Q&A Hero

Q: which of the following statements is supported by research on babbling and deaf infants? a)deaf infants not exposed to sign language will stop babbling entirely. b)deaf infants do not babble or coo unless they are exposed to sign language. c)deaf infants start babbling much earlier than hearing infants. d)deaf infants start babbling much later than hearing infants.

Q: second-language competence a)drops sharply after age 18. b)increases continuously with age. c)drops sharply after age 10. d)decreases continuously with age.

Q: which of the following is a limitation of chomskys nativist perspective? a)chomskys theory is inconsistent with research on efforts to teach nonhuman primates language systems. b)chomskys theory cannot explain why children refine and generalize many grammatical forms gradually. c)chomskys theory overemphasizes the role of social experience in language development. d)chomskys theory fails to show that humans have evolved specialized regions in the brain that support language skills.

Q: dr. rasmussen believes that language acquisition occurs through exchanges between inner capacities and environmental influences. dr. rasmussen is a(n) a)interactionist. b)behaviorist. c)nativist. d)acquisitionist.

Q: among social interactionists, disagreement continues over whether or not children a)have the necessary social skills to make sense of language. b)progress through distinct stages of language development. c)are equipped with specialized language structures. d)should acquire a second language before formal schooling begins.

Q: brocas area a)supports language production. b)supports grammatical processing. c)is mainly responsible for language comprehension. d)is located in the left temporal lobe.

Q: damage to the frontal-lobe area of the adult left hemisphere usually yields _______________ problems. a)language comprehension b)language production c)no language d)short-term, mild language

Q: the idea that a grammatically complex language system seems to be unique to humans is consistent with a)chomskys account of language acquisition. b)the interactionist perspective. c)the dynamic systems perspective. d)skinners account of language acquisition.

Q: evidence that there is a sensitive period for language development has been interpreted as supporting a)skinners account of language acquisition. b)the sociocultural perspective of language acquisition. c)chomskys account of language acquisition. d)an interactionists account of language acquisition.

Q: dr. mastick believes that children are prewired to master the intricate rules of their language. dr. masticks views are consistent with which theory of language development? a)behaviorism b)nativism c)interactionism d)psychoanalytic

Q: behaviorist dr. wechsler probably believes that language is acquired through a)a language acquisition device. b)social interactions. c)heredity. d)operant conditioning.

Q: linguist noam chomsky argued that all children a)have a language acquisition device that contains a universal grammar. b)acquire language through imitation and reinforcement. c)rely on imitation to rapidly acquire complex utterances. d)cue their caregivers to provide appropriate language experiences.

Q: children living in poverty a)usually have access to free child care. b)are likely to show gradual declines in intelligence test scores. c)tend to show increases in iq once they reach school age. d)are unlikely to benefit from early intervention programs.

Q: the carolina abecedarian project shows that ________ is an effective way to reduce the negative effects of poverty on childrens mental development. a)furnishing free nutrition and health services for parents and children b)providing children a special resource teacher during the early elementary school years c)an early intervention approach that focuses on parental involvement d)enrollment in full-time, year-round child care through the preschool years

Q: the strongest effects from early head start occur at sites a)located in rural communities. b)located in the childs own neighborhood. c)offering a mix of center- and home-based services. d)located near the parents workplace.

Q: by age 6, children have a vocabulary of about ______ words. a)1,000 b)5,000 c)10,000 d)50,000

Q: which of the following statements is true about child care in the united states? a)most child-care centers require that caregivers have special training in child development. b)child-care centers are nationally regulated and funded to ensure their quality. c)in studies of quality, about 20 to 25 percent of child-care centers offer substandard care. d)child-care standards are set by the individual states and vary widely.

Q: quality tends to be the lowest in a)nonprofit child-care centers. b)family child-care settings. c)for-profit child-care centers. d)single child-care settings.

Q: the extent to which parents ________ contributes strongly to early language process, which, in turn, predicts intelligence and academic achievement in elementary school. a)engage their children in physical activity b)watch educational television with their children c)talk to their infants and toddlers d)teach their children specific literacy and math skills

Q: __________ predict(s) childrens iq scores beyond the contribution of parental iq and education. a)maternal age b)family living conditions c)provision of age-appropriate play materials d)quality child care

Q: research shows the young children exposed to long hours of mediocre to poor-quality child care a)score lower on cognitive measures only if they also come from low-ses homes. b)score lower on language measures, but high on social skills during the preschool years. c)still show gains in cognitive, emotional, and social competence in the elementary school years. d)score lower on measures of cognitive and language skills during the preschool and elementary school years.

Q: in the united states, child-care settings providing the very worst care tend to a)serve middle-ses families. b)serve low-ses families. c)be publicly subsidized, nonprofit centers. d)be in family homes.

Q: as an alternative to infant tests, some researchers have turned to _______________ measures to assess early mental development. a)adult iq b)operant learning c)information-processing d)classical conditioning

Q: habituation and recovery seem to be especially effective early indexes of intelligence because they a)indicate important sensorimotor milestones. b)measure higher-order cognitive skills. c)assess skills that underlie intelligent behavior at all ages. d)reveal infants ability to process complex stimuli.

Q: the designers of the bayley-iii included items that tap a)parental warmth toward the child. b)such cognitive skills as habituation and categorization. c)provision of appropriate play materials. d)opportunities for variety in daily stimulation.

Q: many infant test scores are labeled ________ quotients. a)intelligence b)developmental c)emotional d)cognitive

Q: most infant tests a)are helpful in assessing the newborns adjustment to life outside the womb. b)emphasize higher-order cognitive skills like memory and problem solving. c)do not tap the same dimensions of intelligence measured at older ages. d)show good long-term prediction of childhood intellectual functioning.

Q: today, infant tests are largely used for a)measuring higher-order cognitive skills. b)predicting future performance. c)predicting school placement. d)screening to identify babies in need of intervention.

Q: longitudinal research reveals that a)most infant tests accurately predict later intelligence and academic performance. b)the majority of children show substantial fluctuations in iq between toddlerhood and adolescence. c)infant tests are somewhat better at making long-term predictions for moderate to high-scoring babies. d)the majority of children perform the same or slightly worse on iq tests as they age.

Q: molly has an iq of 130. molly performed better than _____ percent of her agemates. a)16 b)50 c)85 d)98

Q: a childs iq score offers a way of finding out a)individual strengths and weaknesses, as well as the mental and chronological age of the child. b)whether the child is ahead, behind, or average in mental development compared to agemates. c)the percentage of younger and older children who fall above or below the childs score. d)how the child compares in mental development to younger and older children.

Q: within the standardization sample for an iq test, performances at each age level a)are distributed equally among all scores. b)cluster around the extreme scores. c)form a normal distribution. d)infrequently fall around the mean.

Q: kegan was given a test that indicates the extent to which his raw score deviates from the typical performance of same-age individuals. kegans score is known as a(n) a)normal distribution. b)intelligence quotient. c)screening quotient. d)standardization sample.

Q: the bayley scales of infant development test a)is suitable for preschool and school-age children. b)accurately predicts future school achievement. c)is suitable for children between one month and 3 years. d)is a poor predictor of infants mental development.

Q: mental tests focus on a)the process of development. b)cognitive delays. c)how childrens thinking changes. d)cognitive products.

Q: research demonstrates that make-believe play is a)less frequent and rich in collectivist cultures than in individualistic cultures. b)a major means through which children extend their cognitive and social skills. c)usually initiated by toddlers rather than their parents or older siblings. d)discovered by toddlers independently, once they are capable of representational schemes.

Q: which of the following statements is supported by research on make-believe play? a)early make-believe is the combined result of childrens readiness to engage in it and social experiences that promote it. b)in cultures where make-believe play is more frequent with older siblings than with mothers, the pretend play of toddlers is hindered. c)most episodes of make-believe play during toddlerhood occur when children are playing with same-aged children. d)children are more likely to combine play schemes into complex sequences when they are playing with agemates than when playing with caregivers.

Q: vygotskys theory emphasizes that ________ affect(s) mental strategies. a)development of cognitive schemes b)cultural differences in social experiences c)repetition and training d)cultural differences in formal schooling

Q: which of the following statements is true about the application of vygotsys ideas to infancy and toddlerhood? a)vygotsky failed to recognize the significance of social experiences for children under the age of 5. b)fine-tuned adult support during infancy and toddlerhood is related to advanced problem solving during the second year. c)cultural variations in social experiences rarely affect mental strategies until children reach school age. d)while scaffolding promotes learning in the preschool years, it seems to inhibit learning in infancy and toddlerhood.

Q: eighteen-month-old liam is putting together a puzzle. liams father begins by pointing to where each piece needs to go and then straightening out each piece as liam places them on the puzzle board. as liams competence with the task increases, his father gradually withdraws support. this is an example of a)scaffolding. b)cooperative learning. c)reciprocal teaching. d)transitive inference.

Q: which of the following tasks would be within lucys zone of proximal development? a)a task that lucy cannot accomplish alone or with the help of an adult b)a task that lucy has recently mastered independently following the assistance of an adult c)a task that lucy cannot yet handle on her own but can do with the help of an adult d)a task that lucy accomplishes through her independent activity

Q: according to vygotsky, children master activities and think in ways that have meaning in their culture through a)the physical world acting on the child. b)independent interaction with the physical environment. c)the biological unfolding of genetic structures. d)joint activities with more mature members of their society.

Q: vygotskys sociocultural theory emphasizes that a)children are born with prewired understandings that permit a ready grasp of new information. b)children think with their eyes, ears, hands, and other sensorimotor equipment. c)complex mental activities have their origins in social interaction. d)children discover virtually all knowledge about the world through their own activity.

Q: compared with piagets theory of development, the information-processing approach has had more difficulty with a)breaking down childrens thoughts into precise procedures. b)integrating information into a broad, comprehensive theory. c)reducing changes in thoughts into manageable proportions. d)identifying specific stages of cognitive development.

Q: korean toddlers develop object-sorting skills later than their english-speaking counterparts because a)they are less likely to be given opportunities to physically manipulate objects. b)english-speaking children develop language skills sooner than korean-speaking children. c)the english language is less complex than the korean language. d)the korean language often omits object names from sentences.

Q: which of the following statements is true about categorization? a)even young infants can categorize on the basis of shape, size, and other physical properties. b)as infants approach their second birthday, more categories appear to be based on subtle sets of features. c)older infants cannot make categorical distinctions when the perceptual contract between two categories is minimal. d)not until the early preschool years can children sort people and their voices by gender and age.

Q: studies of infantile amnesia suggest that the advent of ________ contributes to the end of infantile amnesia. a)an autobiographical memory b)a clear self-image c)object permanence d)mnemonic strategies

Q: ________ increases sharply between ages 3 and 4the period during which children scramble over the amnesia barrier. a)autobiographical memory b)implicit memory c)explicit memory d)verbal recall

Q: recall memory a)is not as challenging as recognition memory. b)is the simplest form of memory. c)involves remembering a stimulus with perceptual support. d)improves steadily with age.

Q: infants learn and retain information a)only through physical activity. b)just by watching objects and events. c)only by manipulating objects. d)but they cannot engage in recall.

Q: after 2- to 6-month olds forget an operant response, a)it takes months for them to reinstate the memory. b)they need only a brief prompt to reinstate the memory. c)they reinstate the memory after a few days. d)they are unable to remember it without extensive training.

Q: the ability to shift attention from one stimulus to another improves by a)1 to 2 months. b)3 to 4 months. c)1 to 2 years. d)2 to 3 years.

Q: research on infant attention demonstrates that ________ between birth and 4 to 5 months of age. a)attraction to novelty increases b)sustained attention declines c)habituation time decreases d)the ability to shift attention declines

Q: according to the information-processing framework, ________ make(s) more complex forms of thinking possible with age. a)increases in the size of short-term memory b)changes in the structure of the mental system c)increases in the capacity of the mental system d)the emergence of goal-directed behavior

Q: in the information-processing system, _______ is unlimited in capacity. a)working memory b)long-term memory c)the central executive d)the sensory register

Q: in the information-processing system, the central executive a)is the conscious, reflective part of the mental system. b)collaborates with long-term memory to direct problem solving and reasoning. c)is where sights and sounds are represented directly and stored briefly. d)is a special part of the long-term memory that manages complex activities.

Q: in the information-processing system, information first enters a)working memory. b)the central executive. c)long-term memory. d)the sensory register.

Q: according to the information-processing perspective, ___________ increase(s) the chances that we will retain information and use it efficiently. a)autobiographical memory b)individual experiences c)use of mental strategies d)operant conditioning

Q: the core knowledge perspective emphasizes a)experimentation. b)native endowment. c)assimilation. d)accommodation.

Q: research involving infants numerical knowledge suggests that babies a)can discriminate quantities up to five. b)can perform simple addition, but not subtraction. c)have the ability to distinguish among large sets of items. d)can add and subtract small sets correctly.

Q: according to core knowledge theorists, a)each prewired core domain of thought permits a ready grasp of new, related information and, therefore, supports early, rapid development. b)infants make sense of the complex stimulation around them by repeating chance behaviors again and again. c)infants are endowed with very little innate understanding and must rely on their interactions with the environment to construct knowledge. d)infants are not born with knowledge of concepts or reasoning because such ready-made knowledge would limit their ability to adapt to environmental changes.

Q: according to the core knowledge perspective, babies a)construct knowledge through independent exploration of their world. b)internalize knowledge though social interaction with others. c)achieve new mental abilities through schedules of reinforcement and punishment. d)are born with at set of innate special-purpose knowledge systems.

Q: around age ____, the video deficit effect declines. a)1 b)2 c)2 d)3

Q: toddlers seem to discount information on video as relevant to their everyday experiences because a)people do not look at and converse with them directly. b)they have little experience with digital media. c)they are easily overstimulated by the fast-paced content. d)the characters are usually unfamiliar to them.

Q: awareness of the symbolic function of pictures emerges a)at birth. b)between 4 and 6 months. c)between 8 and 12 months. d)in the second year.

Q: when 12-month-old barretts mom asks him, where is your teddy bear? barrett responds by pointing to the place on his bed where the teddy bear usually rests. barrett is displaying a)habituation and recovery. b)inferred imitation. c)displaced reference. d)means-end problem solving.

Q: follow-up research on deferred imitation demonstrates that toddlers a)are more likely to imitate accidental behaviors than purposeful behaviors. b)can imitate rationally, by inferring others intentions. c)do not yet use intentional meansend action sequences. d)cannot yet imitate actions that an adult produces.

Q: laboratory research reveals that deferred imitation is present at ________ of age. a)6 weeks b)4 months c)6 months d)18 months

Q: follow-up research suggests that once 8- to 12-month-olds search for hidden objects, they may make the a-not-b search error because they a)do not attend closely when the object is hidden at a. b)have trouble remembering an objects new location. c)lack the motor skills necessary for intentional reaching and grasping. d)have trouble inhibiting a previously rewarded motor response.

Q: in a series of studies using the violation-of-expectation method, rene baillargeon and her collaborators claimed to have found evidence for ________ in the first few months of life. a)assimilation b)mental representation c)object permanence d)equilibrium

Q: some critics argue that the violation-of-expectation method is flawed because a)it is difficult for observers to discern when babies have habituated to the familiar event. b)this method cannot be used with young babies or toddlers, who easily become fatigued. c)babies make only subtle changes to their behaviors when they recover to a new stimulus. d)it reveals only babies perceptual preference for novelty, not their understanding of experience.

Q: in the violation-of-expectation method, researchers use _________ to familiarize babies with a situation in which their knowledge will be tested. a)reflexes b)imitation c)habituation d)experimentation

Q: two-year-old greta pretends to bake a cake. greta is demonstrating a)object permanence. b)core knowledge. c)abstract thinking. d)mental representation.

Q: ___________ enable(s) older toddlers to solve advanced object permanence problems involving invisible displacement. a)imitation b)reflexive schemes c)mental representation d)realistic props

Q: baby manny discovered how to use a stick to get toys that were out of reach. according to piaget, mannys behavior would best be described as a ________ circular reaction. a)tertiary b)secondary c)primary d)reflexive

Q: piaget argued that babies make the a-not-b search error because a)the ability to engage in goal-directed behavior has not yet developed. b)they do not have a clear image of the object as persisting when hidden from view. c)appreciation of physical causality has not yet been attained. d)they cannot yet coordinate meansend action sequences.

Q: baby parkers mom shows him his pacifier behind a pillow. parker reaches for it and finds it several times. parkers mom then shows him his pacifier hidden under a cup. parker continues to search for it behind the pillow. this is most likely because parker a)is not yet able to make an accurate ab search. b)does not yet appreciate physical causality. c)has not yet attained even rudimentary object permanence. d)cannot yet engage in goal-directed behavior.

Q: baby jessica accidentally pushes her stuffed toy behind the couch, out of her line of vision. one possible reason jessica begins to cry is that she has not yet developed a)an a-not-b search error. b)conservation. c)object permanence. d)animistic thinking.

Q: two landmark cognitive changes that take place in substage 4 of the sensorimotor period of piagets theory are ________ and ________. a)deferred imitation; animistic thinking b)intentional behavior; object permanence c)dual representation; intentional behavior d)deferred imitation; object permanence

Q: according to piaget, intentional, or goal-directed, behavior first occurs in substage ____ of the sensorimotor period. a)1 b)2 c)3 d)4