Videos notes 101D

Question 1

1. Which reflex is critical for a baby’s ability to breathe and protect their eyes?
   a) Rooting reflex
   b) Breathing reflex
   c) Babinski reflex
   d) Grasping reflex

Answer 1

b) Breathing reflex

Question 2

What is the rooting reflex primarily associated with?
a) Protecting the eyes
b) Turning the head and opening the mouth for nursing
c) Swallowing liquid
d) Fanning out toes when the foot is stroked

Answer 2

b) Turning the head and opening the mouth for nursing

Question 3

At what age does the rooting reflex typically become noticeable?
a) Immediately after birth
b) Around 6 weeks
c) By the end of the first year
d) After 2 months

Answer 3

a) Immediately after birth

Question 4

What action triggers the sucking reflex in babies?
a) Stroking the baby’s cheek
b) Placing liquid in the mouth
c) Contact with a breast, bottle, or finger
d) Pressure on the baby’s hand

Answer 4

c) Contact with a breast, bottle, or finger

Question 5

How does the swallowing reflex in neonates differ in the first few weeks of life?
a) It is coordinated with other reflexes.
b) It requires the baby’s full concentration.
c) It is completely involuntary.
d) It develops only after 6 week

Answer 5

b) It requires the baby’s full concentration

Question 6

Which reflex is thought to be a precursor to walking?
a) Moro reflex
b) Babinski reflex
c) Stepping reflex
d) Grasping reflex

Answer 6

c) Stepping reflex

Question 7

What occurs during the Babinski reflex?
a) The baby’s arms fling outward and inward.
b) The baby’s toes fan out and curl when the foot is stroked.
c) The baby turns their head and opens their mouth.
d) The baby grasps an object tightly.

Answer 7

b) The baby’s toes fan out and curl when the foot is stroked.

Question 8

What is the grasping reflex capable of in a newborn?
a) Supporting their entire body weight briefly
b) Assisting in swallowing
c) Triggering the rooting reflex
d) Helping the baby walk

Answer 8

a) Supporting their entire body weight briefly

Question 9

Which reflex involves the baby flinging their arms outward and inward when startled?
a) Rooting reflex
b) Moro reflex
c) Babinski reflex
d) Stepping reflex

Answer 9

b) Moro reflex

Question 10

. How long does it take for a baby like Julia to gain efficiency in feeding?
a) 2 weeks
b) 6 weeks
c) 2 months
d) 1 year

Answer 10

b) 6 weeks

Question 11

Why do some reflexes in babies remain poorly understood?
a) They are not visible during infancy.
b) They serve no functional purpose.
c) Their evolutionary or developmental roles are unclear.
d) They disappear before research can study them

Answer 11

) Their evolutionary or developmental roles are unclear.

Question 12

The Moro reflex is demonstrated in response to which stimulus?
a) Stroking the foot
b) Contact with a bottle
c) Being startled or dropped
d) Pressure on the hand

Answer 12

c) Being startled or dropped

Question 13

What is a common trait of neonatal reflexes like rooting, sucking, and swallowing?
a) They are learned behaviors.
b) They are entirely voluntary from birth.
c) They are critical for feeding and survival.
d) They disappear by the end of the first month.

Answer 13

c) They are critical for feeding and survival.

Question 14

Which reflex involves a baby curling their fingers when pressure is placed on their hand?
a) Rooting reflex
b) Babinski reflex
c) Grasping reflex
d) Moro reflex

Answer 14

c) Grasping reflex

Question 15

At what age do reflexes like the stepping reflex typically appear?
a) First few days after birth
b) Within the first 2 months
c) Around 6 weeks
d) At 1 year

Answer 15

b) Within the first 2 months

Question 16

How does the study of object permanence challenge Piaget’s developmental timeline?

a) It suggests that object permanence develops later than Piaget theorized.
b) It confirms that object permanence emerges only after 8–9 months of age.
c) It provides evidence that object permanence develops earlier than Piaget suggested.
d) It concludes that object permanence is not a measurable phenomenon in infants.

Answer 16

c) It provides evidence that object permanence develops earlier than Piaget suggested.

Question 17

Why is the “impossible event” a critical element in studying infant cognition?

a) It helps identify when infants begin to develop motor skills.
b) It tests whether infants have an understanding of physical laws and object permanence.
c) It measures the ability of infants to differentiate colors and shapes.
d) It determines the age at which infants can perform manual tasks.

Answer 17

b) It tests whether infants have an understanding of physical laws and object permanence.

The “impossible event,” like the cart passing through a block, violates physical laws. Infants’ reactions to this event indicate their grasp of object permanence and physical reasoning.

Question 18

What does an infant’s prolonged staring at an impossible event suggest about their cognitive development?

a) They are uninterested in the stimulus.
b) They lack the ability to process complex visual information.
c) They are surprised and recognize a violation of expected physical properties.
d) They are attempting to mimic the event.

Answer 18

c) They are surprised and recognize a violation of expected physical properties.

Explanation: Prolonged staring shows that infants perceive the event as surprising or puzzling, indicating they understand basic physical laws

Question 19

How does the rolling cart experiment provide evidence for object permanence in infants younger than 8 months?

a) By showing that infants expect the cart to stop when encountering a hidden block.
b) By proving that infants can manipulate the block and cart.
c) By demonstrating that infants can predict future movements of the cart.
d) By indicating that infants prefer objects that disappear behind a screen

Answer 19

a) By showing that infants expect the cart to stop when encountering a hidden block.

Question 20

What is the significance of infants looking longer at “magical” or impossible events?

a) It indicates that they are developing visual acuity.
b) It shows an advanced understanding of spatial relationships.
c) It reveals their ability to form expectations about object behavior.
d) It suggests a lack of interest in mundane occurrences.

Answer 20

c) It reveals their ability to form expectations about object behavior.

Question 21

What assumption underpins the researchers’ prediction about infant gaze patterns?
a) Infants stare longer at familiar objects.
b) Infants are drawn to brightly colored events.
c) Infants will focus more on events that violate their understanding of reality.
d) Infants are more interested in repetitive actions.

Answer 21

c) Infants will focus more on events that violate their understanding of reality.

unexpected or surprising events naturally attract more attention.

Question 22

. How does the cart-and-block experiment isolate the infant’s understanding of object permanence?

a) By using objects that change color when hidden.
b) By removing the block entirely after it is hidden.
c) By contrasting a possible event with an impossible event involving the same setup.
d) By testing the infant’s ability to grab the block or cart

Answer 22

c) By contrasting a possible event with an impossible event involving the same setup.

The experiment creates two scenarios—one that aligns with physical laws and one that doesn’t—to observe infants’ reactions and understanding of hidden objects

Question 23

How does the research challenge the notion that infants under 8 months have limited cognitive abilities?

a) It demonstrates that infants can distinguish complex colors and shapes.
b) It provides evidence that even young infants can anticipate physical outcomes.
c) It shows that infants only react to direct visual stimuli.
d) It suggests that cognitive abilities are learned through direct intervention.

Answer 23

b) It provides evidence that even young infants can anticipate physical outcomes

Question 24

Why is the age of 3 and a half months particularly significant in this research?

a) It is the earliest point at which infants begin to visually track objects.
b) It marks the age when infants demonstrate an understanding of hidden object permanence.
c) It is the age when infants typically begin crawling, enhancing their physical interaction.
d) It represents the time when infants can differentiate between shapes and colors.

Answer 24

b) It marks the age when infants demonstrate an understanding of hidden object permanence

Question 25

What broader implications does this research have for developmental psychology? a) It reaffirms that all infant knowledge is acquired through reinforcement. b) It suggests that some cognitive abilities are present earlier than traditional theories indicate. c) It negates the importance of object permanence in infant development. d) It implies that infant cognition is less sophisticated than previously believed.

Answer 25

b) It suggests that some cognitive abilities are present earlier than traditional theories indicate.

Question 26

How does the research methodology contribute to the validity of findings on infant cognition? a) By relying on subjective observations of infant behavior. b) By using consistent, replicable experiments to assess infant responses to possible and impossible events. c) By incorporating advanced verbal communication tests with infants. d) By focusing exclusively on infants older than 8 months

Answer 26

b) By using consistent, replicable experiments to assess infant responses to possible and impossible events.

Question 27

What does the block in the cart experiment represent in the study of infant cognition? a) A control object to measure reflexive behaviors. b) A variable designed to test infants’ ability to anticipate physical interactions. c) A distraction for the infant to focus attention elsewhere. d) A tool to train infants on object permanence

Answer 27

b) A variable designed to test infants’ ability to anticipate physical interactions

Question 28

How does the research redefine our understanding of physical knowledge in infants? a) By proving that infants develop physical knowledge only after one year. b) By highlighting the innate sophistication of infant physical reasoning earlier than expected. c) By confirming that infants need external training to understand physical concepts. d) By focusing solely on motor skill development in infants

Answer 28

b) By highlighting the innate sophistication of infant physical reasoning earlier than expected.

Question 29

What would be the most critical limitation of the research findings if infants did not stare longer at impossible events? a) It would suggest infants are uninterested in their environment. b) It would challenge the assumption that infants can detect physical inconsistencies. c) It would confirm that object permanence develops only after 12 months. d) It would indicate that the methodology lacks precision

Answer 29

b) It would challenge the assumption that infants can detect physical inconsistencies

Question 30

Visual Cliff Experiment

Answer 30

to test the infant's depth perception also Social referencing

Question 31

What was the primary finding of Gibson and Walk’s original visual cliff experiment? a) Babies avoid drop-offs because they fear heights. b) Babies do not perceive depth until they start walking. c) Babies’ avoidance of drop-offs was due to depth perception, not fear. d) Babies cannot distinguish between safe and unsafe surfaces

Answer 31

c) Babies’ avoidance of drop-offs was due to depth perception, not fear. .

Question 32

How does Dr. Karen Adolph’s interpretation of infants’ behavior differ from the original visual cliff findings? a) She claims infants have an innate fear of heights. b) She argues infants avoid drop-offs due to learned environmental perception. c) She concludes that infants lack depth perception entirely. d) She believes avoidance of drop-offs is instinctual, not learned

Answer 32

b) She argues infants avoid drop-offs due to learned environmental perception. Explanation: Dr. Adolph’s research suggests that infants’ avoidance of drop-offs develops as they learn to navigate their environment through experience, not through fear.

Question 33

Why is the argument that infants are “afraid of heights” considered circular? a) It relies on visual cues that are unclear to infants. b) It assumes fear based solely on avoidance behavior. c) It overlooks the role of depth perception. d) It cannot be tested using controlled experiments

Answer 33

b) It assumes fear based solely on avoidance behavior. Explanation: The circular reasoning arises because the conclusion (fear) is based on the behavior (avoidance), which is already presumed to be caused by fe

Question 34

What is the primary purpose of using real drop-offs in experiments, according to Dr. Adolph? a) To induce fear in infants. b) To measure infants’ ability to assess environmental risks accurately. c) To test whether infants have depth perception. d) To compare crawling and walking speeds.

Answer 34

b) To measure infants’ ability to assess environmental risks accurately. Explanation: Real drop-offs allow researchers to observe how infants evaluate the safety of surfaces without the ambiguity of safety glass.

Question 35

How do infants typically behave at the edge of a drop-off during experiments? a) They avoid it entirely due to fear. b) They show exploratory behaviors with neutral or positive emotions. c) They cry and refuse to approach. d) They rely on verbal cues from caregivers to decide

Answer 35

b) They show exploratory behaviors with neutral or positive emotions. Explanation: Infants cautiously test the edge by reaching or stepping, showing curiosity rather than fear-driven avoidance.

Question 36

What happens when infants transition from crawling to walking regarding drop-offs? a) They continue to avoid drop-offs due to retained fear of heights. b) They initially disregard the risk and walk over the edge. c) They avoid drop-offs only if they have seen them before. d) They develop fear as they gain walking experience.

Answer 36

b) They initially disregard the risk and walk over the edge. Explanation: Infants must relearn how to assess environmental risks with each new mode of locomotion, such as walking.

Question 37

What are babies learning as they develop through different locomotion stages, according to Dr. Adolph? a) To fear environmental dangers. b) To perceive the relationship between their bodies and the environment. c) To imitate adult behavior in risky situations. d) To avoid drop-offs instinctively.

Answer 37

b) To perceive the relationship between their bodies and the environment. Explanation: Babies learn to judge what is physically possible and safe for their abilities through experience, not through innate fea

Question 38

How does the learning curve for locomotion challenge the idea of innate fear of heights? a) It shows that fear is dependent on visual depth cues. b) It reveals that fear is tied to experience with specific forms of movement. c) It suggests that fear is a universal response across all locomotion stages. d) It indicates that infants only learn fear after walking.

Answer 38

b) It reveals that fear is tied to experience with specific forms of movement. Explanation: Infants display different learning curves for sitting, crawling, cruising, and walking, which indicates that avoidance behavior is learned rather than innate

Question 39

Why is the visual cliff experiment considered an incomplete measure of infant behavior? a) It uses artificial conditions that may not reflect real-world situations. b) It fails to account for infants’ emotional responses. c) It does not involve any element of risk for the infant. d) It assumes that depth perception directly correlates with fear.

Answer 39

a) It uses artificial conditions that may not reflect real-world situations. Explanation: The safety glass creates a simulated drop-off, which may not elicit the same responses as a real drop-off.

Question 40

How do adjustable slopes and bridges improve experimental accuracy? a) They allow researchers to test infants’ abilities across various locomotion stages. b) They remove the need for caregiver involvement in experiments. c) They eliminate visual depth perception as a factor. d) They focus on emotional responses rather than learned behavior

Answer 40

a) They allow researchers to test infants’ abilities across various locomotion stages. Explanation: Adjustable apparatuses enable precise measurement of infants’ perception of safety and risk across different developmental stages.

Question 41

Why don’t infants exhibit consistent fear of heights across all locomotion stages? a) Fear is only present during early crawling stages. b) Fear of heights is replaced by curiosity as infants develop. c) Infants’ risk perception resets with each new form of locomotion. d) Infants rely on caregivers to assess risks for them.

Answer 41

c) Infants’ risk perception resets with each new form of locomotion. Explanation: Each locomotion stage presents new challenges, requiring infants to relearn how to assess environmental risks.

Question 42

How does Eleanor Gibson’s later interpretation of the visual cliff align with Dr. Adolph’s findings? a) Both emphasize the emotional experience of fear in avoiding drop-offs. b) Both argue that avoidance is based on perception, not emotion. c) Both suggest that depth perception is irrelevant to risk assessment. d) Both claim that fear is a learned behavior.

Answer 42

b) Both argue that avoidance is based on perception, not emotion. Explanation: Gibson and Adolph agree that infants and animals avoid risky edges due to perceptual understanding, not fear.

Question 43

What key skill do infants develop through sitting, crawling, and walking experiences? a) Avoidance of all risky situations. b) Precise assessment of environmental challenges relative to their abilities. c) Fear of falling or dropping. d) The ability to climb and overcome obstacles.

Answer 43

b) Precise assessment of environmental challenges relative to their abilities. Explanation: Infants learn to judge risks based on their physical capabilities and the environment, refining this skill with each locomotion stage

Question 44

How does the learning curve for locomotion stages disprove the idea of an innate fear of heights? a) Fear of heights would persist regardless of locomotion experience. b) Infants do not avoid drop-offs at any stage. c) Each stage of locomotion introduces new fears. d) Fear of heights applies only to crawling.

Answer 44

a) Fear of heights would persist regardless of locomotion experience. Explanation: If fear were innate, it would not disappear when infants transition to new forms of movement, such as walking.

Question 45

What do neutral or positive expressions during drop-off exploration suggest about infants? a) They lack awareness of danger. b) They are engaging in playful or curious behavior. c) They do not perceive the edge as a risk. d) They are ignoring their natural fear of heights.

Answer 45

b) They are engaging in playful or curious behavior. Explanation: Positive or neutral expressions indicate that infants are curious and exploring, not responding to fear.

Question 46

How does Dr. Adolph’s method improve the precision of studying infant risk perception? a) By observing real-world interactions with variable drop-offs. b) By using emotional tests like crying or distress. c) By limiting trials to a single session. d) By involving only experienced crawlers

Answer 46

a) By observing real-world interactions with variable drop-offs. Explanation: Dr. Adolph’s experiments with real, adjustable drop-offs provide precise insights into how infants judge risk and safety

Question 47

Why is the visual cliff experiment insufficient to determine fear of heights in infants? a) It lacks real drop-offs for infants to assess risk. b) It fails to account for infants’ emotional states during the test. c) It was only designed to measure depth perception. d) All of the above.

Answer 47

d) All of the above. Explanation: The visual cliff uses a glass surface that removes actual risk, focuses on depth perception, and assumes fear without measuring emotions.

Question 48

How does Dr. Adolph’s research redefine the relationship between fear and learning in infants? a) Learning to avoid risks does not require fear. b) Fear is the primary motivator for infants to learn safety. c) Infants only learn through emotional responses to risky situations. d) Fear is innate and independent of learning. Answer: a) Learning to avoid risks does not require fear

Answer 48

a) Learning to avoid risks does not require fear. Explanation: Dr. Adolph demonstrated that infants learn to assess risks and avoid dangers without needing to feel fear.

Question 49

Why do infants walk over drop-offs when transitioning from crawling to walking? a) They lack experience in judging risks as walkers. b) They are less cautious when upright. c) They forget the dangers they learned while crawling. d) They are naturally more adventurous as they grow older

Answer 49

a) They lack experience in judging risks as walkers. Explanation: Infants’ risk perception resets with new locomotion modes, requiring them to relearn safety assessments.

Question 50

What does the term “A-not-B error” describe in developmental psychology? a) A child’s inability to distinguish between similar objects. b) A tendency to search for an object where it was previously found, even when they see it hidden in a new location. c) A failure to recognize objects behind transparent barriers. d) A child’s preference for familiar caregivers over strangers.

Answer 50

b) A tendency to search for an object where it was previously found, even when they see it hidden in a new location. Explanation: The A-not-B error illustrates the developmental limitation in an infant’s ability to fully grasp object permanence, highlighting reliance on habitual actions over current observations

Question 51

Roveeie Collier studied the mobile attached to the leg What is the primary finding of the experiments with three-month-olds? a) Infants cannot comprehend their actions’ consequences. b) Infants display surprisingly complex cognitive abilities early on. c) Infants are passive observers of their environment until they can speak. d) Infants do not recognize patterns in their surroundings.

Answer 51

b) Infants display surprisingly complex cognitive abilities early on. Explanation: The experiments reveal that three-month-old infants can connect their actions (e.g., kicking) with the consequences (e.g., movement of the mobile), demonstrating early cognitive awareness.

Question 52

How do the ribbon-and-mobile experiments illustrate an infant’s learning process? a) Infants imitate actions shown by adults. b) Infants engage in trial-and-error learning by observing their environment. c) Infants are unable to associate their movements with external changes. d) Infants react instinctively without understanding.

Answer 52

b) Infants engage in trial-and-error learning by observing their environment. Explanation: By observing the mobile’s movement caused by their kicks, infants actively learn to repeat actions that produce enjoyable results.

Question 53

What does the infant’s doubled rate of kicking after connecting the ribbon to the mobile demonstrate? a) Reflexive behavior. b) A lack of interest in external stimuli. c) Intentional repetition to produce a desired outcome. d) Random motor activity

Answer 53

c) Intentional repetition to produce a desired outcome. Explanation: The increased kicking rate shows that the infant understands the relationship between their actions and the mobile’s motion, reflecting purposeful behavior

Question 54

How do these experiments challenge earlier views of infant cognition? a) They show infants as passive beings until they can walk. b) They reveal that infants actively interact with their environment much earlier than previously thought. c) They suggest infants cannot distinguish cause and effect until they are older. d) They prove infants rely entirely on reflexes.

Answer 54

b) They reveal that infants actively interact with their environment much earlier than previously thought. Explanation: The findings contradict the idea that infants are cognitively simple and passive until later developmental stages, showcasing active engagement.

Question 55

What is a key indicator that the infant has learned the connection between their action and the mobile’s motion? a) The infant observes the mobile passively. b) The infant moves only the foot connected to the mobile. c) The infant stops kicking altogether. d) The infant loses interest in the experiment

Answer 55

b) The infant moves only the foot connected to the mobile. Explanation: Selectively moving the foot tied to the mobile demonstrates that the infant has understood the specific relationship between their action and the mobile’s movement.

Question 56

What developmental milestone is being observed when the infant repeatedly kicks the ribbon-connected foot? a) Reflexive motor responses. b) Early signs of intentional behavior and self-efficacy. c) Imitation of adult movements. d) Mastery of object permanence.

Answer 56

b) Early signs of intentional behavior and self-efficacy. Explanation: The infant’s deliberate actions to control the mobile’s motion indicate emerging self-awareness and an understanding of their ability to affect their environment.

Question 57

Why do some parents believe infants “become people” only when they begin to speak? a) They underestimate infants’ early cognitive and motor abilities. b) Infants lack any meaningful interaction before they can talk. c) Language is the only measure of intelligence in infants. d) Infants do not engage with their surroundings before speaking

Answer 57

a) They underestimate infants’ early cognitive and motor abilities. Explanation: The experiments show that infants exhibit intentional and complex behaviors long before they develop language, challenging this misconception.

Question 58

How does the experiment with Michael (the twin) further reinforce the findings? a) Michael demonstrates that infants cannot control their movements. b) Michael’s behavior shows trial-and-error learning and interest in controlling the ribbon. c) Michael fails to engage with the mobile. d) Michael’s movements are entirely random and uncoordinated.

Answer 58

b) Michael’s behavior shows trial-and-error learning and interest in controlling the ribbon. Explanation: Michael’s exploration of the ribbon demonstrates curiosity and a desire to understand how his actions influence his environment.

Question 59

What does the phrase “actions speak louder than words” suggest in the context of the experiment? a) Infants’ actions reveal their cognitive abilities before they develop language. b) Infants cannot communicate until they learn to speak. c) Nonverbal actions have no developmental significance. d) Language development is irrelevant to infant cognition

Answer 59

a) Infants’ actions reveal their cognitive abilities before they develop language. Explanation: Observing how infants learn and act sheds light on their cognitive development, even in the absence of spoken language.

Question 60

What is a significant finding from these experiments regarding infant cognition? a) Infants rely solely on reflexes until they are older. b) Infants can engage in complex learning processes at just three months old. c) Infants do not show interest in their surroundings until they begin crawling. d) Infants require direct adult instruction to learn new tasks

Answer 60

b) Infants can engage in complex learning processes at just three months old. Explanation: The ability to associate actions with outcomes, such as kicking to move a mobile, highlights advanced cognitive processing at a very young age.

Question 61

How does the experiment align with the concept of "self-efficacy" in infant development? a) It shows that infants rely on adults to achieve desired outcomes. b) It demonstrates that infants can independently act to produce outcomes they enjoy. c) It proves that infants cannot control their environment. d) It indicates that infants avoid actions that produce no results

Answer 61

b) It demonstrates that infants can independently act to produce outcomes they enjoy. Explanation: Self-efficacy refers to the belief in one’s ability to influence events, and the infant’s deliberate kicking shows this concept in action.

Question 62

What does Michael’s exploration of the unattached ribbon suggest about infant curiosity? a) Infants are naturally driven to investigate objects in their environment. b) Infants require constant stimulation from caregivers. c) Infants cannot engage with their environment without adult guidance. d) Infants are disinterested in objects with no immediate use

Answer 62

a) Infants are naturally driven to investigate objects in their environment. Explanation: Michael’s interaction with the ribbon, even when unattached, highlights intrinsic curiosity and a drive to understand the world.

Question 63

Why is controlling the mobile described as constructing and repeating activities? a) It demonstrates that infants can instinctively imitate patterns. b) It reflects infants’ ability to learn and repeat actions for pleasure. c) It shows that infants act only on reflexes, not intentionality. d) It suggests that infants need external reinforcement to act

Answer 63

b) It reflects infants’ ability to learn and repeat actions for pleasure. Explanation: The infant repeats the kicking behavior to achieve the desired outcome, indicating cognitive growth through active experimentation

Question 64

How do these experiments redefine the perception of three-month-olds’ cognitive abilities? a) They show that infants are more advanced and interactive than previously thought. b) They confirm that infants rely on caregivers for all learning. c) They suggest that infants develop cognitive skills only after crawling. d) They indicate that infants are only reflex-driven at this age.

Answer 64

a) They show that infants are more advanced and interactive than previously thought. Explanation: The experiments challenge outdated views by showing infants actively engage in learning and intentional behavior.

Question 65

What broader implication does this research have for understanding early cognitive development? a) Infants develop cognitive abilities much later than anticipated. b) Infants exhibit early signs of problem-solving and intentional action. c) Infants require verbal cues to begin learning. d) Infants are passive learners until they reach the crawling stage.

Answer 65

b) Infants exhibit early signs of problem-solving and intentional action. Explanation: The ability of infants to associate actions with outcomes demonstrates foundational problem-solving skills and intentionality in early development

Question 66

What is the primary objective of Dr. Janet Werker's research? a) To determine how infants learn to crawl. b) To understand how babies distinguish speech sounds in their native language. c) To identify the emotional connection between parents and babies. d) To teach infants how to communicate using gestures

Answer 66

b) To understand how babies distinguish speech sounds in their native language. Explanation: Dr. Werker’s research focuses on infants’ ability to differentiate phonemes and how this ability evolves based on linguistic exposure.

Question 67

How does Dr. Werker measure an infant’s ability to distinguish sounds? a) By observing their crawling behavior. b) Through visual tracking of objects. c) Using changes in sucking patterns, looking time, or head-turning behavior. d) By analyzing the infant's babbling sounds.

Answer 67

c) Using changes in sucking patterns, looking time, or head-turning behavior. Explanation: These behaviors indicate the infant’s recognition of new or different sounds, which shows their ability to distinguish phonemes

Question 68

Why can six-month-old babies distinguish sounds from non-native languages? a) Their brain is more focused on general sounds than specific languages. b) They are exposed to a broader range of sounds during experiments. c) Their ability to differentiate sounds is not yet specialized to their native language. d) Their hearing is sharper at this age.

Answer 68

c) Their ability to differentiate sounds is not yet specialized to their native language. Explanation: At six months, infants can distinguish phonemes from any language because their auditory system is broadly attuned to sound differences.

Question 69

Why do babies lose the ability to distinguish non-native phonemes by 10–12 months? a) Their hearing becomes less sensitive. b) They are exposed only to their native language and begin specializing in it. c) They stop paying attention to unfamiliar sounds. d) Their brain focuses more on motor development

Answer 69

b) They are exposed only to their native language and begin specializing in it. Explanation: Exposure to native-language sounds fine-tunes their auditory system, causing them to lose sensitivity to non-native phonemes.

Question 70

What key finding does the experiment with Hindi sounds illustrate? a) Babies only recognize sounds they hear regularly. b) Adults are better at distinguishing non-native sounds than infants. c) Infants can distinguish non-native phonemes better than adults. d) The ability to distinguish phonemes is innate and does not change.

Answer 70

c) Infants can distinguish non-native phonemes better than adults. Explanation: Infants under 12 months can perceive sound distinctions that adults, whose hearing has specialized to their native language, canno

Question 71

What is the primary purpose of the mirror self-recognition test (Rouge) ? a) To measure a child’s intelligence. b) To determine whether a child recognizes their own reflection. c) To test a child’s ability to interact socially. d) To evaluate a child’s verbal communication skills

Answer 71

b) To determine whether a child recognizes their own reflection. Explanation: The test assesses self-awareness by observing if a child can identify the connection between themselves and their image in the mirror.

Question 72

How is the test designed to assess self-recognition? a) The child is asked to describe their reflection. b) A mark is placed on the child’s forehead without their knowledge. c) The child is taught to look for objects behind the mirror. d) The child is prompted to wave at their reflection.

Answer 72

b) A mark is placed on the child’s forehead without their knowledge. Explanation: The child’s reaction to the mark when looking in the mirror reveals whether they recognize themselves or perceive the reflection as someone else.

Question 73

How does a child younger than 18 months typically react to their reflection in the mirror? a) They immediately try to remove the mark on their forehead. b) They recognize themselves but ignore the mark. c) They do not make the connection between themselves and the image. d) They respond verbally by identifying themselves

Answer 73

c) They do not make the connection between themselves and the image. Explanation: Children younger than 18 months generally lack self-awareness and may treat the reflection as a stranger.

Question 74

What significant change occurs in children around 18 months regarding self-awareness? a) They begin to respond to their name. b) They start recognizing themselves in the mirror and noticing the mark. c) They develop the ability to imitate facial expressions. d) They differentiate between strangers and familiar people.

Answer 74

b) They start recognizing themselves in the mirror and noticing the mark. Explanation: By 18 months, children usually achieve the cognitive milestone of self-recognition, linking themselves to their mirror image

Question 75

What does the reaction of a child younger than 18 months tell us about their cognitive development? a) They lack object permanence. b) They are focused only on external stimuli. c) They do not yet perceive themselves as distinct from others. d) They have limited ability to recognize patterns

Answer 75

c) They do not yet perceive themselves as distinct from others. Explanation: Younger children treat the reflection as a separate individual, showing that self-awareness is still in development.