Q&A Hero

Q: Which of the following statements is FALSE regarding separation protests A. The percentage of infants who engaged in separation protest varied across cultures. B. Infants reached a peak of protest at about the same age across cultures. C. It is initially displayed by infants at approximately 10 to 12 months. D.

Q: Separation protest is characterized by: A. rejoicing when the caregiver returns. B. crying when the caregiver shouts. C. crying when the caregiver leaves. D.

Q: Infants show _____ when they are in familiar settings. A. more stranger anxiety B. no separation protest C. less stranger anxiety D.

Q: In which of the following situations will 9-month-old Lucy show the LEAST stranger anxiety? A. When she meets an unsmiling stranger at her home B. When she meets another 9-month-old baby at her home C. When she meets a passive stranger in an unfamiliar place D.

Q: Researchers have found that infant fear is linked to all of the following at 6 to 7 years of age EXCEPT: A. guilt. B. empathy. C. high aggression. D.

Q: The fear of strangers peaks: A. in the first 3 months after birth. B. toward the end of the first year of life. C. toward the middle of the second year of life. D.

Q: The most frequent expression of an infant's fear involves: A. fear of heights. B. separation protest. C. stranger anxiety. D.

Q: Researchers have found that infant _____ is linked to guilt, empathy, and low aggression at 6 to 7 years of age. A. pride B. embarrassment C. fear D.

Q: Nakita is 18 months old, and she has a tendency to cry when strangers come near her. She is displaying one of a baby's earliest emotions, _____. A. fear B. embarrassment C. jealousy D.

Q: Three-month-old Zoey looks up at her mother and smiles. Researchers call this type of smiling: A. trust smiling. B. social smiling. C. reflexive smiling. D.

Q: Which of the following is TRUE of social smiling? A. It does not occur in response to external stimuli. B. It appears during the first month after birth. C. It usually appears during sleep. D.

Q: Babies have three types of cries. Which of the following is NOT one of them? A. Anger cry B. Hunger cry C. Pain cry D.

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

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

Q: Long before infants speak recognizable words, they produce a number of vocalizations. Describe some of these vocalizations in the order that they appear in infants. Babies' sounds or vocalizations go through this sequence during the first year: 1) Crying: Babies cry even at birth. Crying can signal distress, but there are different types of cries that signal different things. 2) Cooing: Babies first coo at about 2 to 4 months. These are gurgling sounds that are made in the back of the throat and usually express pleasure during interaction with the caregiver. 3) Babbling: In the middle of the first year, babies babblethat is, they produce strings of consonant-vowel combinations, such as "ba, ba, ba, ba."

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

Q: What is infantile amnesia? What are two explanations given for this phenomenon? Most adults can remember little if anything from the first three years of their life. This is called infantile or childhood amnesia. One reason for this phenomenon is that during the early years of life the prefrontal lobes of the brainwhich are believed to play an important role in storing memories for eventsare immature.

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

Q: A recent study revealed that habituation assessed at 3 or 6 months of age was linked to verbal skills and intelligence assessed at 32 months of age. How can parents use the concepts of habituation and dishabituation to better interact with their babies and maybe boost their verbal skills and intelligence in the process? Knowing about habituation and dishabituation can help parents interact effectively with infants. Infants respond to changes in stimulation. Wise parents sense when an infant shows an interest and realize that they may have to repeat something many times for the infant to process information. But if the stimulation is repeated often, the infant stops responding to the parent. In parent-infant interaction, it is important for parents to do novel things and to repeat them often until the infant stops responding. The parent stops or changes behaviors when the infant redirects his or her attention.

Q: Jean Piaget observes that at 1 year and 2 months, his daughter Jacqueline holds in her hands an object which is new to her: a round, flat box which she turns all over, shakes, [and] rubs against the bassinet. She lets it go and tries to pick it up. But she only succeeds in touching it with her index finger, without grasping it. She nevertheless makes an attempt and presses on the edge. The box then tilts up and falls again. Jacqueline shows an interest in this result and studies the fallen box. Which of Piaget's six substages of sensorimotor development does this behavior reflect? Jacqueline's behavior is characteristic of Piaget's tertiary circular reactions, novelty, and curiosity stage, which is the fifth sensorimotor substage. It develops between 12 and 18 months of age. In this substage, infants become intrigued by the many properties of objects and by the many things that they can make happen to objects. Tertiary circular reactions are schemes in which the infant purposely explores new possibilities with objects, continually doing new things to them and exploring the results. Piaget says that this stage marks the starting point for human curiosity and interest in novelty.

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

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

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

Q: Shelby babbles using the sounds "ba, ba, ba" or "ch, ch, ch." These basic units of sound that our language is composed of are known as _____.

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

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

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

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

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

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

Q: Eighteen-month-old Moira knows that her mother is "mommy", but she now calls all women she meets "mommy." According to Piaget, this illustrates _____.

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

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

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

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

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

Q: The interactionist view of language development emphasizes that: A. the primary language center and the biological language device are both needed for language to develop. B. language development occurs largely due to positive reinforcement. C. the development of receptive language is universal, whereas the development of spoken language differs across cultures. D.

Q: In her book Growing Up with Language, Naomi Baron provided which of the following suggestions for facilitating language development in toddlers? A. Remember to listen. B. Supply words and thoughts for the child to avoid frustration. C. Use questions that encourage the child to answer "yes" or "no." D.

Q: Rebecca says "Milk spill" to which her grandfather replies "Yes, the milk spilled on the floor." This is an example of: A. reframing. B. expanding. C. correcting. D.

Q: As they walk in the park together, Damon's dad points out various objects to himflowers, birds, butterflies, slides, swings, vehicles, and so onand helps Damon name each of them. Damon's dad is using _____ to help his son learn language. A. echoing B. encoding C. labeling D.

Q: As he rolls his truck up and down the sides of the couch, Nezzy points to his truck and says "My truck" to which his father responds with "What's the truck doing?" This is an example of: A. echoing. B. recasting. C. infant-directed speech. D.

Q: When Alice speaks to her six-month-old nephew, her voice immediately takes on a higher pitch, her speech becomes slower, and she begins to use more simplistic words and phrases. This change in Alice's language behavior provides an example of: A. echoing. B. recasting. C. child-directed speech. D.

Q: Child-directed speech is the: A. ability of parents to understand their children's holographic speech. B. unique way that parents (and others) talk to babies. C. continual correcting of children's syntax by parents. D.

Q: A study of young children living in low-income families found that _____ when predicting the vocabulary development of children. A. the amount of maternal talk was less important than maternal literacy skills B. the amount of maternal talk was more important than the amount of paternal talk C. nutrition and SES were more important than the amount of maternal talk or maternal literacy skills D.

Q: Kuhel is a behaviorist. In the context of language development, he is most likely to believe that language is: A. learned with the learning acquisition device. B. a special skill that has emerged with biological evolution. C. a skill controlled by the left hemisphere of the brain. D.

Q: Linguist Noam Chomsky said that children are born into the world with a _____, a biological endowment that enables the child to detect certain features and rules of language, including phonology, syntax, and semantics. A. language acquisition device B. biological language center C. primary language center D.

Q: As an infant, Mary suffered damage to _____ of her brain. This injury severly affected her comprehension abilities. Even though her speech is fluent it remains incomprehensible. A. Broca's area B. SMA area C. Morton's area D.

Q: _____ is an area in the left temporal lobe of the brain that is involved in the comprehension of speech. A. Broca's area B. SMA area C. Morton's area D.

Q: A loss or impairment of language ability caused by brain injury is called _____. A. dysphagia B. aphasia C. autism D.

Q: Mariah has suffered damage to the left frontal lobe of her brain. When she tries to speak, she struggles to produce words and is unable to say them correctly. Mariah has sustained injury to the: A. Broca's area. B. Wernicke's area. C. SMA area. D.

Q: _____ is an area in the left frontal lobe of the brain that is involved in speech production. A. Broca's area B. Wernicke's area C. Morton's area D.

Q: Many experts believe that humans acquired language about _____ years ago. A. 2,000,000 B. 1,000,000 C. 500,000 D.

Q: "Want ice cream", "Fall down", and "Mommy give cookie" are all examples of: A. holophrases. B. repetitive speech patterns. C. telegraphic speech. D.

Q: Two-year-old Sarai uses the word "doll" to refer to her own Cabbage Patch doll but does not use the word to refer to her sister's Barbie doll. Sarai's error is known as: A. underextension. B. telegraphic speech. C. private speech. D.

Q: Two-year-old Max says the word "bunny" for a large hamster and a white rat. Max's error is known as: A. telegraphic speech. B. underextension. C. aphasia. D.

Q: The rapid increase in an infant's vocabulary starting at about 18 months of age is called: A. the secular trend. B. telegraphic speech. C. the vocabulary spurt. D.

Q: Which of the following statements about first words is NOT correct? A. Infants recognize their name by the age of 3 months. B. Children understand more words than they can speak. C. By 18 months, most children have a spoken vocabulary of about 50 words. D.

Q: Kyoko is 13 months old and can understand about 50 words but can say only about 10 words. This demonstrates how Kyoko's _____ vocabulary is more developed than her _____ vocabulary. A. expressive; spoken B. spoken; receptive C. receptive; spoken D.

Q: 11-month-old Maya points to her cup when she wants some water to drink. Maya's behavior: A. is considered slow for her age; she should be using simple words by this time. B. is considered appropriate for her age. C. is considered advanced for her age; most children do not point until after 12 months. D.

Q: Kevin loves to say "da, da, da, da" over and over again. What type of communication is Kevin using? A. Crying B. Cooing C. Babbling D.

Q: Baby Luis interacts with his grandma and makes gurgling sounds in the back of his throat to express pleasure. This demonstrates _____. A. talking B. babbling C. crying D.

Q: At birth, infants communicate by _____. A. cooing B. crying C. gestures D.

Q: Identify the correct sequence of vocalization in infants. A. Crying, babbling, cooing B. Crying, cooing, babbling C. Babbling, crying, cooing D.

Q: Peter shouts and uses profane language while speaking to his teacher. Which of the following rule systems of language is Peter disregarding? A. Phonology B. Syntax C. Morphology D.

Q: When one uses polite language in formal conversations and personal, informal language in intimate conversations, one is demonstrating the knowledge of _____, or the appropriate use of language in different contexts. A. pragmatics B. semantics C. syntax D.

Q: The sentence "The chair told the girl to sit down" is _____ incorrect because people know that chairs cannot talk. A. phonologically B. syntactically C. semantically D.

Q: _____ refers to the meaning of words and sentences. A. Pragmatics B. Syntax C. Morphology D.

Q: If Jane says to Harry, "Wilfred gave a gift to Marsha," Harry knows who gave the gift and who received it because he understands the _____ of the sentence. A. syntax B. semantics C. pragmatics D.

Q: _____ involves the way words are combined to form acceptable phrases and sentences. A. Semantics B. Phraseology C. Syntax D.

Q: Consider the sentence: "The boy the ball with a hit bat." Which of the following rule systems of language does the sentence violate? A. Phonology B. Syntax C. Morphology D.

Q: How many morphemes does the word "marker" have? A. 4 B. 1 C. 2 D.

Q: What is bereavement overload? Who is at risk for it?

Q: Explain the difference between bereavement, grief, and mourning.

Q: What is an advance medical directive? What types are available in the United States?

Q: How can we best communicate with a dying person?

Q: According to Elisabeth Kbler -Ross, what are the five typical ways a terminally ill person responds to the prospect of death and the ordeal of dying? Provide a description of each response.

Q: What does it mean to "die with dignity?" How can family members help that happen?

Q: Death education A) is primarily geared toward medical professionals. B) is associated with increased death anxiety. C) is inappropriate for school-age children. D) has a goal of promoting understanding of social and ethical issues involving death.

Q: Death education at all levels A) strives to prepare students to be informed consumers of medical and funeral services. B) simply conveys information and rarely involves role playing or personal awareness exercises. C) often leaves students more uncomfortable about death than when they entered. D) benefits most bereaved people.

Q: Most bereaved individuals A) do not participate in bereavement interventions. B) seek group counseling. C) attend individual grief counseling. D) seek family therapy.