
| 12. | The memory stage in which we transform material into information we later remember is called ________. |
| 13. | ________ is the ability to filter out unnecessary stimuli, and focus on what is important. |
| 14. | ________ refer to the skills involved in regulating and monitoring our behavior. |
| 15. | The MOST widely diagnosed health disorder among U.S. children, characterized by distractibility and restlessness, is ________. |
| 16. | During early childhood, Lori’s average number of morphemes per sentence, that is, her ________, expands. |
| 17. | ________ refers to remembering the contents of our personal life histories. |
| 18. | Developmentalists use the false-belief task to measure ________, our understanding that other people have different points of view. |
Answer Key
| 1. | early |
| 2. | 9 |
| 3. | gross, fine |
| 4. | height; weight |
| 5. | preoperational |
| 6. | centering |
| 7. | class inclusion |
| 8. | animism |
| 9. | egocentrism |
| 10. | zone of proximal development |
| 11. | bidirectional |
| 12. | working memory |
| 13. | Selective attention |
| 14. | Executive functions |
| 15. | ADHD |
| 16. | MLU |
| 17. | Autobiographical memory |
| 18. | theory of mind |
| 1. | An evolutionary psychologist is giving a talk to your class on why humans are special compared to other species. Spell out his main messages. |
| 2. | Eliza gets angry with her 5-year-old son, when he doesn’t follow her rules for proper behavior. When, at a pizza restaurant, he leaves the table without permission to watch the chef toss the dough, she punishes him for being disobedient. Based on what you know about the developing brain, what might be the reason for this child’s rule breaking? What should Eliza really be doing as a parent? |
| 3. | Adam, who just turned 4, is not only terrific at hitting a ball and scaling monkey bars, he’s incredibly well-coordinated in most areas compared to his friends. (1) Identify the main reason why Adam is doing so well and then suggest ways his mom might nurture his abilities, then (2) speculate about Adam’s early school performance. |
| 4. | Winston, age 6, has recently put on extra weight, and now scores in the 90th percentile of his pediatrician’s body mass index chart. Based on the research, what would you suggest Winston’s mother do? In general, how is this mom apt to respond to her son’s putting on pounds? |
| 5. | Compare and contrast Piaget’s, Vygotsky’s, and information-processing perspectives on cognitive development. |
| 6. | Leon is 8 years old; his brother Murph is 4. Their Aunt Erika is taking a developmental psychology class, and will get credit if she administers Piaget’s conservation of liquid task to her nephews. Describe Erika’s procedure and compare Leon and Murph’s likely responses. |
| 7. | Describe several “executive function” differences between younger and older children, and spell out what adults can do. |
| 8. | Clara is strongly opposed to the current emphasis on diagnosing U.S. children with ADHD, while Carl argues that this category is valid and lifesaving. First, make Clara’s case and then make Carl’s. |
| 9. | List the language challenges children face, and then spell out the language mistakes young children make. |
| 10. | Explain why theory of mind is vital; then chart the age when this ability really kicks in and describe some forces that go along with developing an earlier theory of mind. |
Answer Key
| 1. | We can capitalize on one another’s thinking—to advance as a species. We have a remarkable ability to “decode” other people’s inner motivations. We are the only species that has infinitely elastic language capacities. And, of course, we have huge, slow-growing frontal lobes. |
| 2. | Reasons for Eliza’s son’s rule breaking: The frontal lobes are still undergoing lavish synaptogenesis, and have not entered the pruning phase, making executive function abilities such as inhibiting one’s behavior very difficult.
Optimal child-rearing approach: Don’t punish the child for skills that may be impossible brain-wise to master at this age. Strive for a better person–environment fit, such as avoiding restaurants, especially those with enticing competing stimuli, or, better yet, take your son for pizza to places such as Chuckee Cheese, where it’s fine to run around. |
| 3. | Adam is probably on a faster genetic timetable (that is, his superiority is due MAINLY to genetics). Tip to mom—Give your son plenty of chances to exercise his motor skills but don’t prematurely pressure him into organized activities such as sports. |
| 4. | Tell this mother she might load Winston’s plate up with vegetables (but don’t put him on a diet); get her son physically active and cut down on TV watching and the Internet. Avoid eating out and offer nutritious family meals, but don’t nag him about weight. If Winston’s mom is like many U.S. mothers, she might tend to “minimize” this issue in order to preserve her loving relationship with her child. |
| 5. | Piaget’s passion was understanding the structure of unfolding cognition. He found that preschoolers focus on how objects immediately appear and have other strange ideas about the world. According to Piaget, we can’t talk children out of these qualitatively different perceptions and hurry up a child’s inner timetable. Children come to think in more adult ways when they are developmentally ready, through simply acting in the world. Vygotsky in contrast, believed that teaching is vital to cognitive growth and focused on targeting the activities that foster learning: entering a child’s proximal zone and scaffolding. Information theorists have their own agenda: to decode the specific steps by which cognition-memory, learning, self-control or the ability to reason take place. Information-processing theorists heavily focus on executive functions—such as inhibition, and selective attention—and conduct experiments to find out how these abilities gradually develop over time. |
| 6. | Erika will: (1) Get two identical glasses, fill them to the same level with a liquid, and ask each child, “Is there the same amount in each?”; (2) When the answer is “yes,” she will pour one glass into a taller, narrower glass and ask, “Is there the same amount of liquid now?” Likely response of Murph: “ No, now there is more in the other glass because its taller.” Likely response of Leon: “Are you crazy, of course it’s the same! Yes, the second glass is taller, but your original one was wider” (showing decentering). You could just pour it back and it would look identical” (illustrating reversibility). |
| 7. | Young children cannot effectively use rehearsal to memorize material. They are not as able to selectively attend and to inhibit their immediate responses. Teachers and other adults should actively scaffold these skills, by teaching organizational, and learning strategies. They also need to take a child friendly approach—not expecting much of young children in terms of listening or sitting skill, understanding that remembering “to do” several different tasks is problematic at any age, realizing that executive functions naturally improve as the frontal lobes mature. |
| 8. | Clara’s possible points: Why are rates of ADHD now so incredibly high, especially in males? Since symptoms arise on a continuum, is it right to diagnose ADHD as a specific condition—and aren’t we putting the cutting point for that diagnosis too low, since selective attention and issues with inhibition are NORMAL during the elementary school years (and later)? To bolster these arguments, Clara might cite the research showing that fostering a better child–environment fit, such as increasing recess time or providing high intensity gaming is helpful at alleviating “symptoms.”
Carl’s possible points: ADHD does have a neurological basis, as it may be caused by a deficit in dopamine production, and brain imaging studies show these children show abnormal neural activation patterns when involved in learning tasks. Also, medications can be very effective at reducing symptoms. Is it right to have parents simply feel like failures or have them resort to yelling, screaming, and defining the child as willfully bad? |
| 9. | Language challenges—to articulate word sounds correctly (phonemic issues), form grammatical (use correct syntax) and more complex sentences (increase the MLU), and master the actual meanings of words (semantics). In addition to having sound articulating issues, using incorrect grammar, or defining words incorrectly, children may tend to overregularize (putting irregular past tenses into regular forms) and use overextensions and underextensions, applying verbal labels too broadly or narrowly. |
| 10. | Theory of mind—knowing other people are coming from a different mental place—is the basis of all human relationships and give-and-take interactions; it’s really what allowed us to evolve as a species. Typically, children attain this ability around age 4, although having superior executive functions, being bilingual, and having older sibs predict the earlier emergence of this vital skill. Also, there is intriguing evidence that in collectivistic cultures that frown on “arguing,” children may not realize that people have conflicting ideas until an older age. Basically, theory of mind abilities are intimately tied to having reasonable working memory capacities. |
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
Original price was: $30.00.$20.00Current price is: $20.00.
