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1 | |
Jean Piaget gathered the information for his theories about cognitive development by: |
| | A) | reviewing the literature on cognitive development. |
| | B) | surveying thousands of parents. |
| | C) | observing his own children. |
| | D) | testing hundreds of children in his laboratory. |
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2 | |
In a Piagetian model, ________ is a concept or framework that organizes and interprets information. |
| | A) | a memory |
| | B) | an image |
| | C) | cognition |
| | D) | a scheme |
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3 | |
___________ occurs when we incorporate new information into our existing knowledge, whereas ____________ occurs when we adjust our schemas to fit new information and experiences. |
| | A) | Quantitative change/qualitative change |
| | B) | Qualitative change/quantitative change |
| | C) | Accommodation/assimilation |
| | D) | Assimilation/accommodation |
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4 | |
Sean heard his mother tell a friend she was "cornered" by her next-door neighbor a few days ago. This confused Sean, causing him to experience a cognitive conflict, or _________, because he couldn't imagine his mother changing into a spot where two walls meet. |
| | A) | equilibrium |
| | B) | disequilibrium |
| | C) | disorganization |
| | D) | assimilation |
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5 | |
Piaget's theory is a qualitative theory of cognitive development, which means it: |
| | A) | uses standardized tests to measure and describe thought. |
| | B) | explains what kinds of knowledge are typical of children at different ages. |
| | C) | identifies different kinds of thinking children perform at different ages. |
| | D) | provides ways to determine how well children think at different stages. |
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6 | |
According to Piaget, during the first sensorimotor substage, infants' behaviors are: |
| | A) | reflexive. |
| | B) | maladaptive. |
| | C) | unchanging. |
| | D) | reinforced. |
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7 | |
Which is the best example of Piaget's concept of a habit? |
| | A) | learning to suck on a nipple and later being able to do it while sleeping |
| | B) | accidentally shaking a rattle, which produces a sound, and then purposefully shaking the rattle to produce the sound |
| | C) | initially blinking reflexively in response to a bright light and then blinking when no stimulus is present |
| | D) | learning to laugh at people who slip on ice and fall down |
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8 | |
By chance, Abigail shook her rattle. She then began to repeat this action of shaking her rattle. As a normal infant, Abigail is in which substage? |
| | A) | reflexive |
| | B) | first habits and primary circular reactions |
| | C) | secondary circular reactions |
| | D) | coordination of secondary circular reactions |
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9 | |
Laurent has problems retrieving a ball that rolled out of reach, so he uses a Tinkertoy stick to hit it. He is in which substage? |
| | A) | primary circular reactions |
| | B) | secondary circular reactions |
| | C) | coordination of secondary circular reactions |
| | D) | tertiary circular reactions |
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10 | |
When D'Andre was 5 months old, he looked at a toy train, but when his view of the train was blocked, he did not search for it. Now that he is 9 months old he does look for it, reflecting the presence of: |
| | A) | object permanence. |
| | B) | self-differentiation. |
| | C) | assimilation. |
| | D) | schemata. |
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11 | |
Much of the new research on cognitive development in children suggests that: |
| | A) | Piaget's view was accurate. |
| | B) | Piaget's view was wrong. |
| | C) | Piaget's view needs to be modified. |
| | D) | it is impossible to replicate Piaget's research because it was done primarily on his three children. |
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12 | |
Research by Renée Baillargeon has found that: |
| | A) | infants as young as 4 months of age have intermodal perception. |
| | B) | infants as young as 4 months of age expect objects to be substantial and permanent. |
| | C) | equipment for testing children under 4 months of age is not developed enough to gain useful information about perception. |
| | D) | infants are unable to see objects as bounded, unitary, solid, and separate from their background before 4 months of age. |
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13 | |
Infants whose parents use sign language have been observed to start using conventional signs at about _____ months of age. |
| | A) | 2 to 3 |
| | B) | 6 to 7 |
| | C) | 9 to 10 |
| | D) | 12 to 13 |
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14 | |
In the ___________ substage the young child gains the ability mentally to represent an object that is not present. |
| | A) | symbolic function |
| | B) | intuitive thought |
| | C) | tertiary circular reactions |
| | D) | preoperational |
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15 | |
Wendy was listening as her mother told a friend how to get to their house. Mrs. Jones said, "Come south on Main, then turn left on Ash, then right on Cedar, and we are the second house on the right." Wendy said, "No, you turn right on Ash." She said this because from where she sat, Ash was to her right. Assuming Mrs. Jones is correct, Wendy would be demonstrating: |
| | A) | animism. |
| | B) | egocentrism. |
| | C) | centration. |
| | D) | conservation. |
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16 | |
Three-year-old Henry tripped on an uneven sidewalk and ran crying to his mother saying, "The sidewalk made me fall on purpose!" Henry is demonstrating: |
| | A) | animism. |
| | B) | egocentrism. |
| | C) | centration. |
| | D) | conservation. |
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17 | |
The typical "human tadpole" that preschoolers draw to represent a person probably best reflects: |
| | A) | limited knowledge of the human body. |
| | B) | a confusion between fantasy and reality. |
| | C) | a symbolic representation of a human. |
| | D) | limited perceptual motor skills. |
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18 | |
When her father asked Kim how she concluded that two apples and two apples make five apples, she believed her answer was correct and confidently replied, "I know it because I know it!" Kim is in which substage of development? |
| | A) | primary circular reactions |
| | B) | tertiary circular reactions |
| | C) | symbolic function |
| | D) | intuitive thought |
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19 | |
__________ is clearly evidenced in young children's lack of conservation when they focus their attention on one characteristic (such as height or length) to the exclusion of others. |
| | A) | Egocentrism |
| | B) | Centration |
| | C) | Concentration |
| | D) | Overregulation |
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20 | |
Professor Rosen showed 4-year-old Clarence two balls of clay that were the same size. As he watched, she rolled one of the balls into a snake shape, neither adding nor taking away any clay. When asked if both the ball and the "snake" had the same amount of clay, Clarence responded that the snake had more. This demonstrates Clarence's: |
| | A) | imagination. |
| | B) | inability to reverse actions mentally. |
| | C) | shape preferences. |
| | D) | developing conservation abilities. |
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21 | |
Which of the following questions is typical of the preoperational child? |
| | A) | "How many different piles of toys can I make from my toys?" |
| | B) | "How much is two plus two?" |
| | C) | "Where does the moon go when it's light out?" |
| | D) | "Do you see the same thing I do, Daddy?" |
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22 | |
Reversible mental actions are called: |
| | A) | focal points. |
| | B) | symbolic thought. |
| | C) | abstractions. |
| | D) | operations. |
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23 | |
Tyrell understands that his father can also be a son and a brother all at the same time. This suggests that Tyrell is in the: |
| | A) | sensorimotor stage |
| | B) | preoperational stage |
| | C) | concrete operational stage |
| | D) | formal operational stage |
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24 | |
A child in the formal operational thought stage of cognitive development is MOST likely to engage in which of the following activities? |
| | A) | using building blocks to determine how houses are constructed |
| | B) | writing a story about a clown who wants to leave the circus |
| | C) | drawing pictures of a family using stick figures |
| | D) | writing an essay about patriotism |
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25 | |
When playing the modified "Twenty Questions" game in which she is supposed to determine which picture of 42 the experimenter has in mind, Elnora asks questions in a systematic way, such as, "Is it in the top half of the display?" Elnora is exhibiting: |
| | A) | hypothetical-deductive reasoning. |
| | B) | hypothetical-inductive reasoning. |
| | C) | concrete operational thought. |
| | D) | preoperational thought. |
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26 | |
Jean Piaget's ideas on formal operational thought are being challenged in all of the following ways, EXCEPT: |
| | A) | Not all adolescents are formal operational thinkers. |
| | B) | Not all adults in every culture are formal operational thinkers. |
| | C) | There is more individual variation in the development of formal operations than Piaget thought. |
| | D) | Only those with scientific training use hypothetical-deductive reasoning. |
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27 | |
Sydney calls her best friend Aisha in a panic. She has a date with Jason, someone she has wanted to date for months, but now she has a blemish on her forehead, which she knows Jason (and everyone else) will notice. This is an example of the: |
| | A) | imaginary audience. |
| | B) | false-belief syndrome. |
| | C) | personal fable. |
| | D) | personal absorption syndrome. |
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28 | |
Jennifer, who is having unprotected sex with her boyfriend, comments to her best friend, "Did you hear about Barbara? You know how she fools around so much. I heard she's pregnant. That would never happen to me!" This is an example of the: |
| | A) | imaginary audience. |
| | B) | false-belief syndrome. |
| | C) | personal fable. |
| | D) | adolescent denial syndrome. |
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29 | |
Which of the following is an application of Piaget's ideas to education? |
| | A) | We need to know how children understand the world to teach them effectively. |
| | B) | Children's illogical or distorted ideas about the world make it hard for them to learn. |
| | C) | The pattern of mental development is universal, so one curriculum could be developed and used for all children. |
| | D) | By the third or fourth grade, children are ready for abstract learning. |
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30 | |
All of the following are criticisms of Piaget's work, EXCEPT: |
| | A) | not all concepts of a cognitive stage develop at the same time. |
| | B) | changing the tasks that measure cognitive development changes skills children can exhibit. |
| | C) | children can be trained to do tasks that they should not be able to do given the cognitive stage they are in. |
| | D) | some of the skills Piaget identified appear much later than he suggested. |
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31 | |
Lev Vygotsky believed some tasks are too difficult for children to handle alone but can be done with the help of someone more skilled. Such tasks: |
| | A) | fall into the zone of proximal development. |
| | B) | are difficult because they are not salient to the child. |
| | C) | are best taught by having the child observe a skilled teacher. |
| | D) | will be frustrating for the child and should be left to a time when the child can more easily accomplish them. |
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32 | |
The zone of proximal development (ZPD) is a measure of: |
| | A) | intelligence. |
| | B) | potential. |
| | C) | skill. |
| | D) | achievement. |
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33 | |
When helping Anthony learn a new task, Mr. Diva adjusts the amount of guidance to fit Anthony's current level of performance. As Anthony's competence increases, Mr. Diva gives less guidance. This demonstrates Vygotsky's concept of: |
| | A) | scaffolding. |
| | B) | trenching. |
| | C) | building. |
| | D) | guiding. |
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34 | |
Which of the following reflects Lev Vygotsky's beliefs about language and thought? |
| | A) | Children who engage in high levels of private speech are usually socially incompetent. |
| | B) | Children use internal speech earlier than they use external speech. |
| | C) | All mental functions have external or social origins. |
| | D) | Language and thought initially develop together and then become independent. |
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35 | |
According to Vygotsky, an institutional component that influences cognitive development is: |
| | A) | a child's interactions with a teacher. |
| | B) | watching educational programs on television. |
| | C) | the traditions of a child's ethnic group. |
| | D) | the use of computers to teach math concepts. |
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36 | |
Vygotsky believed that cognitive development was most influenced by which of the following factors? |
| | A) | biological |
| | B) | social |
| | C) | personality |
| | D) | emotional |
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37 | |
With respect to adult cognitive processes, psychologist K. Warner Schaie (1977) concluded that: |
| | A) | adults now enter a postformal operational stage involving more complex strategies. |
| | B) | many adults revert back to a pragmatic concrete stage rather than using formal operational thought. |
| | C) | adults do not go beyond formal operational thought, but they do progress in how they use their intellect. |
| | D) | adults in certain careers (e.g., higher education) tend to go into a postformal operational stage, but most others do not. |
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38 | |
Life-span development students often complain, "Why do we have to learn all of these theories? Why don't you just teach us the right one?" According to William Perry, this complaint reflects: |
| | A) | absolute, dualistic thinking |
| | B) | dualistic, reflective thinking |
| | C) | reflective, relativistic thinking |
| | D) | full relativistic thinking |
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39 | |
Which of the following statements about postformal thought is NOT true? |
| | A) | Postformal thought is quantitatively different from Piaget's formal operational thought. |
| | B) | Postformal thought involves understanding that the correct answer to a problem requires reflective thinking and may vary from one situation to another. |
| | C) | Postformal thought involves understanding that the search for truth often is an ongoing, never-ending process. |
| | D) | Solutions to problems need to be realistic and emotion and subjective factors can influence thinking. |
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2002 McGraw-Hill Higher Education