Life-Span Development 6th Canadian Edition By John W Santrock - Test Bank

Life-Span Development 6th Canadian Edition By John W Santrock – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 05

Physical and Cognitive Development in Infancy

 

 

Multiple Choice Questions

1. According to the cephalocaudal growth pattern, which of the following would be likely to show greatest growth first?
   A.the legs
   B. fine motor skills
   C. the brain
   D. gross motor skills

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

2. According to the proximodistal growth pattern, which of the following would be likely to show growth earlier?
   A.toes
   B. brain
   C. fine motor skills
   D. gross motor skills

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

3. Cephalocaudal growth refers to growth that moves from
   A.top to bottom.
   B. bottom to top.
   C. middle to outer.
   D. outer to middle.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

 

4. Proximodistal growth refers to growth that moves from
   A.top to bottom.
   B. bottom to top.
   C. outer to middle.
   D. middle to outer.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

5. “Sammy has lost 142 grams since he was born a week ago! I think we need to give him some bottles of formula in addition to the breast milk.” This new father is _____________
   A.correct in being concerned about his son’s weight loss.
   B. probably overreacting since most infants lose some weight after birth.
   C. correct in being concerned, but should not jump to bottle feeding.
   D. not reacting quickly enough, since any weight loss during infancy indicates serious problems.

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

6. Trish and Doug just had a baby boy who weighs 3.5 kilograms. He should weigh approximately ____ kilograms by 1 year of age.
   A.7.0
   B. 5.5
   C. 10.5
   D. 9.5

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

 

7. During an infant’s second year of life, his or her growth rate
   A.is the same as it was in the first year of life.
   B. accelerates.
   C. slows considerably.
   D. fluctuates between acceleration and deceleration.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

8. How many neurons is a baby born with?
   A.1 million
   B. 100 million
   C. 1 billion
   D. 100 billion

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

9. The chemicals that transmit information from one neuron to another are called ________.
   A.dendrites
   B. terminal buttons
   C. axons
   D. neurotransmitters

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

10. During the first two years of life, there is a tremendous increase in the
    A.use of the stepping reflex.
    B. number of nerve cells.
    C. percentage of REM sleep.
    D. number of neuronal interconnections.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

 

11. As children grow older, their reaction times usually become faster. This is most likely due to the development of the part of nerve cells called the
    A.occipital lobe.
    B. dendrite.
    C. axon.
    D. myelin sheath.

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

12. A developmental process that begins prenatally and continues after birth is
    A.nerve cell division.
    B. cell migration.
    C. nerve cell propagation.
    D. myelination.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

13. At birth, an infant’s brain is ____ percent of its adult weight.
    A.25
    B. 50
    C. 75
    D. 90

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

 

14. Nathan has just turned 2 years of age. Developmental psychologists believe Nathan’s brain is ____ percent of its adult weight.
    A.25
    B. 50
    C. 75
    D. 90

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

15. The brain is divided into two halves, called
    A.laterals.
    B. hemispheres.
    C. cortexes.
    D. lobes.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

16. What is the primary function of the occipital lobe?
    A.vision
    B. hearing
    C. touch
    D. attention

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

 

17. Temporal is to parietal as ________ is to ________.
    A.hearing; spatial location
    B. touch; balance
    C. vision; motor control
    D. voluntary movement; vision

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

18. The specialization of function in one hemisphere of the cerebral cortex or the other is called ____________.
    A.myelination
    B. lateralization
    C. hemisphericity
    D. localized cortexity

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

19. Pablo would like his daughter to grow up to be intelligent. He can do his part by
    A.sending her to preschool.
    B. not allowing her to be placed in day care.
    C. providing a stimulating home environment.
    D. teaching her to read at an early age.

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

 

20. According to neuroscientists, wiring of the brain occurs because of
    A.repeated experiences.
    B. proper nutrition.
    C. genetics.
    D. oxygen and water.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

21. Before birth, the brain’s basic wiring patterns are determined by _________.
    A.mother’s nutritional intake
    B. genes
    C. environmental factors
    D. mother’s intelligence level

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

22. After birth, the brain’s neural connections are shaped by ___________.
    A.decreases in myelination
    B. exposure to sensory stimuli
    C. hemispheric expansion
    D. hereditary influences

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

 

23. Melissa is a newborn. She sleeps about 16 hours a day but does not always follow a rhythmic pattern. Melissa
    A.sleeps longer than most 3-week-old babies.
    B. is not sleeping as much as most babies her age.
    C. is a typical 3-week-old in terms of her sleep pattern.
    D. has shorter sleep sessions than most babies her age.

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

24. Researchers reported a twofold increase in obesity among infants who slept less than ___________ a day.
    A.16 hours
    B. 12 hours
    C. 8 hours
    D. 10 hours

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

25. What does the current research say about bed sharing with infants?
    A.It is generally a good idea and promotes the well-being of the child.
    B. It is dangerous because the child may die of SIDS.
    C. It is acceptable only for the first six months of a child’s life.
    D. The research is unclear.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

 

26. Which of the following is TRUE about sudden infant death syndrome (SIDS)?
    A.SIDS is more common in low-birth-weight infants.
    B. We know exactly what causes SIDS.
    C. The risk of SIDS can be reduced by placing infants on their stomachs during sleep.
    D. Infants die from SIDS most often during the day.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

27. Researchers have found that SIDS is less likely in infants who sleep on their
    A.stomach.
    B. left side.
    C. back.
    D. right side.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

28. Of the following statements about SIDS, which one is NOT correct?
    A.placing infants on their backs to sleep decreases the risk of SIDS
    B. firm flat bedding is best for normal healthy infants
    C. pillows and cushions are recommended for infants
    D. sheets and light blankets should be used as required

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

 

29. Although there is no definitive way in which to predict which infants will become victims of SIDS, researchers have found
    A.the risk is higher among females than males between 2-4 months.
    B. low-birth-weight infants are 5-10 times more likely to die than their normal weight counterparts.
    C. twins and triplets, unless of normal weight, are two times more likely to die.
    D. infants in lower socio-economic groups are as likely to die from SIDS as those from other income groups.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

30. Sudden infant death syndrome is more likely to occur
    A.during naptime.
    B. at night.
    C. in the early morning.
    D. during meal time.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

31. Sudden infant death syndrome is caused by
    A.unknown factors.
    B. premature birth.
    C. respiratory infections.
    D. disturbances in REM sleep.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

 

32. Josie, the mother of a 12 month-old daughter, is trying to lose the weight she gained during pregnancy. The low-fat meals she prepares for herself ______________.
    A.should be a part of her infant daughter’s diet too
    B. should only form her infant daughter’s diet if it’s supplemented with skim milk
    C. would be inappropriate for her infant daughter
    D. would only be appropriate for her infant daughter if it had low levels of iron and vitamin D

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

33. Because of the long winters in Canada, children are at nutritional risk of __________ deficiency.
    A.iron
    B. vitamin B
    C. vitamin D
    D. calcium

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

34. The nutrient that is very important to an infant’s health is _______.
    A.fat
    B. protein
    C. carbohydrate
    D. dairy products

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

 

35. Which of the following is NOT true about breastfeeding?
    A.Breast-fed babies gain weight more slowly than formula-fed babies.
    B. Breast milk is more easily digestible for infants than alternative formulas.
    C. Most mothers in Canada breastfeed their babies for at least 3 to 5 months.
    D. Breast-fed babies are less likely to have gastrointestinal infections.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

36. Which of the following circumstances is one that should prohibit a mother from breast-feeding?
    A.Her baby is at risk for SIDS.
    B. She has active tuberculosis.
    C. She is over the age of 40.
    D. Her baby is at risk for allergies.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

37. Given what we know about the effects of breastfeeding, which of the following is a likely consequence if FEWER women breastfeed their babies?
    A.decrease in infants’ allergies
    B. increase in infants’ infections
    C. decrease in infants’ malnutrition
    D. increase in infants’ weight gain

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

 

38. Health Canada recommends exclusive breastfeeding for at least the first ____ months of life.
    A.three
    B. four
    C. five
    D. six

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

39. When a mother is beginning to introduce solid foods to her infant, she should give foods rich in __________ first.
    A.potassium
    B. calcium
    C. iron
    D. protein

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

40. Marasmus is a disorder during infancy that is
    A.genetically based.
    B. caused by an allergy to milk.
    C. largely preventable.
    D. caused by a vitamin A deficiency.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

 

41. Which of the following strategies would likely be MOST effective in preventing marasmus?
    A.provide basic level prenatal care to all pregnant women
    B. provide vitamin supplements to pregnant women and newborns
    C. encourage women to breastfeed their infants as long as they can
    D. encourage women to begin feeding their babies table foods at 6 months of age

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

42. Marasmus refers to the effects of
    A.severe malnutrition.
    B. lack of social interaction.
    C. lack of breast milk in the diet.
    D. imbalances in the protein-to-carbohydrate ratio.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

43. Which strategy would be MOST effective in preventing kwashiorkor?
    A.provide infants with a stimulating environment
    B. provide mothers with proper nutrition during pregnancy
    C. provide infants with adequate protein in their diet
    D. provide infants with immediate attachment after birth

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

 

44. Marasmus and kwashiorkor are both __________ disorders.
    A.sexually transmitted
    B. preventable
    C. contagious
    D. genetic

 

Blooms: Understand
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

45. The development of reflexes in an infant
    A.assists the infant in the development of intermodal perception.
    B. may be important building blocks for later motor activity.
    C. enables the infant to survive the birthing process without physical damage.
    D. helps strengthen the emotional bond between the infant and the primary caregiver.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

46. The main difference between the sucking and rooting reflexes is that
    A.sucking enables an infant to smell the food source, whereas rooting enables an infant to eat.
    B. rooting orients an infant toward a food source, whereas sucking enables an infant to eat.
    C. rooting orients an infant toward a parent, whereas sucking enables an infant to taste food.
    D. sucking enables an infant to eat, whereas rooting enables an infant to smell the food source.

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

 

47. Which of the following BEST describes the relation between the rooting and sucking reflexes?
    A.Both reflexes involve avoiding toxic substances that could be poisonous.
    B. Rooting involves locating food, whereas sucking involves eating food.
    C. Sucking involves eating, whereas rooting involves bonding with a caregiver.
    D. Rooting involves grasping the food source, whereas sucking involves locating food.

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

48. Which of the following reflexes occurs when an infant’s cheek is stroked or the side of his/her mouth is touched?
    A.sucking
    B. blinking
    C. Moro
    D. rooting

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

49. At the fireworks show, Michael is startled when his newborn sister suddenly flings her arms and legs out from her body, then pulls them in tightly. Michael’s mom is not concerned because she knows this is just the baby’s __________ reflex.
    A.Moro
    B. rooting
    C. grasping
    D. tonic neck

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

 

50. Diane notices that sudden stimulation causes her 2-month-old to arch his back, throw back his head, fling out his arms and legs, and then rapidly close them to the centre of his body. Diane’s baby is exhibiting the __________ reflex.
    A.rooting
    B. Babinski
    C. tonic neck
    D. Moro

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

51. Which reflex involves many responses from the whole body?
    A.Babinski
    B. rooting
    C. Moro
    D. stepping

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

52. The Moro reflex is a response to _________, whereas the grasping reflex is a response to _________.
    A.sound; touch
    B. touch; sound
    C. smell; sight
    D. sight; smell

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

 

53. Which of the following infant reflexes does NOT persist throughout life?
    A.coughing
    B. blinking
    C. yawning
    D. grasping

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

54. Marty is developing quite rapidly in her size and abilities to sit and stand. Many of the reflexes with which she was born are fading, but she is not yet able to climb or ride on riding toys. Marty is probably in the __________ of life.
    A.1^st year
    B. 2^nd year
    C. proximodistal period
    D. reflexive development phase

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

55. Infants normally learn to walk around the age of
    A.6 months.
    B. 1 year.
    C. 18 months.
    D. 2 years.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

 

56. Legs are to __________ as toes are to _________.
    A.arms; feet
    B. gross motor skills; fine motor skills
    C. fine motor skills; gross motor skills
    D. cephalocaudal; top-to-bottom

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

57. Which of the following is an example of a fine motor skill?
    A.walking
    B. raising a hand
    C. buttoning a shirt
    D. kicking a ball

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

58. At birth, infants have __________ control over fine motor skills.
    A.exceptional
    B. excellent
    C. a moderate amount of
    D. hardly any

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

59. The first achievement that is significant to an infant’s interactions with its surroundings is
    A.the onset of reaching and grasping.
    B. the grasping reflex.
    C. the Moro reflex.
    D. proficient hand-eye coordination.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

 

60. The main difference between sensation and perception is that
    A.sensation involves memory for stimuli, perception does not.
    B. sensation involves attaching meaning to stimuli, perception does not.
    C. perception involves attaching meaning to stimuli, sensation does not.
    D. perception involves initial encounters with stimuli, sensation does not.

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

61. Which of the following BEST describes the relationship between sensation and perception?
    A.Sensation and perception are independent processes.
    B. Sensation cannot occur unless perception takes place first.
    C. Perception cannot occur unless sensation takes place first.
    D. Neither sensation nor perception can occur unless intermodal perception has developed.

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

62. “I see a rainbow!” the child cries. This example describes the process of
    A.sensation.
    B. perception.
    C. both sensation and perception.
    D. neither sensation nor perception.

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

63. Sensation is to perception as
    A.memory is to vision.
    B. raw input is to interpretation.
    C. hearing is to sound.
    D. memory is to problem solving.

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

64. Human vision is like a photograph in that both
    A.involve recording visual stimuli in some way.
    B. accurately capture the visual depth of stimuli.
    C. accurately capture textual qualities of stimuli.
    D. involve interpretation of the meaning of stimuli.

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

65. At birth, an infant’s visual acuity is about
    A.the same as a normal adult’s.
    B. the same as a normal older child’s.
    C. 1 to 3 times better than a normal adult’s.
    D. considerably worse than a normal adult’s.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

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

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

67. When he studied visual perception in infants, Robert Fantz (1963) randomly presented face patterns, newsprint, bull’s-eye patterns, or coloured circles to infants in a looking chamber. Fantz measured how long the infant fixated his/her vision on each item when it was presented. In this study, the independent variable was the
    A.amount of time the infant fixated on the item.
    B. age of the infants when they could see the patterns.
    C. number of items that were presented to the infants.
    D. type of item presented (face pattern, newsprint, etc.).

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

68. Which of the following would be the MOST useful dependent variable to use in studying infant perception?
    A.visual fixation
    B. sleep patterns
    C. parent interviews
    D. volume or amount of crying

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

69. Baby Jane, 3 days old, is shown four drawings. One is a bright blue square, one is a white oval, one is a drawing of a face, and the last is a black and white bull’s-eye. Based on Fantz’s work, she probably prefers to look at the
    A.oval.
    B. face.
    C. square.
    D. circle.

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

70. Sue would like to hang one picture above her baby’s crib. Which of the following would attract the MOST attention from the infant?
    A.bright red circle
    B. drawing of a face
    C. bull’s-eye pattern
    D. face with scrambled features

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

71. In the Gibson and Walk visual cliff experiment, most babies encouraged to crawl onto the deep side of the visual cliff
    A.did not crawl onto the cliff side.
    B. crawled onto the cliff side only when another baby did at the same time.
    C. crawled onto the cliff side only when their mothers called them.
    D. crawled onto the cliff side only when their mothers reached out their arms to them.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

72. Visual fixation in Fantz’s studies of vision is analogous to __________ in Gibson and Walk’s studies of depth perception.
    A.crawling
    B. sucking rates
    C. blood pressure
    D. sound localization

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

73. DeCasper and Spence (1986) investigated whether newborn babies could remember a story that they heard their mothers read to them before they were born. The investigators measured the sucking rates of the babies as they listened to a story they had heard in the womb, or an unfamiliar story that they had not heard before. Which one of the following was the dependent variable?
    A.sucking rate
    B. age of the newborns
    C. memories of the newborns
    D. type of story (familiar vs. unfamiliar)

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

74. Bergeson and Trehub (2007) state that ______ and other recurring maternal vocalizations may together facilitate the infant’s ability to process speech.
    A.classical music
    B. signature tunes
    C. nursery rhymes
    D. nature music

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

75. The most well developed sense for the newborn is _______.
    A.smell
    B. taste
    C. odour
    D. touch

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

76. Baby Kendra is presented with two nursing pads. One comes from her mother and the other has not been used. Which one will Kendra probably prefer?
    A.Kendra will probably not show any preference.
    B. Kendra will prefer her mother’s nursing pad.
    C. Kendra will prefer the clean nursing pad.
    D. Kendra’s response will depend on her age.

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

77. Which of the following is TRUE concerning newborns?
    A.Newborns can differentiate between odours.
    B. Newborns have difficulty hearing sounds.
    C. Newborns can distinguish many colours.
    D. Newborns respond well to sight.

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

78. One of the valuable functions of smell and taste is that they best enable newborns to _____.
    A.recognize their mothers
    B. breastfeed
    C. recognize their fathers
    D. bottle feed

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

79. A professor is planning a demonstration on newborn visual perception. In order to demonstrate the sharpness of an infant’s vision at 20 feet, the professor should have the students look at an object about _____ feet away.
    A.150
    B. 50
    C. 240
    D. 200

 

Blooms: Understand
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

80. A mother is singing as she approaches her infant son’s bedroom. Her son will MOST likely
    A.be looking at her when she enters.
    B. ignore her when she enters.
    C. recognize her only when she touches him.
    D. be surprised to see her when she comes into the room.

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

81. What is the currently accepted view of intermodal perception?
    A.Young infants cannot coordinate vision and hearing.
    B. Infants can coordinate perceptions from various modalities.
    C. An infant does not demonstrate any intermodal perception abilities early in life.
    D. Intermodal perception is a learned skill.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

82. Recognizing that the decreasing volume in the sound of a car engine is related to the sight of the car moving away, rather than moving toward you, is an example of
    A.ecological perception.
    B. depth perception.
    C. intermodal perception.
    D. constructivist perception.

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

83. If infants are able to engage in intermodal perception, this means that they are able to
    A.isolate the sensory source of information.
    B. coordinate information across different senses.
    C. sense visual and auditory stimuli at the same time.
    D. generate an internal representation of the sensory information.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

84. Theo, who is 20 months old, sits down and explores a new toy. He tries to squeeze it, throw it, and bounce it. He is engaging in ___________.
    A.perceptual-motor coupling
    B. motor-auditory binding
    C. sensory illustration
    D. sensory confirmation

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

85. Piaget’s four stages of cognitive development were based upon __________ changes.
    A.quantitative
    B. qualitative
    C. motoric
    D. quadrennial

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

86. Because Piaget viewed cognitive change to be qualitative, he felt that it was best viewed
    A.holistically.
    B. in isolation of other developmental time periods.
    C. in stages.
    D. in quadrennial periods.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

 

87. According to Piaget, infants expand their knowledge by using both
    A.quantitative and qualitative assessments.
    B. assimilation and accommodation.
    C. continuity and discontinuity.
    D. nature and nurture.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

88. The psychologist says, “Infants are very limited in their capacity to remember information much before 2 years of age. They experience events only in a concrete, sensory way, and they are not capable of forming a lasting mental representation.” This psychologist is clearly
    A.Piagetian in orientation.
    B. information-processing in orientation.
    C. well versed in the recent work on infant memory.
    D. using the LAD as a framework for understanding memory development.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

89. Schemes are important because they
    A.allow the infant to develop object permanence.
    B. require the infant to develop symbolic representation.
    C. are the basic unit upon which all cognitive patterns are organized.
    D. enable infants to use their reflexes to adapt to and survive in their environment.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

 

90. The sensorimotor stage of development lasts from birth until ____ months.
    A.8
    B. 12
    C. 18
    D. 24

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

91. Anne plays a game with her one-month-old son. She takes a colourful rattle, holds it toward the baby, and then places it under a blanket while the baby watches. What is the baby likely to do?
    A.show no reaction
    B. move the blanket to find the rattle
    C. move toward the blanket to look for the rattle
    D. look to see if the rattle is behind him

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

92. Margarita leaves her 3-month-old son with a day-care provider in the afternoon while she works. She frequently comments that her son misses her while she is away. Piaget would argue that Margarita’s son does not really miss her because he has
    A.not yet formed an attachment.
    B. not yet developed object permanence.
    C. not yet developed good visual acuity.
    D. bonded with the day-care worker.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

 

93. Seth crawls from his room into the hallway to look for his mother after she leaves. According to Piaget, this shows he is capable of
    A.symbolic manipulation.
    B. infinite generativity.
    C. telegraphic thinking.
    D. object permanence.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

94. Object permanence is important because it means that infants are able to
    A.mentally represent objects.
    B. coordinate sensory stimuli with physical actions.
    C. physically manipulate objects in their environment.
    D. physically explore the varying properties of objects in their environment.

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

95. Object permanence is the
    A.idea that events continue to exist even when they cannot be directly viewed.
    B. variety of properties that objects possess.
    C. combining and recombining of previously learned schemes in a coordinated way.
    D. reproduction of an interesting event that happens by chance.

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

 

96. Without object permanence, which of the following would be impossible?
    A.seeing your father
    B. recognizing your mother as being familiar
    C. differentiating between your mother and your father when you are in the room with them
    D. thinking of your father when he is at work

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

97. Piaget’s perspective on Sensorimotor development has been criticized on the grounds that ___.
    A.his many research participants spoke only French
    B. there were too many research participants to make sense of the results
    C. it is based on his observations of his own children
    D. it was too specific to be of much use

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

98. Understanding of causality is often reached by ________________.
    A.about 6 months
    B. about 18 months
    C. exploring letter sounds
    D. understanding the notion of quantity

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

 

99. When the consequences of behaviour produce changes in the probability of the future occurrence of the behaviour, it is called
    A.classical conditioning.
    B. assimilating.
    C. operant conditioning.
    D. accommodating.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

100. With respect to learning and conditioning, Rovee-Collier’s (1987) research with infants demonstrated that young infants ______________.
     A.are not amenable to classical conditioning
     B. can retain information from a learning experience
     C. can learn to read
     D. cannot learn about differences in quantity

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

101. Which of the following pairs is CORRECT?
     A.operant conditioning-consequences of behaviour
     B. classical conditioning-imitation
     C. systematic learning-habit
     D. observational learning-pairing of neural stimuli with a reflex

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

 

102. Rovee-Collier (1987) found that infants can remember surprisingly intricate material. Her classic experiment to demonstrate an infant’s memory involved a baby’s ankle being tied to a __________ by a satin ribbon.
     A.toy
     B. mobile
     C. bottle
     D. bell

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

103. The Rovee-Collier (1987) study in which infants kicked to try to move a mobile even when they were no longer attached to the mobile by a ribbon indicates that young infants
     A.can imitate actions.
     B. can remember detailed actions and contexts.
     C. can transfer kicking actions to different contexts.
     D. cannot store and use memories until language begins to develop.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

104. Rovee-Collier found that 2 1/2-month-old babies can remember to kick to move a mobile a week after they have learned that kicking results in movement of the mobile. Does this finding contradict Piaget’s theory?
     A.Yes, because this demonstrates intermodal perception, which Piaget thought was impossible.
     B. No, because this is an example of secondary circular reactions, which Piaget thought began at about 2 months.
     C. Yes, because this indicates a memory ability that Piaget claimed developed much later.
     D. No, because this is a purely motor act.

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

 

105. The process involved in directing attention to potentially important locations in the environment and recognizing objects and their features is the ____________.
     A.orienting/investigative process of attention
     B. selection/organizing process of imitation
     C. imitation/organization process of habituation
     D. conditioning/habituation process of learning

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

106. Andrea shows her baby a colourful 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. This is an example of
     A.memory.
     B. imitation.
     C. habituation.
     D. dishabituation.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

107. What evidence is given to support Andrew Meltzoff’s belief that an infant’s imitative ability is biologically based?
     A.Babies imitate their biological parents more frequently than strangers.
     B. Children in the same family have similar imitative patterns.
     C. Babies imitate only those behaviours needed for biological survival.
     D. Babies can imitate only a few days after birth.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

 

108. Mandy watches as another little girl in the grocery store throws a screaming tantrum to get a toy. The next week at the mall, Mandy begins screaming and crying when she wants some candy. This is an example of
     A.imitation.
     B. habituation.
     C. object permanence.
     D. deferred imitation.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

109. A 10-day-old baby opens her mouth after her mother opens her mouth. Meltzoff would say this baby is _____________
     A.exhibiting a reflex.
     B. engaging in true imitation.
     C. demonstrating deferred imitation.
     D. habituating to the mother’s facial expression.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

110. How does Meltzoff’s discovery of deferred imitation in 9-month-old infants relate to Piaget’s theory?
     A.It contradicts Piaget’s theory, which states that such activity cannot occur until symbolic representation develops.
     B. It supports Piaget’s theory, which indicates imitation occurs as early as 4 months of age.
     C. It contradicts Piaget’s theory, which indicates that infants repeat interesting behaviour as young as 4 months of age.
     D. It supports Piaget’s theory, because Piaget argued that thought occurred as action during the first year of life.

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

 

111. Abraham describes to his friend what he did last summer on vacation. He is relying on his __________ memory.
     A.implicit
     B. explicit
     C. deferred
     D. short-term

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

112. Katie and Robert are talking about when they were young. Katie tells Robert about an event she remembers from her first birthday. Which statement BEST explains Katie’s recollection?
     A.It is normal for people to remember special events that occurred at a very early age.
     B. Katie has exceptional explicit memory abilities.
     C. Katie has exceptional deferred memory abilities.
     D. Katie probably does not remember, but has heard stories about the event from her family and now believes them as memories.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

113. What is the currently proposed explanation for infantile amnesia?
     A.Infants do not yet have language.
     B. Infants lack organized schemes.
     C. Infants lack brain maturation.
     D. Infants lack effective memory devices.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

 

114. Ten-month-old William knows that chairs are furniture and dogs are animals, even though they each have 4 legs. William is demonstrating that he ____________.
     A.cannot discriminate between perceptually-similar stimuli
     B. exhibits category inhibition
     C. has formed Comprehension categories
     D. requires more experience with tactile stimuli

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

115. The __________ is a widely used assessment of infant development that has 5 scales: cognitive, language, motor, socio-emotional, and adaptive.
     A.Apgar Scale
     B. Brazelton Neonatal Behavioural Assessment Scale
     C. Gesell test
     D. Bayley Scales of Infant Development

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

116. How well should Kaili, a 6-month-old infant, perform on the Bayley Scales? Kaili should be able to
     A.search for an object that is just out of immediate reach.
     B. inhibit behaviour when directed to do so.
     C. imitate words the examiner says.
     D. respond to simple requests such as lifting her arm.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

 

117. Little Jerome is being assessed using the Bayley Scales and, when asked, can pick up a rattle and shake it. He is also able to stop shaking it when directed to do so. Little Jerome is approximately ____ months old.
     A.6
     B. 12
     C. 18
     D. 24

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

118. Baby Camille was given a series of pictures to look at. Some of these pictures she had seen before, and others were new. The amount of time she spent looking at each picture was calculated to measure her intelligence. Camille completed the
     A.Fagan Test.
     B. Apgar Scale.
     C. Bayley Scales.
     D. DQ test.

 

Blooms: Apply
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

119. The Fagan Test primarily measures
     A.motor skills.
     B. habituation.
     C. social interactions.
     D. imitation responses.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

 

120. Which of the following is FALSE regarding the Fagan Test?
     A.It is culturally neutral.
     B. It is a good predictor of intelligence in later childhood.
     C. It measures social interactions.
     D. It assesses memory.

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

121. What is the relationship between early infant cognitive development and later childhood cognitive development?
     A.The correlation is+ 1.00
     B. The correlation is -1.00
     C. The correlation is close to 0
     D. The two are positively correlated but the relationship is not perfect

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

122. Feral children like the Wild Boy of Aveyron and Genie raise the question of wondering whether language is
     A.infinitely generative or not.
     B. due to heredity or environment.
     C. based on abstract or concrete symbols.
     D. more a question of phonology or syntax.

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.

 

123. Someone with a vocabulary of only 200 words can still recombine the words in different ways to say thousands of different things. This aspect of language is referred to as
     A.syntax.
     B. phonology.
     C. morphology.
     D. infinite generativity.

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-13 Language Development

124. If a primate is able to use symbols in new ways to communicate with other primates or people, we can say the primate has
     A.language.
     B. finite generativity.
     C. phonological ability.
     D. morphological ability.

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-13 Language Development

125. Research about the ability of infants to distinguish human speech sounds indicates that
     A.young infants are capable of distinguishing only the sounds they hear in the language spoken around them.
     B. the ability to distinguish all speech sounds increases as infants grow older.
     C. there are distinct stages of ability.
     D. infants gradually come to distinguish only the speech sounds of the language spoken around them.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

 

126. Jack is a hearing-impaired 10-month old baby who was born to deaf parents. He is likely to babble _______________.
     A.less than children with normal hearing
     B. more than children with normal hearing
     C. more loudly than children with normal hearing
     D. just as children with normal hearing

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

127. Many deaf infants and children gain access to speech through
     A.hearing aids.
     B. cochlear implants.
     C. speech coding.
     D. brain stem implants.

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

128. Which of the following statements about language development is TRUE?
     A.Infants speak words before they understand them.
     B. Infants understand words before they speak them.
     C. Infants understand less words than they can speak.
     D. Infants use verbal communication before nonverbal communication.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

 

129. Kyle has just turned 2 years old. About how many words can he speak?
     A.50
     B. 100
     C. 200
     D. 400

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

130. At what age can Patricia expect her child to say, “more milk”?
     A.8 to 12 months
     B. 12 to 18 months
     C. 18 to 24 months
     D. after 24 months

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

131. When young children speak in two-word utterances, they are using
     A.holophrases.
     B. repetitive speech patterns.
     C. telegraphic speech.
     D. reflexive speech patterns.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

132. “Mama gone bye” is an example of
     A.telegraphic speech.
     B. expanding a receptive speech pattern.
     C. reflexive speech patterns.
     D. the holophrase hypothesis.

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

 

133. Ashleigh, a toddler eating supper with her family, accidentally knocks over her milk and says, “Milk fall.” What type of speech is this?
     A.reflective
     B. telegraphic
     C. comprehensive
     D. intrinsic

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

134. Which of the following is a characteristic of human language that suggests a biological basis for language?
     A.Languages appear to follow the same developmental pattern regardless of culture.
     B. Deaf children can learn to use sign language.
     C. The ordering of words in sentences follows specific rules.
     D. Animals can use signs to communicate meaning.

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-15 Biological Foundations of Language

135. The concept of the language acquisition device is
     A.an example of how phonology derives from morphology.
     B. an example of how human language is not based on biology.
     C. an example of how biological evolution is inadequate to explain human language.
     D. consistent with the idea that humans acquired language through biological evolution.

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-15 Biological Foundations of Language

 

136. Behaviourists believe that language is
     A.learned with the use of a LAD.
     B. a special skill that has emerged with biological evolution.
     C. a skill that is controlled by the left hemisphere of the brain.
     D. learned in the same way as any other skill, like walking or riding a bicycle.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

137. Moon, Lagercrantz, and Kuhl (2010) state that the category of sounds begins
     A.at birth.
     B. in utero.
     C. at fertilization.
     D. in infancy.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

138. McMaster University researchers have established that four-month-old infants have developed an automated skill, located in their _______, to monitor repeating sound input for any change.
     A.auditory cortex
     B. Broca’s area
     C. frontal cortex
     D. Wernicke’s area

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-15 Biological Foundations of Language

 

139. Evidently, the Wild Boy of Aveyron and Genie did not learn language effectively because
     A.they did not have the LAD needed to learn language.
     B. they refused to communicate with other people.
     C. they did not live in an environment that exposed them to normal human language.
     D. genetic deficiencies prevented them from absorbing the language they heard around them.

 

Blooms: Understand
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

140. This current decade might represent the dawn of a golden age regarding the development of _________.
     A.language categories
     B. neuroscience research in language
     C. phonetic discrimination
     D. behavioural research in language

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-15 Biological Foundations of Language

141. Child-directed speech is the
     A.ability of parents to understand their children’s holographic speech.
     B. type of speech that has higher-than-normal pitch and uses simple words & sentences.
     C. continual correcting of children’s syntax by parents.
     D. special way parents speak to each other in front of their children.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

 

142. Aunt Alie is speaking in normal tones until she is handed her new baby niece. Aunt Alie’s voice immediately changes into a higher pitch, and she begins using baby-talk phrases like “goo goo” and “baba”. This change in Aunt Alie’s language behaviour provides an example of
     A.echoing.
     B. recasting.
     C. child-directed speech.
     D. morphology.

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

143. Little Lisa points to a ball and says, “That ball.” Her father responds with, “What colour is the ball?” This is an example of
     A.echoing.
     B. recasting.
     C. infant-directed speech.
     D. morphology.

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

144. Thomas asks his son to look at a picture book and name the objects he sees. In order to teach his son language, Thomas is using
     A.echoing.
     B. encoding.
     C. labelling.
     D. listing.

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

 

145. Fred hears his young daughter say “doggie eat,” and he says “doggie eat” back to her. This is an example of
     A.echoing.
     B. labelling.
     C. recasting.
     D. expanding.

 

Blooms: Apply
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

146. When speaking with a toddler, it is a good idea to
     A.correct any words they mispronounce.
     B. supply words when they have difficulty.
     C. repeat the words and phrases they say.
     D. be as grammatically correct as possible.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

 

Short Answer Questions

147. Briefly explain the cephalocaudal and proximodistal patterns of development.

The cephalocaudal pattern is the sequence in which the greatest growth always occurs at the top (the head) with physical growth in size, weight, and feature differentiation gradually working its way down from top to bottom. The proximodistal pattern is the sequence in which growth starts at the centre of the body and moves toward the extremities.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-02 Physical Growth

 

148. What is a neuron? How many neurons are babies born with?

The neuron is a nerve cell in the brain that handles information processing at the cellular level. Babies are born with approximately 100 billion neurons.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

149. Explain the development of synaptic connections.

There are twice as many synaptic connections than will ever be used. The connections that are used are strengthened and survive; those that aren’t, are replaced by other pathways or disappear (i.e., “pruned”).

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

150. List two benefits of a stimulating environment in terms of brain development and functioning.

Enriched brains have more neural connections and higher levels of neurochemical activity.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-03 Brain

151. How does the REM sleep of infants differ from adult REM sleep?

While adults spend one-fifth of the night in REM sleep, about one-half of an infant’s sleep is REM sleep. Infants are in REM sleep at the beginning of the sleep cycle while adults fall into REM sleep about one hour after being in non-REM sleep. At three months of age, infants’ REM sleep starts to change so that it is more like adult REM sleep.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

 

152. You’ve been asked to speak to a group of expecting parents on the benefits and risks of shared sleeping. Discuss these.

No studies on bed sharing in Canada and America had appeared in the academic literature. Benefits: promotes breastfeeding, facilitates response to cries, easier to detect breathing pauses. Risks could include increased risk of SIDS.

 

Blooms: Apply
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

153. List four risks factors associated with SIDS.

(1) low-birth-weight; (2) infants who have had a sibling die of SIDS; (3) infants with sleep apnea; (4) more common in lower socio-economic groups; and (5) exposed to passive cigarette smoke.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-04 Sleep

154. Briefly describe three benefits of breastfeeding for infants.

(1) denser bones in childhood and adulthood; (2) appropriate weight gain; (3) fewer allergies; (4) reduced respiratory illness; and (5) lowered occurrence of SIDS.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

 

155. You’ve been asked to speak to a group of pregnant women regarding the benefits of breastfeeding for mothers. What are these benefits?

Lower incidence of breast cancer, lower risk of ovarian cancer, small reduction in Type 2 diabetes.

 

Blooms: Remember
Learning Objective: 05-01 Outline steps involved in physical growth and development in infancy.
Topic: 05-05 Health

156. List four basic infant reflexes and briefly describe the infant’s response to stimuli associated with each.

(1) Grasping: grasps tightly; (2) Moro: back arches, head is thrown back, arms and legs fling out then rapidly close to centre of body; (3) rooting: head turns, mouth opens, and sucking begins; and (4) sucking: sucks automatically.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

157. Define gross and fine motor skills and give an example of each.

Gross motor skills involve large muscle activities. Examples: moving arms and walking. Fine motor skills involve more finely tuned movements. Examples: finger dexterity, coordination of the thumb and forefinger, hand-eye coordination, hand rotation.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

 

158. Briefly discuss the main concepts of Smith and Breazeal’s (2007) &Thelen and Smith’s (2006) dynamic systems theory perspective.

The developmental dynamic systems theory perspective seeks to explain how motor behaviours are assembled for perceiving and acting. In this theory, “assembly” means the coordination or convergence of a number of factors, such as the development of the nervous system, the body’s physical properties and movement possibilities, the goal the infant is motivated to reach, and the environmental support for the skill.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-07 Motor Development

159. Contrast sensation with perception.

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

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

160. Briefly discuss a newborn’s ability to see.

Newborns can see at birth, however, their vision is 20/240. Slowly their vision improves, reaching 20/40 by about 6 months. They can perceive patterns and prefer patterned displays over non-patterned displays. Colour vision improves as well.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

 

161. Your neighbour has plans to circumcise her newborn child in a few days. She wonders about his immature nervous system and asks you if the baby is likely to feel any pain. What should you respond?

Yes, newborns can also feel pain (Field & Hernandez-Reif, 2008).

 

Blooms: Apply
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

162. What is intermodal perception?

It is the ability to relate and integrate information about two or more sensory modalities, such as vision and hearing.

 

Blooms: Remember
Learning Objective: 05-02 Examine infant motor development and summarize the course of sensory and perceptual development in infancy.
Topic: 05-08 Sensory and Perceptual Development

163. What is a scheme?

Schemes are cognitive structures that help individuals organize and understand their experiences.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

164. List four of Piaget’s six sensorimotor 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.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

 

165. Define and provide an example of Piaget’s concept of organization.

Grouping isolated behaviours and thoughts into a higher-order system. Example: boy who learns to use a hammer may have an idea for how to use other tools.

 

Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

166. Describe object permanence and provide an example.

Objects and events continue to exist even when they cannot directly be seen, heard, or touched. Example: child looks for a toy when it’s hidden under a blanket.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

167. Place Piaget’s sensorimotor stage in context and describe how it has been evaluated.

Piaget introduced a new way of looking at infants by describing their main task of coordinating their sensory impressions with their motor activity. He based his findings on the observations of his own three children. His explanations for change have been the catalyst for further research that suggests that Piaget’s views of sensorimotor development need to be modified. Many researchers have argued that Piaget wasn’t specific enough about how infants learn and that Piaget underestimated their competence.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-10 Piaget’s Sensorimotor Stage

 

168. Briefly explain operant conditioning and provide an example.

Operant conditioning is a type of learning in which the consequences of behaviour produce changes in the probability of the behaviour’s occurrence.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

169. Explain the concepts of habituation and dishabituation and how they’re used in psychological research.

Habituation: decreased responsiveness to a stimulus after repeated presentation of the stimulus. Dishabituation: increase in responsiveness after a change in stimulation. Used in infant perception research.

 

Blooms: Remember
Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

170. Regarding latent learning, describe Giles and Rovee-Collier’s (2011) experiment with six- and nine-month-old infants to discover how long an association between events remains latent before being forgotten, and what exposure conditions affect their persistence.

In the Giles and Rovee-Collier (2011) experiment, two groups of infants were pre-exposed to two puppets for one hour per day for two days, one hour on one day or one hour on one day in two sessions: 1-27 days later, target actions were modelled on one puppet, and infants were tested with the other puppet one day later. The data revealed that the pre-exposure regimen determined retention. Regardless of exposure time, both ages remembered the association longer after two sessions, and younger infants remembered longer than older infants.

 

Blooms: Remember
Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

 

171. Explain deferred imitation, explicit memory, and implicit memory.

Deferred imitation is imitation that occurs after a time delay of hours or days.
Explicit memory is the ability to consciously recall the past.
Implicit memory is the ability to retain information involved in conditioning tasks.

 

Blooms: Remember
Blooms: Understand
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

172. What is infantile amnesia? What explanation is given for this?

Infantile amnesia refers to the inability of most adults to remember anything from the first 3 years of their life. The current explanation for this is lack of brain maturation at that time of life.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

173. What are concepts? Do infants have concepts?

Concepts are members of a category. They help people to simplify and summarize information. Without them, each object and event would appear unique rather than being included with other objects and events that have common properties. Infants have concepts but it is unknown just how early concept formation begins.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-11 Information Processing

 

174. What is the purpose of Bayley Scales of Infant Development?

The scales were developed by Nancy Bayley (1969) to assess infant behaviour and predict later development. It is widely used in the assessment of infant development.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

175. The current version, Bayley-III has five scales. List the five scales and indicate how they are being used.

Bayley-III has five scales: cognitive, language, motor, socio-emotional, and adaptive. The first three scales are administered directly to the infant, while the latter two are questionnaires given to the caregiver.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

176. How well should a six-month-old perform on the Bayley mental scale?

The six-month-old should be able to vocalize pleasure and displeasure, persistently search for objects that are just out of immediate reach, and approach a mirror placed in front of him or her by the examiner.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

177. How does the Fagan test measure an infant’s intelligence?

The Fagan test estimates intelligence by comparing the amount of time babies spend looking at new objects with the amount of time they spend looking at familiar objects.

 

Blooms: Remember
Learning Objective: 05-03 Determine how infants learn, remember, and conceptualize.
Topic: 05-12 Infant Intelligence

 

178. Provide a definition of the term “language”.

Language is a form of communication, whether spoken, written, or signed, that is based on a system of symbols.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-13 Language Development

179. What is telegraphic speech?

It is the use of short and precise words to communicate. Young children use two- or three-word combinations.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

180. How does the receptive vocabulary of infants compare with their spoken vocabulary?

Receptive vocabulary is words the child understands. It is much greater than their spoken vocabulary.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-14 Language Acquisition

181. Discuss one piece of evidence for the biological basis of language.

Children all over the world reach language milestones at about the same time developmentally and in about the same order. As well, there is no other convincing way to explain how quickly children learn language.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-15 Biological Foundations of Language

 

182. What is the criticism of the behavioural view of language?

A criticism of the behavioural view is that it fails to explain the extensive orderliness of language. The behavioural view predicts that vast individual differences should appear in children’s speech development because of each child’s unique learning history. However, as we have seen, all infants coo before they babble; all toddlers produce one-word utterances before two-word utterances; and all state sentences in the active form before they state them in the passive form.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences

183. Discuss three of the five ways adults teach language to infants.

(1) Child-directed speech: higher-pitched speech characterized by simple words and sentences; (2) recasting: rephrasing child’s statement; (3) echoing: repeating child’s statement; (4) expanding: restating child’s statement in linguistically sophisticated form; and (5) labelling: identifying names of objects.

 

Blooms: Remember
Learning Objective: 05-04 Explain the nature of language and how it develops in infancy.
Topic: 05-16 Behavioural and Environmental Influences