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| 1 | |
Jean Piaget is a leading theorist who researched cognitive development in infants and toddlers. Another one is |
| | A) | Sigmund Freud |
| | B) | Erik Erikson |
| | C) | Lev Vygotsky |
| | D) | None of the above |
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| 2 | |
Piaget called the first stage of cognition |
| | A) | the sensorimotor stage. |
| | B) | the preoperational stage. |
| | C) | the stage of concrete operations. |
| | D) | None of the above |
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| 3 | |
The behaviors during the sensorimotor stage include all except: |
| | A) | Reflexes |
| | B) | Accidental movement |
| | C) | Repetition and manipulation |
| | D) | Logical decision-making taking into consideration a number of variables |
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| 4 | |
Children who have reached Piaget's preoperational stage |
| | A) | have the ability to hold mental images. |
| | B) | are less than a year old. |
| | C) | have little ability to predict based on their experience of the world. |
| | D) | have moved beyond trial and error methods. |
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| 5 | |
Piaget believed all of the following except: |
| | A) | That interaction with people and the environment is essential for constructing knowledge, hence for cognitive development |
| | B) | There is a connection between successive periods of development and that a skill later in life depends on earlier achievements |
| | C) | Intentionality emerges as a child selects objects, plays with them, repeats actions on them, and creates a plan |
| | D) | That knowledge is co-constructed and learning can be advanced with the assistance of an expert (adult or peer); learning can lead development. |
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| 6 | |
All but which one of the following concepts are associated with Vygotsky? |
| | A) | The zone of proximal development |
| | B) | Maturation allows for cognition to advance, and biological changes contribute to cognition. Development leads to learning. |
| | C) | Level of independent performance is different from level of assisted performance |
| | D) | social interaction transforms a child's thinking and problem-solving abilities |
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| 7 | |
Pretend play |
| | A) | shows cognitive growth in the ability to construct and hold mental images. |
| | B) | should be discouraged because it distracts the child from the real tasks of cognitive development. |
| | C) | starts at birth. |
| | D) | was an invention of Piaget's. |
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| 8 | |
Which of the following children's behaviors shows the most developed cognition? |
| | A) | Children who can imitate a behavior when the person they are imitating is present and doing the behavior (sweeping the floor with a toy broom while an adult sweeps with a real broom) |
| | B) | Children who put themselves at the center of their own pretend play |
| | C) | Children who can substitute one object for another (a stick used as a spoon) |
| | D) | Children who can invent several actions and combine them. |
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| 9 | |
Attachment and cognitive development are related in which of the following ways? |
| | A) | Through the attachment process, infants develop skills such as differentiation, as they come to distinguish the person(s) they are attached to from others in their world. |
| | B) | Clinging, crying infants or toddlers exhibit strong intentionality, which is a mark of early cognitive behavior. |
| | C) | Children who are attached are more likely to have developed trust and feel secure enough to explore their environment, which promotes cognitive development. |
| | D) | All of the above |
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| 10 | |
Which of the following is not a useful way to encourage cognitive development? |
| | A) | Inviting and encouraging exploration and putting out props for dramatic play |
| | B) | Encouraging problem solving |
| | C) | Encouraging children to interact with each other |
| | D) | Introducing academic experiences, offering rewards, and putting children in competition with each other to perform successfully |
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| 11 | |
Piaget called the period when children are first able to use symbols (excluding words such as "the"): |
| | A) | concrete period. |
| | B) | preoperational period. |
| | C) | sensorimotor period. |
| | D) | symbolic period. |
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| 12 | |
Gathering, organizing, and using information to adapt to the environment is the essence of: |
| | A) | cognitive experience. |
| | B) | sensory stimulation. |
| | C) | tactile assimilation. |
| | D) | None of the above |
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| 13 | |
Piaget used the term "assimilation" to describe: |
| | A) | what happens when new information refines mental categories. |
| | B) | adjusting to experiences. |
| | C) | taking in new information and processing it. |
| | D) | object permanence. |
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