Exam 03 Flashcards by Casey Myles Jones

Tanya looks at the lions in the zoo and calls them “Kitty-cats.” According to Piaget, Tanya is using her current schemes to interpret the external world. This process is called

a. Assimilation
b. Accommodation
c. Objectification
d. Transformation

Assimilation

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Tanya looks at the lions in the zoo and calls them “Kitty-cats.” If experience leads Tanya’s to modify her “kitty cat” scheme to exclude lions, then she’s

a. Assimilation
b. Accommodation
c. Objectification
d. Transformation

Accommodation

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The distinguishing feature of cognitive development in the Sensorimotor period is

a. Emergence of more complex and voluntary behaviors as reinforced by parents
b. Thinking that leads to conscious self-control over unconscious aggressive urges
c. Ability to reason at a higher level when working with more skilled individuals
d. Gaining the ability to mentally represent an object when the object is out of sight

Gaining the ability to mentally represent an object when the object is out of sight

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According to Piaget, an infant who is exhibiting Tertiary Circular Reactions is

a. Learning through observing
b. Thinking prior to acting
c. Repeating simple motor habits
d. Intending to make an event repeat

Thinking prior to acting

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According to Piaget, a child who knows how to find the toy hidden under the blanket is demonstrating

a. Secure Attachment
b. Object Permanence
c. Inner Autonomy
d. Ego control

Object Permanence

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___________ imitation is an important achievement because it indicates the infant understands the actor’s intent by not imitating every modeled act, only copying the intentional ones

a. Analogy
b. Concurrent
c. Inferred
d. Deferred

Inferred

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An alternative explanation to infant cognitive development is the Core Knowledge perspective which

a. Emphasizes active construction of schemas through adaptation
b. Proposes knowledge is internalized though social task interaction
c. States that learning occurs through reinforcement and punishment
d. Proposes infants have a set of innate special-purpose knowledge systems

Proposes infants have a set of innate special-purpose knowledge systems

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Information Processing theorists focus on understanding cognitive ability through understanding

a. Social interaction using language to convey ways of thinking
b. Active exploration that causes an individual to reorganize their schemas
c. Memory capacity supported by practice, organization and strategies
d. Practice and reinforcement of simple behaviors shapes complex behaviors

Memory capacity supported by practice, organization and strategies

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Baillargeon’s research finds that infant object permanence may exist as early __ to __ months

2 ½ to 3 ½ months

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In the information-processing system, information first enters

a. working memory
b. the central executive
c. long-term memory
d. the sensory register

the sensory register

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Short term memory increases during a child’s first two years because ______________ becomes increasingly flexible, more under the child’s control

a. Sensory register
b. Sustained attention
c. Core knowledge
d. Scaffolding

Sustained attention

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Most people have infantile amnesia meaning a failure to

a. condition to stimulus-response associations
b. remember most events before 3-4 years of age
c. allow memory to surface because of anxiety
d. form memory because of a brain injury

remember most events before 3-4 years of age

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Testing previously conditioned operant responses, researchers have found that when children learned to press a lever to activate a toy, the memory lasted ____ for 6 month olds and _____ for 18 month olds

a. 5 days / 20 days
b. 1 week / 3 weeks
c. 2 weeks / 13 weeks
d. 4 weeks / 8 weeks

2 weeks / 13 weeks

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Vygotsky is credited with adding which dimension to our understanding of cognitive development?

a. How children create mental schemas to organize their understanding
b. How children act on the world and then learn from their experiences
c. How much of cognitive development is socially prompted and encouraged
d. How cognitive ability reflects specific skills in attention and memory strategy

How much of cognitive development is socially prompted and encouraged

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Answer _ represents components of Information Processing theory

Information Processing theory

How cognitive ability reflects specific skills in attention and memory strategy

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Answer _ and _ reflect Piaget’s cognitive developmental theory

Piaget’s cognitive developmental theory

How children create mental schemas to organize their understanding

How children act on the world and then learn from their experiences

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A child who is in their Zone of Proximal Development
Has reached their maximum level of ability

a. Is exhibiting higher ability dependent on task and guidance
b. Is working at a level defined by their current stage of development
d. Is limited to the level determined by age of biological maturation

Is exhibiting higher ability dependent on task and guidance

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Research using the Home Observation for Measurement of the Environment (HOME) indicates that young children who develop well intellectually have

a. Developmental level appropriate materials and home surroundings are not cluttered
b. Parents who model mature social behavior and encourage such behavior in children
c. Parents who encourage understanding the rules and do not rely on physical punishment
d. All of the above

All of the above

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A Behaviorist would explain that Alan has vocabulary of 85 words at 20 months of age because

a. He received praise for producing words and imitating common phrases
b. His social nature leads him to want to communicate his needs effectively
c. The human brain will naturally process language through inborn neural mechanisms
d. All of the above

He received praise for producing words and imitating common phrases

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Alan has vocabulary of 85 words at 20 months of age. Noam Chomsky’s nativist theory

Noam Chomsky’s nativist theory

The human brain will naturally process language through inborn neural mechanisms

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Alan has vocabulary of 85 words at 20 months of age. Interactionist theory

His social nature leads him to want to communicate his needs effectively

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As a child’s vocabulary expands, they demonstrate ___________, through using a word broadly in trying to group similar experiences they show a sensitivity to categories

a. Holophrases
b. Underextension
c. Overextension
d. Telegraphic speech

Overextension

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When a child reaches about _____________ words they begin combining those words into Telegraphic sentences using high content words and leaving out less important connective words.

a. 100
b. 200
c. 500
d. 1,000

200

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Pauline likes to name objects, pointing to the “cat”, “doggie”, and “tree” and saying: “spoon”, “keys” as she picks up each item. This demonstrates ______ style of language learning

a. Expressive
b. Telegraphic
c. Referential
d. Abstract

Referential

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According to Piaget, children 2-6 years of age are preoperational, meaning that they are developing a. delay of gratification through self-control b. symbolic thinking but are illogical and egocentric c. an inner sense of autonomy and personal ability d. object permanence through repetition of action

symbolic thinking but are illogical and egocentric

If shown where “little Snoopy” was in a model of the room next door, 2 ½ year olds did not use the information to find “big Snoopy” in the larger room. This demonstrates they lacked a. Object permanence b. Scaffolding c. Dual representation d. Class inclusion

Dual representation

The teacher asks Brenda to share blocks with Cindy, if Brenda is egocentric, then it is likely that she a. understands Cindy needs some blocks too and will share b. does not see Cindy’s point of view and may not share the blocks c. lacks the motor coordination needed for handing blocks to Cindy d. has trouble sitting still and paying attention to Cindy

does not see Cindy’s point of view and may not share the blocks

In the conservation task children would say the taller glass had more even though the actual amount was unchanged and equal to the original glass. Choosing “taller” demonstrates the preoperational process of a. Dual representation b. Animistic thinking c. Centration d. Class inclusion

Centration

In a class inclusion task 4 year-old Marissa is shown: two apples, one banana, and three oranges. She is asked: are there more oranges or more fruits? Given her age you would expect her to choose a. apples b. bananas c. oranges d. fruits

oranges

According to Vygotsky, to be effective in promoting cognitive development, social interaction must have _______________, a common ground of communication necessary to work together. a. Initiative b. Autonomy c. Intersubjectivity d. Egocentrism

Intersubjectivity

Which of the following is a common criticism of Vygotsky’s theory? a. It underemphasizes the role of verbal communication. b. It overemphasizes basic cognitive processes at the expense of imagination. c. It places too much emphasis direct instruction and too little emphasis on play. d. It does not connect basic cognitive skill to developing more complex reasoning.

It does not connect basic cognitive skill to developing more complex reasoning.

Matthew is 5 and Jessica is 6 and they like to pretend they are at the zoo. Matthew will pretend to be an animal, such as an elephant and Jessica will pretend to be the zookeeper. This is an example of a. parallel play b. onlooker play c. sociodramatic play d. functional play

sociodramatic play

Information Processing proposes that a child’s mistakes on appearance-vs-reality tasks are explained by a. Cortical immaturity b. Lack of reinforcement c. Cognitive egocentrism d. Difficult task language

Difficult task language

According to Information Processing Theory, having a memory script a. Clutters memory with irrelevant information. b. Enables one to predict what comes next. c. Facilitates personal self-defining memory. d. Consists of separate facts and definitions.

Enables one to predict what comes next.

Raj asks: “Do you remember the supermarket? His daughter replies “We got fruit”. Raj then says “What did you put in the cart for papa?” and his daughter says: “my favorite, apples”. Raj is using a _________ style to elicit his daughter’s autobiographical memory. a. deliberate b. repetitive c. rationalist d. elaborative

elaborative

Dr. Siegler’s research into how children apply strategies to a variety of problems found that information processing is best described as a. Bivariate, using one or the other strategy but not both at the same time. b. Singular, the newly learned strategy works better so the previous strategy is abandoned. c. Waves, older strategies are kept and only slowly replaced by more effective ones. d. Pruned, selecting the shortest and easiest strategy whenever presented with a problem.

Waves, older strategies are kept and only slowly replaced by more effective ones.

During early childhood Randall will become better at understanding jokes when he develops _________ because then he will better understand what the joke teller is and is not thinking. a. Theory of mind b. Self-awareness c. Theory-theory d. Egocentrism

Theory of mind

Four-year-old Jack is a snack helper. He counts five children at his table and then retrieves five milk cartons. Jack is displaying an emerging understanding of a. ordinality b. literacy c. analogy d. cardinality

cardinality

Four-year-old Jack is a snack helper. He counts five children at his table and then retrieves five milk cartons. Choice _ is knowing that having 5 of something is more than 3 of that thing. a. ordinality b. literacy c. analogy d. cardinality

ordinality

Four-year-old Jack is a snack helper. He counts five children at his table and then retrieves five milk cartons. Choice _ would be a child scribbling and announcing it was a grocery list. a. ordinality b. literacy c. analogy d. cardinality

literacy

The key feature of Dr. Wechsler’s WPPS as used in testing children’s intellectual ability is? a. Age-appropriate vocabulary. b. Non-verbal performance testing. c. Home analysis of socialization features. d. Home analysis of linguistic factors.

Non-verbal performance testing.

A Child Centered classroom would be structured to promote development through a. verbal teaching with appropriate reinforcement of ready-made information. b. a rich variety of activities designed to promote creativity and exploration. c. introduction of new skills according to normative standards of readiness. d. progress evaluation on the basis of average performance of same-age peers.

a rich variety of activities designed to promote creativity and exploration.

What matters most about pre-school programs such as Head Start is? a. Focus is on appropriate language and math instruction. b. Positive reinforcement of school-ready skills like paying attention. c. Individual attention, parental involvement and consistency of expectations. d. An exploratory learning approach encouraging creativity and individuality.

Individual attention, parental involvement and consistency of expectations.

Vocabulary development in this age group reflects the process of Fast Mapping in which children a. systematically repeat the word and definition until they have it memorized. b. learn words after a single exposure, hearing the word and placing it in context. c. develop word meaning by observing how words fit into sentence structure. d. demonstrate a developing understanding of syntax by misapplying grammar rules.

learn words after a single exposure, hearing the word and placing it in context.

overregularization a. systematically repeat the word and definition until they have it memorized. b. learn words after a single exposure, hearing the word and placing it in context. c. develop word meaning by observing how words fit into sentence structure. d. demonstrate a developing understanding of syntax by misapplying grammar rules.

demonstrate a developing understanding of syntax by misapplying grammar rules.

syntactic bootstrapping a. systematically repeat the word and definition until they have it memorized. b. learn words after a single exposure, hearing the word and placing it in context. c. develop word meaning by observing how words fit into sentence structure. d. demonstrate a developing understanding of syntax by misapplying grammar rules.

develop word meaning by observing how words fit into sentence structure.

Which is least recommended as a way to encourage a child’s social referential communication skills? a. Expansion b. Elaborating c. Correction d. Recasting

Correction

In Piaget’s theory, which of the following characterizes Concrete operational thought? a. Egocentric, basing thought on one’s personal point of view. b. Intuitive, the child is often misled by a focus on appearances. c. Reasoning that is more logical and precise when applied to real-life objects. d. Hypothetical, abstract reasoning, not requiring physical object lessons.

Reasoning that is more logical and precise when applied to real-life objects.

Ryan is 9 years old. He thinks forward to come to a conclusion, and he can do the steps backward to see if from his conclusion he gets back to the original starting point. Ryan has ________ of thought. a. conservation b. egocentrism c. reversibility d. animism

reversibility

Heather is lining up crayons in order from shortest to longest. This skill is known as a. conservation b. reversibility c. abstraction d. seriation

seriation

To use the stated elements of a problem to figure out an unstated relationship is called ________ and this is the hardest level of concrete thinking because it involves some abstract thought. a. transitive inference b. irreversibility c. class inclusion d. seriation

transitive inference

According to Case, once schemas are sufficiently automatic and integrated into better representations, children acquire _____________ that permit them to think more efficiently in a wide range of situations. a. abstract ideas b. primary systems c. discontinuous structures d. central conceptual structures

central conceptual structures

The math teacher has her students practice addition tables every day because with repetition comes __________ and this increases speed of thought and frees up space in short term memory. a. Regularization b. Egocentrism c. Automatization d. Intelligence

Automatization

Guy, age 10, impulsively calls out to other kids during lessons. He is physically awkward and fails to follow rules when he plays games so there are both academic and social problems. Guy most likely has a. Manic-depressive disorder b. Generalized anxiety disorder c. Autistic spectrum disorder d. Attention-deficit hyperactivity disorder

Attention-deficit hyperactivity disorder

According to Information Processing Theory, Jill’s ability in school will reflect her a. Ability to assimilate as needed and recognize when to accommodate. b. Knowledge, strategies, speed of thought, and metacognitive understanding. c. Task familiarity and extent of scaffolding and social guidance available. d. Self-efficacy, behavioral response set and expectation of gaining reinforcement.

Knowledge, strategies, speed of thought, and metacognitive understanding.

According to Bandura’s social learning approach, Jill’s ability in school will reflect her a. Ability to assimilate as needed and recognize when to accommodate. b. Knowledge, strategies, speed of thought, and metacognitive understanding. c. Task familiarity and extent of scaffolding and social guidance available. d. Self-efficacy, behavioral response set and expectation of gaining reinforcement.

Self-efficacy, behavioral response set and expectation of gaining reinforcement.

According to Piaget’s cognitive developmental approach, Jill’s ability in school will reflect her a. Ability to assimilate as needed and recognize when to accommodate. b. Knowledge, strategies, speed of thought, and metacognitive understanding. c. Task familiarity and extent of scaffolding and social guidance available. d. Self-efficacy, behavioral response set and expectation of gaining reinforcement.

Ability to assimilate as needed and recognize when to accommodate.

According to Vygotsky’s sociocultural approach, Jill’s ability in school will reflect her a. Ability to assimilate as needed and recognize when to accommodate. b. Knowledge, strategies, speed of thought, and metacognitive understanding. c. Task familiarity and extent of scaffolding and social guidance available. d. Self-efficacy, behavioral response set and expectation of gaining reinforcement.

Task familiarity and extent of scaffolding and social guidance available.

Bella has a control deficiency. When she is given homework you would expect that she a. is not using any of the strategies that she knows. b. uses previous less effective strategies and avoids newer ones. c. is not consistent, sometimes using a strategy, sometimes not. d. selects effective strategies and ignores ineffective ones.

is not consistent, sometimes using a strategy, sometimes not.

Bella has a production deficiency. When she is given homework you would expect that she a. is not using any of the strategies that she knows. b. uses previous less effective strategies and avoids newer ones. c. is not consistent, sometimes using a strategy, sometimes not. d. selects effective strategies and ignores ineffective ones.

is not using any of the strategies that she knows.

Bella has a utilization deficiency. When she is given homework you would expect that she a. is not using any of the strategies that she knows. b. uses previous less effective strategies and avoids newer ones. c. is not consistent, sometimes using a strategy, sometimes not. d. selects effective strategies and ignores ineffective ones.

uses previous less effective strategies and avoids newer ones.

When studying, Mary remembers the unrelated words cellular and canine by generating a mental image, of a dog talking on a cell phone. Which memory strategy is Mary using? a. elaboration b. chunking c. repetition d. randomization

elaboration

Chris is 5yrs old and asked to memorize a list of words, the strategy he is most likely to use is ______

Chris is 5yrs old and asked to memorize a list of words, the strategy he is most likely to use is repetition

Kayla draws a picture and then is asked to tell a story. Her teacher writes the story exactly as Kayla “says it” including misspellings. Then picture and story are sent home to the parents. This represents a. ESL instruction b. Phonics instruction c. Whole language instruction d. Rote repetition learning

Whole language instruction

The WISC measures intelligence through scales that assess the factors of a. Verbal, perceptual, working memory, processing speed b. Common core math and language standards c. Practical, creative, analytical and imaginative d. Academic, kinesthetic, interpersonal and visual-spatial

Verbal, perceptual, working memory, processing speed

Nianzu engages in self-regulation and monitoring of her own learning for example selecting effective memory strategies to improve homework performance. According to Sternberg, Nianzu excels in a. analytical intelligence b. creative intelligence c. practical intelligence d. kinesthetic intelligence

analytical intelligence

A student experiencing ____________ performs poorly not because of low intelligence but because of test anxiety, fearing their performance will be judged against a negative perception of others of their group. a. Imaginary Audience b. Cognitive Impasse c. Stereotype Threat d. Personal Fable

Stereotype Threat

Mrs. Hopfensperger provides her second-graders with opportunities to communicate in many situations. Her students show gains in the communicative side of language. Mrs. Hopfensperger emphasizes the a. Pragmatics of language b. Semantics of language c. Syntax of language d. None of the above

Pragmatics of language

Miguel is bilingual and he sometimes speaks sentences in English that contain one or more Spanish words without violating the grammar of either language. When he does this it demonstrates a. Framing effect b. Emergent literacy c. Referential style d. Code switching

Code switching

Which of the following is consistent with a social- constructivist classroom? a. Individual recognition as based on personal effort and performance b. Emphasizes repetition and memorization of information c. Learning from each other through joint effort in challenging tasks d. Personal creativity and exploration leading to self-discovery of knowledge

Learning from each other through joint effort in challenging tasks

Reciprocal teaching focuses on which four cognitive strategies? a. discussion, practice, segment, and reading b. elaboration, rehearsal, chunking, and repetition c. challenging, digesting, comparing, and evaluating d. questioning, summarizing, clarifying, and predicting

questioning, summarizing, clarifying, and predicting

According to Piaget in stage 4 children achieve _____________ reasoning demonstrated by ability to adequately develop hypotheses covering all variables, seen and unseen, that could affect outcome. a. Hypothetico-deductive b. Kinesthetic-creative c. Concrete - logical d. Symbolic-imaginative

Hypothetico-deductive

The researcher hides a poker-chip in her hand and asks the participant to indicate whether the following statement is true, false, or uncertain: “Either the chip in my hand is green or it is not green.” Which child will be able to accurately answer this question without seeing the chip? a. Preoperational b. Concrete Operational c. Formal Operational d. Sensory Operational

Formal Operational

Adolescents and adults do not always engage in formal operational thinking because it a. is not a particularly accurate style of reasoning b. requires more effort than intuitive reasoning c. makes the solution harder than it should be d. is no better than trial-and-error decision making

requires more effort than intuitive reasoning

With their increased cognitive abilities, adolescent often become more idealistic and this leads them to become more a. Cooperative at home. b. Critical of parents and siblings. c. Studious and attentive in school. d. Realistic in their evaluations of others.

Critical of parents and siblings.

Young teenagers are convinced that they are the object of everyone else’s attention and concern. This feature of adolescent thought is called a. Positional thinking. b. Stereotype Threat. c. Imaginary audience. d. Personal fable.

Imaginary audience.

Kelsey responds, “Dad! You’ll never understand what I’m going through!” This common adolescent response is produced by an egocentric thought process called a. Positional thinking b. Stereotype Threat c. Imaginary audience d. Personal fable

Personal fable

Adolescents experience oxytocin sensitivity and signals from the limbic system are fast and strong so when asked to make decisions that have real-world outcomes, the majority of adolescents a. Apply abstract deductive thought easily and quickly. b. Apply intuitive thought without recognizing alternatives. c. Struggle to inhibit intuitive thought and apply deductive logic. d. Immediately decide to do the opposite of what they know they should.

Struggle to inhibit intuitive thought and apply deductive logic.

Decision making require this lobe of the brain which is still maturing through the adolescent years. a. Occipital b. Cerebellum c. Prefrontal d. Parietal

Prefrontal

Females may show an advantage in verbal skills because a. girls left hemisphere develops earlier than boys. b. girls develop Wernicke’s area, boys develop Broca’s. c. girls tend to work harder in school than boys. d. girls are more likely to attend college than boys.

girls left hemisphere develops earlier than boys.

Who is most likely to be referred for remedial reading instruction? a. Rachel, who is 6 years old b. Betsy, who is 8 years old c. Eric, who is 10 years old d. Allison, who is 12 years old

Eric, who is 10 years old

Which of the following encourages better spatial reasoning in both boys and girls a. board games b. team sports c. riding a bicycle d. building models

building models

As compared to school-age children, adolescents are better at understanding __________ and this contributes to prevalence of the use of slang. a. Objective definitions. b. Figurative language. c. Referential style. d. Rules of grammar.

Figurative language.

Teenagers who perceive their school learning environments to be more ________ have more successful school transitions. a. rigid and strict b. competitive and serious c. easy and unstructured d. sensitive and flexible

sensitive and flexible

Motivation research has found ______ tasks are less motivating and ______ tasks create uncertainty (anxiety) which reduces motivation.

Motivation research has found easy tasks are less motivating and unstructured tasks create uncertainty (anxiety) which reduces motivation.

Adolescents whose parents value achievement a. most often rebel and choose friends who are low-achievers. b. choose friends who are popular because of sports or musical abilities. c. choose friends who also value high achievement. d. tend to be rejected by their peers for their values.

choose friends who also value high achievement.

The Authoritative style of parenting assists adolescents in their cognitive development because these parents a. Are inflexible about expectations but reinforce adolescent for achievement. b. Encourage the adolescent to make personal choices without parental restrictions. c. Set expectations but allow the adolescent to express their goals and their concerns. d. Assume adolescents can take care of themselves and stop asking them questions.

Set expectations but allow the adolescent to express their goals and their concerns.

________ child rearing predicts the poorest school performance in adolescence. a. Authoritarian b. Authoritative c. Permissive d. Uninvolved

Uninvolved

Quinn is a capable student who is placed in a low academic track. Research indicates that Quinn will probably a. show large performance gains because the subject matter is better geared toward his level. b. get better quality instruction than his peers in high-ability classrooms. c. “sink” to the performance level of his track mates. d. maintain his friendships with peers from high- and mixed-ability groups.

“sink” to the performance level of his track mates.

Classrooms composed of mixed-ability groups that work together reflects ______ theory.

Classrooms composed of mixed-ability groups that work together reflects sociocultural theory.

Frequent media multitaskers may find it difficult to a. utilize implicit memory. b. focus on more than one task at a time. c. ignore irrelevant stimuli in the environment. d. shift attention from one task to another.

focus on more than one task at a time.

Exam 03 Flashcards

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