Life Span Development 16Th Edition By Santrock -Test Bank

Life Span Development 16Th Edition By Santrock -Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 05

Test Bank

 

1. Jean Piaget believed that children:
2. A. actively construct their own cognitive world.
3. passively react to their environments.
4. absorb their knowledge from the environment.
5. gain their view of the world from their parents.

Page: 141

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Schemes

 

2. Schemes refer to:
3. A. actions or mental representations that organize knowledge.
4. the incorporation of new information into existing knowledge.
5. groups of behaviors.
6. knowledge that has been adjusted to fit new experiences.

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Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Schemes

 

3. According to Piaget, physical activities such as sucking, grasping, and walking are examples of:
4. mental schemes.
5. mental adaptations.
6. behavioral adaptations.
7. D. behavioral schemes.

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Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Schemes

 

4. According to Piaget, solving a puzzle is an example of a:
5. A. mental scheme.
6. mental adaptation.
7. behavioral adaptation.
8. behavioral scheme.

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Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Schemes

 

5. Alejandro is three years old. He is now able to sort his blocks by color. Alejandro has developed:
6. a new behavioral scheme.
7. B. a new mental scheme.
8. object permanence.
9. the ability to assimilate.

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Schemes

 

6. Benji starts calling his father “dad,” but he also calls all men that he sees “dad.” According to Piaget, this error is due to:
7. amalgamation.
8. accommodation.
9. C.
10. application.

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Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Assimilation and accommodation

 

7. _____ occurs when children adjust their schemes to take new information and experiences into account.
8. Adaptation
9. B. Accommodation
10. Assimilation
11. Application

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Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Assimilation and accommodation

 

8. Two-year-old Anita has learned the word “dog” to identify the family pet Rover. Now, Anita says the word “dog” when she sees any animal. Anita has _____ these animals into her existing scheme.
9. amalgamated
10. accommodated
11. C. assimilated
12. applied

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Bloom’s: Apply

Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Assimilation and accommodation

 

9. Baby Elise has developed a sucking scheme. She knows that to get food she must suck on her mother’s breast. Now, her mother has begun to introduce solid foods with a spoon. Elise immediately sucks on the spoon. This is an example of:
10. accommodation.
11. B.
12. amalgamation.
13. application.

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Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Assimilation and accommodation

 

10. Three-year-old Jesse used to call all moving vehicles “car.” He now accurately categorizes moving vehicles into trucks, cars, motorcycles, and buses. Jesse has _____ to fit new information into his existing scheme.
11. A. accommodated
12. assimilated
13. amalgamated
14. applied

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Assimilation and accommodation

 

11. Jean Piaget’s concept of grouping isolated behaviors into a higher-order system is called:
12. assimilation.
13. equilibration.
14. C.
15. amalgamation.

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Bloom’s: Remember

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Organization

 

12. Trenton was playing in a sandbox. He was pouring sand from a short and wide fat container into a tall and narrow container. When he poured the sand into the tall and narrow container, it appeared as if it had more sand in it. Trenton could not figure out where the extra sand came from, and how it got into his container. As Trenton continues to try to solve this puzzle, he experiences considerable movement between states of cognitive _____ and _____ to produce cognitive change.
13. A. equilibrium; disequilibrium
14. adaptation; organization
15. classification; modification
16. equilibration; categorization

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Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Equilibration

 

13. When children experience cognitive conflict in trying to understand the world, they shift from one stage of thought to the next. The mechanism through which this shift occurs is called:
14. A.
15. assimilation.
16. organization.
17. amalgamation.

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Bloom’s: Remember

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Equilibration

 

14. For cognitive change to occur, identify the two processes that must work in concert as the child experiences considerable movement between the states of cognitive equilibrium and disequilibrium.
15. Equilibration and categorization
16. Amalgamation and organization
17. C. Assimilation and accommodation
18. Classification and modification

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Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Equilibration

 

15. Jean Piaget believed that children’s thinking in one stage is _____ that in another stage.
16. A. qualitatively different from
17. quantitatively different from
18. qualitatively similar to
19. quantitatively similar to

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Equilibration

 

16. According to Jean Piaget’s theory of infant development, what makes one stage more advanced than another?
17. When a child is able to stand and walk
18. B. When a child understands the world differently
19. When a child is older
20. When a child is able to manipulate objects better

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Bloom’s: Remember

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Equilibration

 

17. The sensorimotor stage of development lasts from birth to about:
18. six months of age.
19. eight months of age.
20. one year of age.
21. D. two years of age.

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

18. Piaget divided the sensorimotor stage of development into _____ substages.
19. two
20. three
21. five
22. D. six

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Bloom’s: Remember

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Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

19. Alice who is three weeks old is in the _____ substage of Piaget’s sensorimotor development; she will latch on to and suck anything that is touched to her lips.
20. A. simple reflexes
21. first habits
22. secondary circular reactions
23. primary circular reactions

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

20. The _____ substage of sensorimotor development corresponds to the first month after birth.
21. first habits and primary circular reactions
22. B. simple reflexes
23. secondary circular reactions
24. internalization of schemes

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

21. Which of the following substages of sensorimotor development is characterized by coordination of sensation and action through reflexive behaviors?
22. Conditioned reflexes
23. First habits and primary circular reactions
24. C. Simple reflexes
25. Coordination of secondary circular reactions

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Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

22. Josh is three months old. In which of Jean Piaget’s substages of sensorimotor development is Josh?
23. Simple reflexes
24. B. First habits and primary circular reactions
25. Tertiary circular reactions, novelty, and curiosity
26. Secondary circular reactions

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

23. In which of the following substages of sensorimotor development does the infant’s main focus remain on his or her own body?
24. Coordination of secondary circular reactions
25. B. First habits and primary circular reactions
26. Tertiary circular reactions, novelty, and curiosity
27. Secondary circular reactions

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Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

24. In which substage of sensorimotor development do infants start repeating actions that bring interesting or pleasurable results?
25. First habits and primary circular reactions
26. Simple reflexes
27. C. Secondary circular reactions
28. Tertiary circular reactions, novelty, and curiosity

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

25. Which substage of sensorimotor development is characterized by coordination of vision and touch— hand-eye coordination?
26. Coordination of primary circular reactions
27. Tertiary circular reactions, novelty, and curiosity
28. Internalization of schemes
29. D. Coordination of secondary circular reactions

Page: 144

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

26. In which of the following substages of sensorimotor development do infants become intrigued by the many properties of objects and by the many things they can make happen to objects?
27. A. Tertiary circular reactions, novelty, and curiosity
28. Coordination of primary circular reactions
29. Coordination of secondary circular reactions
30. Internalization of schemes

Page: 144

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

27. When Monica was born, she showed the typical grasping reflex by closing her fingers around anything that brushed against her palm. After a few weeks, she showed this grasping behavior even when nothing touched her palm. Monica developed a _____ or a scheme based on a reflex that became completely separated from its eliciting stimulus.
28. A. habit
29. simple reflex
30. primitive symbol
31. circular reaction

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Bloom’s: Apply

Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

28. Antonio swings his arms while lying in his crib. One of his arms accidentally hits the mobile hanging above him. This causes the mobile to move. Antonio continues to swing his arms but is unable to strike the mobile again. This is an example of a:
29. habit.
30. reflex.
31. C. primary circular reaction.
32. secondary circular reaction.

Page: 143

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

29. In which sensorimotor substage does an infant’s actions become more object-oriented?
30. Simple reflexes
31. First habits and primary circular reactions
32. C. Secondary circular reactions
33. Coordination of secondary circular reactions

Page: 143

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APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

30. Sarah, an infant of seven months, loves repeatedly hitting a toy that lights up and plays music on impact with her toy hammer. Sarah is in Piaget’s substage of:
31. reflexes.
32. primary circular reaction.
33. C. secondary circular reaction.
34. tertiary circular reaction.

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Bloom’s: Apply

Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

31. According to the substages of Piaget’s sensorimotor stage of development, which of the following statements about the coordination of secondary circular reactions is NOT true?
32. It develops between 8 and 12 months of age.
33. The infant must be able to coordinate vision and touch, hand and eye.
34. C. It develops between 12 and 18 months of age.
35. It is marked by intentionality.

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

32. Significant changes during the _____ substage involve the coordination of schemes and intentionality.
33. primary circular reactions
34. secondary circular reactions
35. C. coordination of secondary circular reactions
36. tertiary circular reactions

Page: 144

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APA LO: 1.2

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

33. Eleven-month-old Jenny uses her toy golf club to bring another toy within reach. According to Piaget’s theory of infant development, Jenny is in the _____ substage of the sensorimotor stage.
34. primary circular reactions
35. secondary circular reactions
36. C. coordination of secondary circular reactions
37. tertiary circular reactions

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

34. Sixteen-month-old Akel plays endlessly with a ball, rolling it, throwing it, using it to knock over other toys, standing on it, and trying to ride on it. Which of Jean Piaget’s substages of the sensorimotor stage is represented by Akel’s behavior?
35. Primary circular reactions
36. Secondary circular reactions
37. Coordination of secondary circular reactions
38. D. Tertiary circular reactions

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

35. According to Piaget, the _____ sensorimotor substage marks the starting point for human curiosity and interest in novelty.
36. second
37. third
38. C. fifth
39. sixth

Page: 143

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

36. In which sensorimotor substage does an infant develop the ability to use primitive symbols?
37. Simple reflexes
38. First habits and primary circular reactions
39. Secondary circular reactions
40. D. Internalization of schemes

Page: 144

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APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

37. According to Piaget, a _____ is an internal sensory image or word that represents an event.
38. transducer
39. sensation
40. C. symbol
41. memory

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

38. The understanding that objects and events continue to exist even when they cannot be seen, heard, or touched is called:
39. object containment.
40. B. object permanence.
41. object availability.
42. object continuance.

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Object permanence

 

39. Heather is shown a teddy bear. The teddy bear is then hidden from her, and she searches for it. This shows that Heather has developed a sense of _____.
40. symbolic manipulation
41. infinite generativity
42. telegraphic thinking
43. D. object permanence

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Object permanence

 

40. Identify the type of error that occurs when infants make the mistake of selecting a familiar hiding place rather than a new hiding place as they progress into Piaget’s fourth substage of the sensorimotor stage.
41. Type 1 error
42. Type 2 error
43. F-not-N error
44. D. A-not-B error

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Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: A-not-B error

 

41. A developmental psychologist studying infants’ understanding of object permanence uses a method where infants see an event happen as it would normally occur. Then, the event is changed, often in a way that creates a physically impossible event. The result of this is that the infants look longer at the changed event indicating that he or she is surprised by it. Which method is being adopted here?
42. A. Violation of expectations
43. Habituation and dishabituation
44. Visual preference
45. Principle of persistence

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APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Perceptual development

 

42. In Baillargeon’s view, infants have a pre-adapted, innate bias called the principle of _____ that explains their assumption that objects do not change their properties unless some external factor obviously intervenes.
43. consistency
44. inertia
45. C. persistence
46. internalized representation

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Perceptual development

 

43. Researchers like Baillargeon have found that infants’ perceptual abilities are highly developed much earlier than Jean Piaget proposed. These researchers conclude that infants see objects as bounded, unitary, solid, and separate from their background definitely by _____ of age.
44. eight to nine months
45. one to two months
46. C. three to four months
47. five to six months

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Perceptual development

 

44. Research suggests that infants appear to understand the physical law of gravity:
45. at birth.
46. B. at around six to eight months of age.
47. at around one to two months of age.
48. at the start of toddlerhood.

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Perceptual development

 

45. Research by Renée Baillargeon and her colleagues documents that infants as young as three to four months expect objects to be _____ in the sense that other objects cannot move through them and _____ in the sense that objects continue to exist when they are hidden.
46. subject to gravity; transient
47. consistent; existential
48. C. substantial; permanent
49. opaque; substantial

Page: 146

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Perceptual development

 

46. In considering the big issue of whether nature or nurture plays the more important role in infant development, Elizabeth Spelke endorses a _____ approach that states that infants are born with domain-specific innate knowledge systems.
47. A. core knowledge
48. domain knowledge
49. learned domain
50. nurture

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Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Nature and nurture

 

47. Recent research has indicated which of the following regarding babies and morality?
48. Babies cannot develop a sense of morality before they can talk.
49. Sigmund Freud is correct, the superego is the holder of morality.
50. C. Preverbal babies as young as four months show signs of morality.
51. Babies show signs of morality as young as one year old.

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Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Nature and nurture

 

48. Which of the following is a key criticism of Jean Piaget’s theory of cognitive development?
49. Jean Piaget failed to conduct observations in an infant’s everyday environment.
50. Jean Piaget failed to conduct observations in controlled settings.
51. C. Infants are more competent than Jean Piaget thought.
52. Infants are less competent than Jean Piaget reported.

Page: 148

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Nature and nurture

 

49. The theory that the consequences of a behavior produce changes in the likelihood of the behavior’s occurrence is called:
50. A. operant conditioning.
51. classical conditioning.
52. attentional conditioning.
53. social reinforcement.

Page: 149

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Hard

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Conditioning

 

50. Attention in the first year of life is dominated by a(n) _____ process that involves directing attention to potentially important locations in the environment, that is, “where,” and recognizing objects and their features, that is, “what.”
51. orienting/tracking
52. sustained/focused attention
53. habituation/dishabituation
54. D. orienting/investigative

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Bloom’s: Understand

Difficulty Level: Hard

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Attention

 

51. The focusing of mental resources on select information is called:
52. assimilation.
53. B.
54. habituation.
55. fixation.

Page: 149

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APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Attention

 

52. Farah shows her baby a colorful block several times. The baby looks carefully at the block at first, but then turns her attention to a different toy after seeing the block a few times. The baby is displaying:
53. distraction.
54. imitation.
55. C.
56. dishabituation.

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Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

53. _____ provides a measure of an infant’s maturity and well-being.
54. Assimilation
55. B. Habituation
56. Lateralization
57. Disambiguation

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

54. Eight-month-old Andrew suffered brain damage at birth. His identical twin, Alex, had no brain damage. Research on habituation will likely predict that:
55. Alex will not habituate as well as Andrew.
56. both twins will habituate at about the same level.
57. C. Andrew will not habituate as well as Alex.
58. Alex will not exhibit any sort of habituation.

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Bloom’s: Apply

Difficulty Level: Hard

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

55. When two individuals focus on the same object or event, the process is called:
56. sensory attention.
57. B. joint attention.
58. amalgamous attention.
59. synchronous attention.

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

56. Which of the following is a requirement of joint attention?
57. An ability to manipulate objects
58. B. An ability to track another’s behavior
59. A lack of interest in others
60. An intense interest in a particular object

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APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

57. Which of the following statements about joint attention is NOT true?
58. Joint attention requires the ability to track another’s behavior.
59. B. Emerging forms of joint attention occur at about four to five months.
60. Joint attention requires that one person directs another person’s attention.
61. Joint attention requires reciprocal interaction.

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Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

58. Andy is nine months old, but seems to be struggling with following another’s gaze and directing adults’ attention. These could be early indicators of which diagnosis?
59. A. Autism
60. Dyslexia
61. ADHD
62. Low Vision

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Difficulty Level: Hard

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

59. _____ involves the retention of information over time.
60. Attention
61. B. Memory
62. Cognition
63. Organization

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

60. Which is the process by which information gets into memory?
61. A. Encoding
62. Encrypting
63. Enlisting
64. Enumerating

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

61. Juno is riding a bike. Riding a bike requires Juno to use her memories of skills and routine procedures that are performed automatically; this type of memory is referred to as _____ memory.
62. explicit
63. B. implicit
64. semantic
65. episodic

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Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

62. When Abraham describes to his friend what he did in his last summer vacation, he relies on his _____ memory.
63. implicit
64. B. explicit
65. procedural
66. semantic

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Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

63. Most researchers find that babies do not show _____ until the second half of the first year.
64. dishabituation
65. B. explicit memory
66. habituation
67. implicit memory

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

64. Remembering how to swim is an example of:
65. A. implicit memory.
66. deferred imitation.
67. joint attention.
68. explicit memory.

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Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

65. June knows the names of all the states that comprise the United States. The names of the states are a part of June’s _____ memory.
66. innate
67. B. explicit
68. distinctive
69. implicit

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

66. Renee remembers very little about the first three years of her life. Psychologists find this normal and call it:
67. retroactive memory interference.
68. B. infantile amnesia.
69. child memory loss.
70. memory trace.

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

67. Most of young infants’ conscious memories appear to be _____, although their implicit memory of perceptual-motor actions can be _____.
68. substantial; rather fragile
69. well-developed; underdeveloped
70. C. rather fragile and short-lived; substantial
71. long-lasting; short-lived

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

68. From about 6 to 12 months of age, the maturation of the _____ and the surrounding cerebral cortex, especially the frontal lobes, makes explicit memory possible.
69. amygdala
70. B. hippocampus
71. hypothalamus
72. cerebellum

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

69. Mandy sees a little girl in the grocery store throwing a tantrum for a toy. Mandy screams and cries for some candy the following week at the mall. Mandy is displaying:
70. dishabituation.
71. habituation.
72. object permanence.
73. D. deferred imitation.

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Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Imitation

 

70. A newborn baby widens her eyes after her mother widens her eyes and mouth and smiles at the baby. Meltzoff would say that this baby is:
71. exhibiting a reflex.
72. B. engaging in true imitation.
73. showing deferred imitation.
74. habituating to the mother’s facial expression.

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Imitation

 

71. _____ are cognitive groupings of similar objects, events, people, or ideas.
72. Symbols
73. B. Concepts
74. Habits
75. Semantics

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Concept formation and categorization

 

72. Using habituation experiments, some researchers have found that infants as young as _____ can group together objects with similar appearances.
73. five to six days
74. three to four weeks
75. C. three to four months
76. five to six months

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Concept formation and categorization

 

73. Jean Mandler argues that early categorizations are best described as _____ categorization.
74. conceptual
75. textual
76. factual
77. D. perceptual

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Concept formation and categorization

 

74. Ariel is nine months old, she understands that a bird is an animal, but an airplane is a vehicle, even though they both contain wings. According to Jean Mandler, Ariel has developed:
75. A. conceptual categorization.
76. perceptual categorization.
77. attentional categorization.
78. vehicular categorization.

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Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Concept formation and categorization

 

75. In the current version of the Gesell test and Bayley Scales of Infant Development, the subscores obtained from the four and five different categories of Gesell test and Bayley Scales of Infant Development respectively are combined into an overall score that determines the infants’:
76. intelligence quotient (IQ).
77. intelligence inventory score (IIS).
78. C. developmental quotient (DQ).
79. early intelligence assessment (EIA).

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Difficulty Level: Medium

Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

76. Identify the widely used assessment method of infant development that has five scales—cognitive, language, motor, socioemotional, and adaptive.
77. Apgar Scale
78. Brazelton Neonatal Behavioral Assessment Scale
79. Gesell test
80. D. Bayley Scales of Infant Development

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Difficulty Level: Easy

Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

77. According to the Bayley mental scale, a _____ infant should be able to vocalize pleasure and displeasure, persistently search for objects that are just out of immediate reach, and approach a mirror that is placed in front of the infant by the examiner.
78. two-month-old
79. B. six-month-old
80. four-month-old
81. one-month-old

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Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

78. According to the Bayley mental scale, by _____ of age, the infant should be able to inhibit behavior when commanded to do so, imitate words the examiner says, and respond to simple requests.
79. 10 weeks
80. 6 months
81. 12 weeks
82. D. 12 months

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Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

79. Charisma is six months old and can vocalize pleasure and displeasure, search for objects out of reach, and approach a mirror that is placed in front of her. According to the Bayley Scales of Infant Development, Charisma:
80. A. is developing normally.
81. is developmentally delayed.
82. has an IQ of 110.
83. has an IQ of 85.

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Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

80. The _____ focuses on an infant’s ability to process information in such ways as encoding the attributes of objects, detecting similarities and differences between objects, forming mental representations, and retrieving these representations.
81. developmental quotient
82. Bayley Scales of Infant Development
83. C. Fagan Test of Infant Intelligence
84. Brazelton Neonatal Behavioral Assessment Scale

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Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

81. The Bayley Scales of Infant Development are used to assess Mathias, who does very well on it. A high score on the Bayley mental scale:
82. indicates that Mathias will perform poorly in social skills quotient (SSQ) tests later in childhood.
83. indicates that Mathias will have a high score in IQ tests later in childhood.
84. indicates that Mathias will have a very low IQ score later in childhood.
85. D. does not indicate that Mathias will have high IQ scores later in childhood.

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Difficulty Level: Hard

Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Predicting intelligence

 

82. Jim and Joanna are curious to know if their baby will grow up to be a child with a high IQ. Which of the following measures for assessing infant development is correlated with measures of intelligence in older children and would best suit the purpose?
83. Bayley-III
84. Gesell test
85. C. Fagan test
86. Brazelton Neonatal Behavioral Assessment Scale

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Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Predicting intelligence

 

83. A form of communication that is based on a system of symbols is called:
84. syntax.
85. grammar.
86. C.
87. phonology.

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Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Language

 

84. Someone with a vocabulary of only 200 words can recombine the words in different ways to say thousands of different things. This aspect of language is referred to as:
85. syntax.
86. phonology.
87. morphology.
88. D. infinite generativity.

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Language

 

85. Which of the following is NOT one of the five rules of language?
86. Phonology
87. Syntax
88. Morphology
89. D. Reciprocity

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

86. The sound system of a language is called:
87. morphology.
88. semantics.
89. C.
90. syntax.

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

87. A _____ is the basic unit of sound in a language.
88. morpheme
89. B. phoneme
90. grapheme
91. syntax

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

88. An example of the basic unit of sound in the English language is the sound the letter “m” makes. This sound is called a:
89. morpheme.
90. B.
91. grapheme.
92. syntax.

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

89. In the word “falling,” both “fall” and “-ing” are considered:
90. A.
91. phonemes.
92. graphemes.
93. syntax.

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Recognizing Language Sounds

 

90. Phonology is to _____ as morphology is to _____.
91. A. sound; meaning
92. meaning; sound
93. appropriate use of language in different contexts; correct word order
94. correct word order; appropriate use of language in different contexts

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

91. A _____ is a minimal unit of meaning; it is a word or a part of a word that cannot be broken into smaller meaningful parts.
92. symbol
93. B. morpheme
94. phoneme
95. taxon

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Recognizing Language Sounds

 

92. The rules that govern _____ describe the sound sequences that can occur in a language.
93. pragmatics
94. B. phonology
95. syntax
96. morphology

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

93. The rules of _____ describe the way meaningful units can be combined in words.
94. A. morphology
95. phonology
96. syntax
97. pragmatics

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Recognizing Language Sounds

 

94. _____ have many jobs in grammar, such as marking tense and number.
95. Syntax
96. Phonemes
97. C. Morphemes
98. Symbols

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

95. The word “toy” is an example of a:
96. syntax.
97. phoneme.
98. taxon.
99. D.

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Recognizing Language Sounds

 

96. How many morphemes does the word “marker” have?
97. four
98. one
99. C. two
100. six

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

97. Consider the sentence: “The boy the ball with a hit bat.” Which of the following rule systems of language does the sentence violate?
98. Phonology
99. B. Syntax
100. Morphology
101. Pragmatics

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Syntax

 

98. _____ involves the way words are combined to form acceptable phrases and sentences.
99. Semantics
100. Phraseology
101. C. Syntax
102. Phonology

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Syntax

 

99. If Jane says to Harry, “Wilfred gave a gift to Marsha,” Harry knows who gave the gift and who received it because he understands the _____ of the sentence.
100. A. syntax
101. semantics
102. pragmatics
103. primitive symbols

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Syntax

 

100. _____ refers to the meaning of words and sentences.
101. Pragmatics
102. Syntax
103. Morphology
104. D. Semantics

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Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Semantics

 

101. The sentence “The chair told the girl to sit down” is _____ incorrect because people know that chairs cannot talk.
102. phonologically
103. syntactically
104. C. semantically
105. pragmatically

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Semantics

 

102. When one uses polite language in formal conversations and personal, informal language in intimate conversations, one is demonstrating the knowledge of _____, or the appropriate use of language in different contexts.
103. A. pragmatics
104. semantics
105. syntax
106. morphology

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Pragmatics

 

103. Peter shouts and uses profane language while speaking to his teacher. Which of the following rule systems of language is Peter disregarding?
104. Phonology
105. Syntax
106. Morphology
107. D. Pragmatics

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Difficulty Level: Hard

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Pragmatics

 

104. Identify the correct sequence of vocalization in infants.
105. Crying, babbling, cooing
106. B. Crying, cooing, babbling
107. Babbling, crying, cooing
108. Cooing, crying, babbling

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Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Babbling and other vocalizations

 

105. At birth, infants communicate by:
106. cooing.
107. B.
108. gestures.
109. babbling.

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Babbling and other vocalizations

 

106. Baby Luis interacts with his grandma and makes gurgling sounds in the back of his throat to express pleasure. This demonstrates:
107. talking.
108. babbling.
109. crying.
110. D.

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Difficulty Level: Hard

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Babbling and other vocalizations

 

107. Kevin loves to say “da, da, da, da” over and over again. What type of communication is Kevin using?
108. Crying
109. Cooing
110. C. Babbling
111. Gesturing

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Babbling and other vocalizations

 

108. Eleven-month-old Maya points to her cup when she wants some water to drink. Maya’s behavior:
109. is considered slow for her age; she should be using simple words by this time.
110. B. is considered appropriate for her age.
111. is considered advanced for her age; most children do not point until after 12 months.
112. should be discouraged so that she will learn to speak.

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Gestures

 

109. Kyoko is 13 months old and can understand about 50 words but can say only about 10 words. This demonstrates how Kyoko’s _____ vocabulary is more developed than her _____ vocabulary.
110. expressive; spoken
111. spoken; receptive
112. C. receptive; spoken
113. spoken; expressive

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: First words

 

110. Which of the following indicates a significant problem in the infant’s communication system?
111. A. A lack of pointing by 15 months of age
112. Not being able to speak 50 words by 15 months of age
113. Only speaking 150 words by two years of age
114. A lack of pointing by seven months of age

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Gestures; First words

 

111. Which of the following statements about first words is NOT correct?
112. A. Infants recognize their name by the age of three months.
113. Children understand more words than they can speak.
114. By 18 months, most children have a spoken vocabulary of about 50 words.
115. A child’s first words usually include greeting terms.

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: First words

 

112. The rapid increase in an infant’s vocabulary starting at about 18 months of age is called:
113. the secular trend.
114. telegraphic speech.
115. C. the vocabulary spurt.
116. phonetic advancement.

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Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: First words

 

113. Two-year-old Max says the word “bunny” for a large hamster and a white rat. Max’s error is known as:
114. telegraphic speech.
115. underextension.
116. aphasia.
117. D.

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Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: First words

 

114. Two-year-old Sarai uses the word “doll” to refer to her own Cabbage Patch doll but does not use the word to refer to her sister’s Barbie doll. Sarai’s error is known as:
115. A.
116. telegraphic speech.
117. private speech.
118. overextension.

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: First words

 

115. “Want ice cream,” “Fall down,” and “Mommy give cookie” are all examples of:
116. holophrases.
117. repetitive speech patterns.
118. C. telegraphic speech.
119. reflexive speech patterns.

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Two-word utterances

 

116. Many experts believe that humans acquired language about _____ years ago.
117. 2,000,000
118. 1,000,000
119. 500,000
120. D. 100,000

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Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

117. _____ is an area in the left frontal lobe of the brain that is involved in speech production.
118. A. Broca’s area
119. Wernicke’s area
120. Morton’s area
121. SMA area

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

118. Mariah has suffered damage to the left frontal lobe of her brain. When she tries to speak, she struggles to produce words and is unable to say them correctly. Mariah has sustained injury to the:
119. A. Broca’s area.
120. Wernicke’s area.
121. SMA area.
122. Morton’s area.

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Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

119. A loss or impairment of language ability caused by brain injury is called:
120. dysphagia.
121. B.
122. autism.
123. mutism.

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Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

120. _____ is an area in the left temporal lobe of the brain that is involved in the comprehension of speech.
121. Broca’s area
122. SMA area
123. Morton’s area
124. D. Wernicke’s area

Page: 162

Accessibility: Keyboard Navigation

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

121. As an infant, Mary suffered damage to _____ of her brain. This injury severly affected her comprehension abilities. Even though her speech is fluent it remains incomprehensible.
122. Broca’s area
123. SMA area
124. Morton’s area
125. D. Wernicke’s area

Page: 162

Accessibility: Keyboard Navigation

APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

122. Linguist Noam Chomsky said that children are born into the world with a _____, a biological endowment that enables the child to detect certain features and rules of language, including phonology, syntax, and semantics.
123. A. language acquisition device
124. biological language center
125. primary language center
126. biological language device

Page: 162

Accessibility: Keyboard Navigation

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

123. Kuhel is a behaviorist. In the context of language development, he is most likely to believe that language is:
124. learned with the learning acquisition device.
125. a special skill that has emerged with biological evolution.
126. a skill controlled by the left hemisphere of the brain.
127. D. acquired through reinforcement.

Page: 163

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APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Hard

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

124. A study of young children living in low-income families found that _____ when predicting the vocabulary development of children.
125. A. the amount of maternal talk was less important than maternal literacy skills
126. the amount of maternal talk was more important than the amount of paternal talk
127. nutrition and SES were more important than the amount of maternal talk or maternal literacy skills
128. attending preschool or Head Start was more important than paternal talk but less important than maternal talk

Page: 163

Accessibility: Keyboard Navigation

APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Hard

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

125. Child-directed speech is the:
126. ability of parents to understand their children’s holographic speech.
127. B. unique way that parents (and others) talk to babies.
128. continual correcting of children’s syntax by parents.
129. special way parents speak to each other in front of their children.

Page: 164

Accessibility: Keyboard Navigation

APA LO: 1.3

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

126. When Alice speaks to her six-month-old nephew, her voice immediately takes on a higher pitch, her speech becomes slower, and she begins to use more simplistic words and phrases. This change in Alice’s language behavior provides an example of:
127. echoing.
128. recasting.
129. C. child-directed speech.
130. morphology.

Page: 164

Accessibility: Keyboard Navigation

APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Hard

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

127. As he rolls his truck up and down the sides of the couch, Nezzy points to his truck and says “My truck” to which his father responds with “What’s the truck doing?” This is an example of:
128. echoing.
129. B.
130. infant-directed speech.
131. morphology.

Page: 165

Accessibility: Keyboard Navigation

APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

128. As they walk in the park together, Damon’s dad points out various objects to him—flowers, birds, butterflies, slides, swings, vehicles, and so on—and helps Damon name each of them. Damon’s dad is using _____ to help his son learn language.
129. echoing
130. encoding
131. C. labeling
132. recasting

Page: 165

Accessibility: Keyboard Navigation

APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

129. Rebecca says “Milk spill” to which her grandfather replies “Yes, the milk spilled on the floor.” This is an example of:
130. reframing.
131. B.
132. correcting.
133. labeling.

Page: 165

Accessibility: Keyboard Navigation

APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

130. In her book Growing Up with Language, Naomi Baron provided which of the following suggestions for facilitating language development in toddlers?
131. A. Remember to listen.
132. Supply words and thoughts for the child to avoid frustration.
133. Use questions that encourage the child to answer “yes” or “no.”
134. Let the toddler know when he or she is not being clear in communication.

Page: 166

Accessibility: Keyboard Navigation

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Interactionist view

 

131. The interactionist view of language development emphasizes that:
132. the primary language center and the biological language device are both needed for language to develop.
133. language development occurs largely due to positive reinforcement.
134. the development of receptive language is universal, whereas the development of spoken language differs across cultures.
135. D. both biology and experience contribute to language development.

Page: 166

Accessibility: Keyboard Navigation

APA LO: 1.1

Bloom’s: Understand

Difficulty Level: Hard

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Interactionist view

 

132. Identify the theorist who developed a cognitive development theory that suggests that development is universal and occurs in a fixed stage-like sequence. He or she proposed that infants are in the stage of “sensorimotor development.”

Jean Piaget

Page: 142

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

133. Identify the theorist who developed a measure to test infant cognitive development designed to distinguish normal babies from abnormal ones. The current version of this theorist’s test combines the infant’s performance in four domains into an overall score called the developmental quotient.

Arnold Gesell

Page: 155

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Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

134. Identify the theorist who developed a scale to assess infant behavior and predict later development. The current version, which is Bayley-III, has five scales: cognitive, language, motor, socioemotional, and adaptive.

Nancy Bayley

Page: 155

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

135. Identify the linguist who proposed that humans are biologically prewired to learn language. He or she proposed that infants are born into the world with a language acquisition device that enables the child to detect certain features and rules of language.

Noam Chomsky

Page: 162

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Biological influences

 

136. According to Jean Piaget, identify the actions or mental representations that organize knowledge.

Schemes

Page: 141

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Schemes

 

137. Eighteen-month-old Moira knows that her mother is “mommy”, but she now calls all women she meets “mommy.” According to Piaget, this illustrates ________.

assimilation

Page: 142

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Bloom’s: Apply

Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Assimilation and accommodation

 

138. Identify Jean Piaget’s concept that describes the cognitive conflict that occurs when information in the environment is inconsistent with the child’s current schemes. This conflict is the motivation to modify schemes or develop new schemes that are more consistent with the outside world.

Disequilibrium

Page: 142

APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Equilibration

 

139. According to Jean Piaget, identify the first substage of sensorimotor thought. This substage is apparent at birth and lasts approximately one month. Sensation and action are coordinated primarily through reflexive behaviors.

Simple reflexes

Page: 143

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

140. According to Jean Piaget, identify the sixth and final substage of sensorimotor thought. This substage is apparent in children between 18 and 24 months of age. The infant develops the ability to use primitive symbols in this substage.

Internalization of schemes

Page: 143

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

141. While nine-month-old Mave is playing with a ball, her brother takes it and hides it behind a pillow. Mave cries and crawls over to the pillow to get the ball. Which Piagetian concept is represented in this scenario?

Object permanence

Page: 144

APA LO: 1.3

Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

142. Identify the memory without conscious recollection. This includes memories of skills and routine procedures (such as crawling) that are performed automatically.

Implicit memory

Page: 151

APA LO: 1.1

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

143. Identify the ability to produce an endless number of meaningful sentences using a finite set of words and rules.

Infinite generativity

Page: 157

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Language

 

144. Shelby babbles using the sounds “ba, ba, ba” or “ch, ch, ch.” These basic units of sound that our language is composed of are known as ________.

phonemes

Page: 157

145. Ide

APA LO: 1.1

Bloom’s: Apply

Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Phonology

 

145. Identify a special way that adults speak to babies that is characterized by language spoken in a higher pitch than normal, the use of simple words, and the use of simple sentences.

Child-directed speech

Page: 164

APA LO: 1.2

Bloom’s: Understand

Difficulty Level: Medium

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

146. Define schemes. What are the processes of accommodation and assimilation? How are they related to schemes?

 

Schemes are actions or mental representations that organize knowledge. According to Piaget, as the infant or child seeks to construct an understanding of the world, the developing brain creates schemes. To explain how children use and adapt their schemes, Piaget offered two concepts: assimilation and accommodation. Assimilation occurs when children use their existing schemes to deal with new information or experiences. Accommodation occurs when children adjust their schemes to take new information and experiences into account.

Page: 142

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Assimilation and accommodation

Topic: Schemes

 

147. List in order Jean Piaget’s six substages of the sensorimotor stage of cognitive development.

 

Piaget divided the sensorimotor stage into six substages: (1) simple reflexes; (2) first habits and primary circular reactions; (3) secondary circular reactions; (4) coordination of secondary circular reactions; (5) tertiary circular reactions, novelty, and curiosity; and (6) internalization of schemes.

Page: 143

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

148. Jean Piaget observes that at one year and two months, his daughter Jacqueline holds in her hands an object which is new to her: a round, flat box which she turns all over, shakes, and rubs against the bassinet. She lets it go and tries to pick it up. But she only succeeds in touching it with her index finger, without grasping it. She nevertheless makes an attempt and presses on the edge. The box then tilts up and falls again. Jacqueline shows an interest in this result and studies the fallen box. Which of Piaget’s six substages of sensorimotor development does this behavior reflect?

 

Jacqueline’s behavior is characteristic of Piaget’s tertiary circular reactions, novelty, and curiosity stage,which is the fifth sensorimotor substage. It develops between 12 and 18 months of age. In this substage,infants become intrigued by the many properties of objects and by the many things that they can make happen to objects. Tertiary circular reactions are schemes in which the infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results. Piaget says that this stage marks the starting point for human curiosity and interest in novelty.

Page: 143

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Hard

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.

Topic: Sensorimotor stage

 

149. A recent study revealed that habituation assessed at three or six months of age was linked to verbal skills and intelligence assessed at 32 months of age. How can parents use the concepts of habituation and dishabituation to better interact with their babies and maybe boost their verbal skills and intelligence in the process?

 

Knowing about habituation and dishabituation can help parents interact effectively with infants. Infants respond to changes in stimulation. Wise parents sense when an infant shows an interest and realize that they may have to repeat something many times for the infant to process information. But if the stimulation is repeated often, the infant stops responding to the parent. In parent-infant interaction, it is important for parents to do novel things and to repeat them often until the infant stops responding. The parent stops or changes behaviors when the infant redirects his or her attention.

Page: 150

APA LO: 1.3

Bloom’s: Synthesis

Difficulty Level: Hard

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Habituation and dishabituation

 

150. Distinguish between explicit memory and implicit memory.

 

Implicit memory refers to memory without conscious recollection—memories of skills and routine procedures that are performed automatically. A child riding a bike draws on his or her implicit memory every time he or she performs the task. In contrast, explicit memory refers to the conscious memory of facts and experiences. One’s memories of the last vacation taken and the ability to recall the names of previous U.S. Presidents are examples of explicit memory.

Page: 151

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

151. What is infantile amnesia? What are two explanations given for this phenomenon?

 

Most adults can remember little if anything from the first three years of their life. This is called infantile or childhood amnesia. One reason for this phenomenon is that during the early years of life the prefrontal lobes of the brain—which are believed to play an important role in storing memories for events—are immature.

Page: 151

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.

Topic: Memory

 

152. How is the Fagan Test of Infant Intelligence different from the Gesell test and the Bayley Scales of Infant Development?

 

The Gesell test and the Bayley Scales of Infant Development focus on infant behavior and do not specifically test the infant’s ability to process information. On the other hand, the Fagan Test of Infant Intelligence focuses on the infant’s ability to process information in such ways as encoding the attributes of objects, detecting similarities and differences between objects, forming mental representations, and retrieving these representations. The Gesell test and the Bayley Scales of Infant Development have low correlations with later measures of IQ, while the Fagan test is correlated with measures of intelligence in older children.

Page: 155-156

APA LO: 1.3

Bloom’s: Analyze

Difficulty Level: Hard

Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.

Topic: Measures of infant development

 

153. By one year of age after only speaking Japanese since she was born, Maria, doesn’t recognize changes in sounds in English words that she previously seemed to notice at three months old. Why do you think Maria lost that ability? Is this normal or a problem? Please support your answer with Patricia Kuhl’s research.

 

Maria’s loss of this ability is very normal. From birth to six months of age, research by Patricia Kuhl demonstrated that babies are really good at determining different sounds regardless of the language. As babies get more used to their “own” language that they are surrounded with they get better at perceiving the changes in sounds in their “own” language. However, they actually get worse at perceiving changes in sounds in different languages.

Page: 159

APA LO: 1.2

Bloom’s: Analyze

Difficulty Level: Hard

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Recognizing Language Sounds

 

154. Long before infants speak recognizable words, they produce a number of vocalizations. Describe some of these vocalizations in the order that they appear in infants.

 

Babies’ sounds or vocalizations go through this sequence during the first year:

1) Crying: Babies cry even at birth. Crying can signal distress, but there are different types of cries that signal different things.

2) Cooing: Babies first coo at about two to four months. These are gurgling sounds that are made in the back of the throat and usually express pleasure during interaction with the caregiver.

3) Babbling: In the middle of the first year, babies babble—that is, they produce strings of consonant-vowel combinations, such as “ba, ba, ba, ba.”

Page: 159-160

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Babbling and other vocalizations

 

155. Define receptive vocabulary and spoken vocabulary. What is the relationship between the two?

 

Receptive vocabulary refers to the words that the child understands, whereas spoken vocabulary refers to the words that the child uses. Receptive vocabulary always precedes and exceeds spoken vocabulary.

Page: 160

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: First words

 

156. What is child-directed speech? What are some other strategies adults use to increase infants’ acquisition of language?

 

Child-directed speech is language spoken in a higher pitch and slower pace than normal and uses simple words and sentences. It has the important function of capturing the infant’s attention and maintaining communication. Adults often use strategies other than child-directed speech to enhance the child’s acquisition of language, including recasting, expanding, and labeling.

Page: 164

APA LO: 1.1

Bloom’s: Remember

Difficulty Level: Easy

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.

Topic: Environmental influences

 

Category                                                                                                                                                                           # of Questions

Accessibility: Keyboard Navigation                                                                                                                                                             131

APA LO: 1.1                                                                                                                                                                                                 64

APA LO: 1.2                                                                                                                                                                                                 38

APA LO: 1.3                                                                                                                                                                                                 54

Bloom’s: Analyze                                                                                                                                                                                          2

Bloom’s: Apply                                                                                                                                                                                             55

Bloom’s: Remember                                                                                                                                                                                      62

Bloom’s: Synthesis                                                                                                                                                                                       1

Bloom’s: Understand                                                                                                                                                                                    36

Difficulty Level: Easy                                                                                                                                                                                  60

Difficulty Level: Hard                                                                                                                                                                                  34

Difficulty Level: Medium                                                                                                                                                                             62

Learning Objective: 5.1: Summarize and evaluate Piaget’s theory of infant development.                                                                         58

Learning Objective: 5.2: Describe how infants learn, remember, and conceptualize.                                                                                  30

Learning Objective: 5.3: Discuss infant assessment measures and the prediction of intelligence.                                                              11

Learning Objective: 5.4: Describe the nature of language and how it develops in infancy.                                                                        57

Topic: A-not-B error                                                                                                                                                                                     1

Topic: Assimilation and accommodation                                                                                                                                                      7

Topic: Attention                                                                                                                                                                                            2

Topic: Babbling and other vocalizations                                                                                                                                                       5

Topic: Biological influences                                                                                                                                                                         8

Topic: Concept formation and categorization                                                                                                                                               4

Topic: Conditioning                                                                                                                                                                                      1

Topic: Environmental influences                                                                                                                                                                  9

Topic: Equilibration                                                                                                                                                                                      6

Topic: First words                                                                                                                                                                                        6

Topic: Gestures                                                                                                                                                                                             1

Topic: Gestures; First words                                                                                                                                                                        1

Topic: Habituation and dishabituation                                                                                                                                                          8

Topic: Imitation                                                                                                                                                                                             2

Topic: Interactionist view                                                                                                                                                                             2

Topic: Language                                                                                                                                                                                           3

Topic: Measures of infant development                                                                                                                                                        9

Topic: Memory                                                                                                                                                                                             13

Topic: Nature and nurture                                                                                                                                                                             3

Topic: Object permanence                                                                                                                                                                            2

Topic: Organization                                                                                                                                                                                      1

Topic: Perceptual development                                                                                                                                                                     5

Topic: Phonology                                                                                                                                                                                         9

Topic: Pragmatics                                                                                                                                                                                         2

Topic: Predicting intelligence                                                                                                                                                                       2

Topic: Recognizing Language Sounds                                                                                                                                                         5

Topic: Schemes                                                                                                                                                                                             7

Topic: Semantics                                                                                                                                                                                           2

Topic: Sensorimotor stage                                                                                                                                                                            27

Topic: Syntax                                                                                                                                                                                                3

Topic: Two word utterances                                                                                                                                                                         1