Infants Children and Adolescents: 8th Edition Test Bank – Berk cHAPTER COGNITIVE DEVELOPMENT IN INFANCY AND TODDLERHOOD MULTIPLE CHOICE 1) In Piaget’s sensorimotor stage, infants and toddlers A) assimilate more than they accommodate B) represent their experiences in speech, gesture, and play C) ―think‖ with their eyes, ears, hands, and other sensorimotor equipment D) solve everyday practical problems and carry out many activities inside their heads Answer: C Page Ref: 201 Skill: Understand Objective: 6.1 2) According to Piaget, infants’ very first schemes are A) disorganized bits of information B) based on internal representations of experience C) sensorimotor action patterns D) deliberate and creative Answer: C Page Ref: 202 Skill: Understand Objective: 6.1 3) In Piaget’s theory, involves building schemes through direct interaction with the environment A) disequilibrium B) assimilation C) organization D) adaptation Answer: D Page Ref: 202 Skill: Remember Objective: 6.1 4) In Piaget’s theory, during , toddlers use their current schemes to interpret the external world A) equilibrium B) assimilation C) accommodation D) organization Answer: B Page Ref: 202 Skill: Remember Objective: 6.1 5) According to Piaget, in accommodation, children A) build schemes through direct interaction with the environment B) create new schemes or adjust old ones C) use current schemes to interpret the external world D) rearrange schemes, linking them with other schemes Answer: B Page Ref: 202 Skill: Understand Objective: 6.1 6) At months, Annabelle dropped her rattle in a fairly rigid way By 12 months, she tossed objects down the basement stairs, bounced them off walls, and threw them in the air Annabelle’s modifications of her dropping scheme are an example of A) B) C) D) Answer: A Page Ref: 202 Skill: Apply Objective: 6.1 7) When children are not changing much, they A) are in a state of disequilibrium B) assimilate more than they accommodate C) experience cognitive discomfort D) modify their schemes Answer: B Page Ref: 202 Skill: Understand Objective: 6.1 8) During times of rapid cognitive change, A) organization predominates over adaptation B) accommodation predominates over assimilation C) assimilation and accommodation are balanced D) adaptation and organization are balanced Answer: B Page Ref: 202 Skill: Understand Objective: 6.1 9) In Piaget’s theory, each time the back-and-forth movement between equilibrium and disequilibrium occurs, A) children regress to a previous stage of development B) less effective schemes are produced C) children adapt more than they organize D) more effective schemes are produced Answer: D Page Ref: 202 Skill: Understand Objective: 6.1 10) According to Piaget, organization takes place A) B) C) through direct contact with the environment D) when new schemes are formed Answer: A Page Ref: 202 Skill: Understand Objective: 6.1 11) Baby Franklin practiced his dropping and throwing schemes, and eventually developed an understanding of height This achievement is an example of A) B) C) D) Answer: A Page Ref: 202 Skill: Apply Objective: 6.1 12) In Piaget’s sequence of sensorimotor development, infants first develop A) mental representations B) tertiary circular reactions C) reflexive schemes D) primary circular reactions Answer: C Page Ref: 203 Skill: Remember Objective: 6.2 13) In Piaget’s theory, a circular reaction is a means of building schemes in which infants A) attempt to form mental symbols of the world B) try to repeat chance motor activities again and again C) try to imitate the behaviors of others around them D) attempt to act out imaginary activities Answer: B Page Ref: 203 Skill: Understand Objective: 6.2 14) Baby Faith sucks, grasps, and looks in much the same way, no matter what experiences she encounters Faith is probably in Substage _ of Piaget’s sensorimotor period A) B) C) D) Answer: A Page Ref: 203 Skill: Apply Objective: 6.2 15) According to Piaget’s theory, when Baby D’Arcy sucks her thumb, she is demonstrating A) goal-directed behavior B) a primary circular reaction C) a secondary circular reaction D) a tertiary circular reaction Answer: B Page Ref: 203 Skill: Apply Objective: 6.2 16) Baby Sabrina opens her mouth differently for a nipple than for a spoon In Piaget’s theory, this is an example of a A) reflexive scheme B) primary circular reaction C) secondary circular reaction D) tertiary circular reaction Answer: B Page Ref: 203 Skill: Apply Objective: 6.2 17) Baby Andre accidentally knocks a toy on his crib Over the next several days, Andre tries to repeat this effect, gradually forming a ―hitting‖ scheme In Piaget’s theory, this is an example of a A) reflexive scheme B) primary circular reaction C) secondary circular reaction D) tertiary circular reaction Answer: C Page Ref: 203–204 Skill: Apply Objective: 6.2 18) According to Piaget, first occurs in Substage of the sensorimotor period A) intentional, goal-directed behavior B) chance behavior C) repetition of interesting events D) behavior repetition with variation Answer: A Page Ref: 204 Skill: Understand Objective: 6.2 19) Two landmark cognitive changes that take place in Substage of the sensorimotor period of Piaget’s theory are and A) deferred imitation; animistic thinking B) intentional behavior; object permanence C) dual representation; intentional behavior D) deferred imitation; object permanence Answer: B Page Ref: 204 Skill: Remember Objective: 6.2 20) Nine-month-old Daisy retrieves her pacifier, which her mother has hidden under a cover Baby Daisy has begun to master A) deferred imitation B) object permanence C) make-believe play D) reflexive schemes Answer: B Page Ref: 204 Skill: Apply Objective: 6.2 21) Baby Luigi’s mom shows him his toy turtle, which she has placed behind a pillow He reaches for it and finds it several times Luigi’s mom then shows him his turtle hidden in a basket Luigi continues to search for it behind the pillow This is most likely because Luigi A) is not yet able to make an accurate A–B 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 Answer: A Page Ref: 204 Skill: Apply Objective: 6.2 22) Piaget concluded that babies make the A-not-B search error because A) they cannot yet coordinate means–end action sequences B) appreciation of physical causality has not yet been attained C) the ability to engage in goal-directed behavior has not yet developed D) they not have a clear image of the object as persisting when hidden from view Answer: D Page Ref: 204 Skill: Understand Objective: 6.2 23) Baby Manny discovered how to use a stick to get toys that were out of reach According to Piaget, Manny’s behavior would best be described as a A) tertiary circular reaction B) secondary circular reaction C) primary circular reaction D) reflexive scheme Answer: A Page Ref: 204 Skill: Apply Objective: 6.2 24) enable(s) older toddlers to solve advanced object permanence problems involving invisible displacement A) Imitation B) Reflexive schemes C) Mental representation D) Realistic props Answer: C Page Ref: 205 Skill: Understand Objective: 6.2 25) Two-year-old Greta pretends to bake a cake Greta is demonstrating A) object permanence B) core knowledge C) abstract thinking D) mental representation Answer: D Page Ref: 205 Skill: Apply Objective: 6.2 26) Researchers using the violation-of-expectation method may use by exposing babies to a physical event until their looking declines A) reared in language-deficient environments not develop any language skills B) whose parents discourage signing are more likely than signing children to develop a rich language environment C) can generate an intricate natural language, even when reared in language-deficient environments D) of hearing parents are more cognitively advanced than deaf children of deaf parents Answer: C Page Ref: 232 Box: Biology and Environment: Deaf Children Invent Language Skill: Understand Objective: 6.10 89) The study of Simon, a deaf child born to deaf parents who were late learners of American Sign Language (ASL), illustrates children’s A) inability to acquire language without direct exposure to it B) remarkable capacity to invent language C) innate ability to acquire spoken language D) inability to acquire language beyond the sensitive period Answer: B Page Ref: 232 Box: Biology and Environment: Deaf Children Invent Language Skill: Understand Objective: 6.10 90) Evidence that there is a sensitive period for language development has been interpreted as supporting of language acquisition A) Skinner’s account B) the sociocultural perspective C) Chomsky’s account D) an interactionist’s account Answer: C Page Ref: 231 Skill: Understand Objective: 6.10 91) Broca’s area A) supports language production B) plays a role in language comprehension C) is located in the right temporal lobe D) is located in the left temporal lobe Answer: A Page Ref: 232 Skill: Remember Objective: 6.10 92) Second-language competence 18 A) drops sharply after age 18 19 B) increases continuously with age 20 C) drops sharply after age 10 21 D) decreases continuously with age Answer: D Page Ref: 233 Skill: Understand Objective: 6.10 93) Research on both first- and second-language learning reveals A) a biologically based timeframe for optimum language development B) that second-language processing is more lateralized in younger than in older learners C) that language development is optimal after brain lateralization has occurred D) that the right hemisphere of the brain is biased for language processing Answer: A Page Ref: 233 Skill: Understand Objective: 6.10 94) Which of the following is a limitation of Chomsky’s nativist perspective? A) Chomsky’s theory is inconsistent with research on efforts to teach nonhuman primates language systems B) Chomsky’s theory cannot explain why children refine and generalize many grammatical forms gradually C) Chomsky’s theory overemphasizes the role of social experience in language development D) Chomsky’s theory fails to show that humans have evolved specialized regions in the brain that support language skills Answer: B Page Ref: 234 Skill: Understand Objective: 6.10 95) Dr Rasmussen believes that language acquisition occurs through exchanges between inner capacities and environmental influences Dr Rasmussen is a(n) A) B) C) D) Answer: D Page Ref: 234 Skill: Apply Objective: 6.10 96) Which of the following sounds is the best example of cooing? A) ―oooo‖ B) ―mae-do‖ (for ―tomato‖) C) ―rrrrrr‖ D) ―dadada‖ Answer: A Page Ref: 235 Skill: Understand Objective: 6.11 97) Which of the following sounds is the best example of babbling? A) ―aaaaa‖ B) ―ooooo‖ C) ―rrrrr‖ D) ―nanana‖ Answer: D Page Ref: 235 Skill: Understand Objective: 6.11 98) 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 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 Answer: A Page Ref: 235 Skill: Understand Objective: 6.11 99) Baby Kataro frequently experiences joint attention with his caregiver This means that Kataro will probably A) have a short attention span B) be a late talker C) produce meaningful words earlier D) comprehend less language Answer: C Page Ref: 236 Skill: Apply Objective: 6.11 100) Sally and her granddaughter play peekaboo regularly At first, Sally starts the game and her granddaughter is an amused observer By 12 months, the granddaughter actively participates, trading roles with Sally Sally is helping her granddaughter A) learn how to overextend and underextend B) understand the turn-taking pattern of human conversation C) develop a referential style of communication D) understand telegraphic speech Answer: B Page Ref: 236 Skill: Apply Objective: 6.11 101) Which of the following is most likely to be one of Baby Raj’s first words? A) ―hoop‖ B) ―hall‖ C) ―base‖ D) ―ball‖ Answer: D Page Ref: 237 Skill: Apply Objective: 6.11 102) Max uses the word ―doll‖ only to refer to the rag doll he carries every day This is an example of A) B) C) telegraphic speech D) referential speech Answer: A Page Ref: 237 Skill: Apply Objective: 6.11 103) Mei Mei uses the word ―close‖ to apply to closing a book, turning off the light, and tying her shoelaces This is an example of A) B) C) telegraphic speech D) referential speech Answer: B Page Ref: 237 Skill: Apply Objective: 6.11 104) As vocabulary expands and pronunciation improves, A) underextensions increase B) overextensions gradually decline C) overextensions increase D) underextensions replace overextensions Answer: B Page Ref: 237 Skill: Remember Objective: 6.11 105) Which of the following statements about toddlers’ vocabularies is true? A) Most children show a steady rate of word learning that continues through the preschool years B) Toddlers undergo an initial spurt in vocabulary around 18 months C) Toddlers transition from a faster to a slower language learning pace around 18 months D) Young toddlers add to their spoken vocabularies at a rate of three to five words a week Answer: A Page Ref: 238 Skill: Remember Objective: 6.11 106) Two-year-old Ruby utters the words ―go car.‖ This is an example of A) B) C) telegraphic speech D) referential speech Answer: C Page Ref: 238 Skill: Apply Objective: 6.11 107) Telegraphic speech A) usually contains significant grammatical errors B) focuses on high-content words C) emerges around age D) focuses on smaller, less important words Answer: B Page Ref: 238 Skill: Understand Objective: 6.11 108) Children’s language comprehension A) develops behind production B) requires both recall and recognition C) requires only recall, not recognition D) develops ahead of production Answer: D Page Ref: 238 Skill: Understand Objective: 6.11 109) Which of the following statements about individual differences in early vocabulary growth is true? A) Boys are slightly ahead of girls in early vocabulary growth B) Shy toddlers’ vocabularies typically increase slowly after they start to speak C) Children from low-SES homes usually have smaller vocabularies than their higher-SES agemates D) Boys and girls’ vocabularies tend to develop at the same rate Answer: C Page Ref: 239 Skill: Remember Objective: 6.11 110) Arthur’s vocabulary consists mainly of words that refer to objects Like most toddlers, he uses A) an expressive style B) infant-directed speech (IDS) C) a referential style D) an authoritative style Answer: C Page Ref: 239 Skill: Apply Objective: 6.11 111) Two-year-old Grace believes that words are for talking about people’s feelings and needs Grace uses A) an expressive style B) infant-directed speech (IDS) C) a referential style D) an authoritative style Answer: A Page Ref: 239 Skill: Apply Objective: 6.11 112) Baby Paloma’s parents talk to her using short sentences with high-pitched, exaggerated expression, clear pronunciation, distinct pauses between speech segments, clear gestures to support verbal meaning, and repetition of new words in a variety of contexts Paloma’s parents use A) an expressive style B) infant-directed speech (IDS) C) a referential style D) an authoritative style Answer: B Page Ref: 240 Skill: Apply Objective: 6.11 113) Which of the following statements is supported by research on infantdirected speech (IDS)? A) Deaf parents use a style of communication similar to IDS when signing to their deaf babies B) By as early as months, infants are more emotionally receptive to IDS C) Infants not begin to prefer IDS over other kinds of adult talk until age D) Parents who use IDS are careful to always use utterances of the same length Answer: A Page Ref: 240 Skill: Understand Objective: 6.11 114) Studies show that children prefer infant-directed speech (IDS) over other kinds of adult talk A) from birth on B) by months C) by months D) by 12 months Answer: A Page Ref: 240 Skill: Remember Objective: 6.11 ESSAY 115) Define the concepts of adaptation, assimilation, and accommodation Explain how the balance between assimilation and accommodation varies over time with regard to cognitive equilibrium and disequilibrium Answer: Adaptation involves building schemes through direct interaction with the environment It consists of two complementary activities: assimilation and accommodation During assimilation, we use our current schemes to interpret the external world In accommodation, we create new schemes or adjust old ones after noticing that our current ways of thinking not capture the environment completely According to Piaget, the balance between assimilation and accommodation varies over time When children are not changing much, they assimilate more than they accommodate—a steady, comfortable state that Piaget called cognitive equilibrium During times of rapid cognitive change, children are in a state of disequilibrium, or cognitive discomfort Realizing that new information does not match their current schemes, they shift from assimilation to accommodation After modifying their schemes, they move back toward assimilation, exercising their newly changed structures until they are ready to be modified again Each time this back-and-forth movement between equilibrium and disequilibrium occurs, more effective schemes are produced Page Ref: 202 116) Explain the core knowledge perspective of cognitive development What critics say about the perspective? Answer: According to the core knowledge perspective, babies are born with a set of innate knowledge systems, or core domains of thought Each of these prewired understandings permits a ready grasp of new, related information and therefore supports early, rapid development Core knowledge theorists argue that infants could not make sense of the complex stimulation around them without having been genetically ―set up‖ in the course of evolution to comprehend its crucial aspects Core knowledge researchers have conducted many studies of infants’ physical, linguistic, psychological, and numerical knowledge Critics take issue with the core knowledge assumption, based on violation-ofexpectation findings, that infants are endowed with knowledge They argue that young infants’ looking behaviors may indicate only a perceptual preference, not the existence of concepts and reasoning And indisputable evidence for built-in core knowledge requires that it be demonstrated at birth or close to it—in the absence of relevant opportunities to learn Finally, the core knowledge perspective, while emphasizing native endowment, acknowledges that experience is essential for children to extend this initial knowledge But so far, it has said little about which experiences are most important in each core domain and how those experiences advance children’s thinking Page Ref: 211–213 117) Define and describe recognition and recall Discuss the development of recall memory Answer: Recognition is noticing when a stimulus is identical or similar to one previously experienced It is the simplest form of memory Recall is more challenging because it involves remembering something not present To recall, you must generate a mental image of a past experience By the middle of the first year, infants can recall Recall memory improves steadily with age The ability to recall modeled behaviors in the order in which the actions occurred strengthens over the second year And when toddlers imitate in correct sequence, processing not just separate actions but relations between actions, they remember more Long-term recall depends on connections among multiple regions of the cerebral cortex, especially with the prefrontal cortex During infancy and toddlerhood, these neural circuits develop rapidly Infants’ memory processing is remarkably similar to that of adults: Babies have distinct short-term and long-term memories and display both recognition and recall And they acquire information quickly, retain it over time, and apply it flexibly, doing so more effectively with age Page Ref: 218–219 118) How well infant and toddler mental tests predict later intelligence? What are some alternatives to the traditional tests? Answer: Despite careful construction, most infant tests predict later intelligence poorly Infants and toddlers easily become distracted, fatigued, or bored during testing, so their scores often not reflect their true abilities And infant perceptual and motor items differ from the tasks given to older children, which increasingly emphasize verbal, conceptual, and problem-solving skills Infant tests are somewhat better at making long-term predictions for extremely low-scoring babies Today, they are largely used for screening—helping to identify for further observation and intervention babies who are likely to have developmental problems As an alternative to infant tests, some researchers have turned to informationprocessing measures, such as habituation, to assess early mental progress Their findings show that speed of habituation and recovery to novel visual stimuli is among the best available infant predictors of IQ from early childhood to early adulthood Habituation and recovery seem to be an especially effective early index of intelligence because they assess memory as well as quickness and flexibility of thinking, which underlie intelligent behavior at all ages Page Ref: 226 119) Describe signs of high-quality child care for infants and toddlers, based on standards for developmentally appropriate practice Answer: The following signs of high-quality child care for infants and toddlers are based on standards for developmentally appropriate practice These standards, devised by the U.S National Association for the Education of Young Children, specify program characteristics that serve young children’s developmental and individual needs, based on both current research and consensus among experts          Physical setting The indoor environment is clean, in good repair, welllighted, and well-ventilated There is a fenced outdoor play space available The setting does not appear overcrowded when children are present  Toys and equipment Play materials are appropriate for infants and toddlers and are stored on low shelves within easy reach Cribs, highchairs, infant seats, and child-sized tables and chairs are available Outdoor equipment includes small riding toys, swings, a slide, and a sandbox. Caregiver–child ratio In child-care centers, the caregiver–child ratio is no greater than to for infants and to for toddlers Group size (number of children in one room) is no greater than infants with caregivers and 12 toddlers with caregivers In family child-care homes, the caregiver is responsible for no more than children; within this group, no more than are infants and toddlers Staffing is consistent, so infants and toddlers can form relationships with particular caregivers. Daily activities The daily schedule includes times for active play, quiet play, naps, snacks, and meals It is flexible rather than rigid, to meet the needs of individual children The atmosphere is warm and supportive, and children are never left unsupervised. Interactions among adults and children The caregivers respond promptly to infants’ and toddlers’ distress; hold, talk to, sing to, and read to them; and interact with them in a manner that respects the individual child’s interests and tolerance for stimulation.      Caregiver qualifications The caregiver has some training in child development, first aid, and safety. Relationship with parents Parents are welcome anytime The caregivers talk frequently with parents about children’s behavior and development. Licensing and accreditation The child-care setting, whether a center or a home, is licensed by the state In the United States, voluntary accreditation by the National Association for the Education of Young Children or the National Association for Family Child Care is evidence of an especially high-quality program. Page Ref: 228–229 120) List several strategies for supporting early language learning, noting the consequences of each Answer: Strategies in which caregivers can consciously support early language learning include the following:            Respond to coos and babbles with speech sounds and words: encourages experimentation with sounds that can later be blended into first words; provides experience with the turn-taking pattern of human conversation Establish joint attention and comment on what the child sees: predicts earlier onset of language and faster vocabulary development Play social games, such as pat-a-cake and peekaboo: provides experience with the turn-taking pattern of human conversation Engage toddlers in joint make-believe play: promotes all aspects of conversational dialogue Engage toddlers in frequent conversations: predicts faster early language development and academic success during the school years Read to toddlers often, engaging them in dialogues about picture books: provides exposure to many aspects of language, including vocabulary, grammar, communication skills, and information about written symbols and story structures Page Ref: 240