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1 | |
The information-processing approach emphasizes that individuals do all of the following, EXCEPT: |
| | A) | manipulate information. |
| | B) | monitor information. |
| | C) | exchange information. |
| | D) | strategize about information. |
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2 | |
Information-processing approaches that take a constructivist perspective see the child as: |
| | A) | passive. |
| | B) | absorbing information from the environment. |
| | C) | similar to a computer. |
| | D) | trying to make sense of life and academic tasks. |
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3 | |
The most important factor to stimulate the growth of cognitive psychology was: |
| | A) | the development of computers. |
| | B) | Jean Piaget's interest in his three children. |
| | C) | John B. Watson's research with classical conditioning. |
| | D) | sophisticated assessment devices. |
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4 | |
In Siegler's view, _______ is (are) information processing. |
| | A) | thinking |
| | B) | change mechanisms |
| | C) | self-modification |
| | D) | metacognition |
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5 | |
The change mechanism that refers to the ability to process information with little or no effort is termed: |
| | A) | encoding. |
| | B) | automaticity. |
| | C) | strategy construction. |
| | D) | generalization. |
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6 | |
Which of the following is NOT a way in which the information-processing approach differs from the cognitive developmental approach? |
| | A) | describing ways in which individuals do and do not understand importance concepts |
| | B) | the emphasis placed on the role of processing limitations, strategies to overcome limitations, and knowledge about specific content |
| | C) | a focus on analysis of change and the contribution of ongoing cognitive ability to change |
| | D) | describing cognition in terms of unfolding stages |
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7 | |
K. Warner Schaie (1994, 1996) found that perceptual speed: |
| | A) | increases steadily from childhood through middle adulthood. |
| | B) | begins to decline in early adulthood. |
| | C) | begins to decline in middle adulthood. |
| | D) | does not decline until late adulthood. |
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8 | |
In a study of younger and older typists, Salthouse (1984) found that: |
| | A) | younger typists consistently outperformed the older typists. |
| | B) | older typists consistently outperformed the younger typists. |
| | C) | when older typists could look ahead, they typed as fast as younger typists. |
| | D) | when the number of characters that the typists could look ahead at was limited, the younger typists slowed considerably. |
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9 | |
Compared to that of a toddler, a preschooler's ability to pay attention enables her to: |
| | A) | ignore unimportant but distracting details of a task. |
| | B) | habituate more quickly to repeated stimulation. |
| | C) | concentrate on an activity for longer periods. |
| | D) | pay attention to several things simultaneously. |
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10 | |
Research on divided attention has found all of the following, EXCEPT: |
| | A) | when two competing tasks are easy, older and younger adults perform equally well on them. |
| | B) | as the difficulty of tasks increases, older adults are more effective at simultaneously engaging in more than one task. |
| | C) | many older adults choose to concentrate on one task at a time. |
| | D) | when given training on divided attention skills, the performance of older adults improves. |
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11 | |
_________ occurs when repeated exposure to the same stimulus results in a reduced reaction to that stimulus. |
| | A) | Habituation |
| | B) | Object permanence |
| | C) | Transference |
| | D) | Dishabituation |
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12 | |
Which is an example of dishabituation? |
| | A) | an infant regains interest in a rattle after having put it down a few minutes earlier |
| | B) | first being bothered by wearing a new wristwatch, but then getting so used to it that you forget you're wearing it |
| | C) | realizing that when a jet flies off into the distance it still exists |
| | D) | a drinker who believes she is not responsible for her actions |
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13 | |
Having an understanding of habituation and dishabituation can benefit parent-infant interaction in that the "wise" parent does all of the following, EXCEPT: |
| | A) | presents many repetitions of a stimulus so the infant can process the information. |
| | B) | stops repetitively presenting a stimulus when the infant redirects her attention. |
| | C) | continues to present a stimulus to regain the infant's attention when the infant looks away. |
| | D) | changes behaviors when the infant redirects her attention. |
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14 | |
Carolyn Rovee-Collier (1987) has demonstrated: |
| | A) | young infants' inability to learn from classical conditioning. |
| | B) | young infants' inability to learn from operant conditioning. |
| | C) | how infants can retain sensory information. |
| | D) | how infants can retain perceptual-motor information. |
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15 | |
Lorenzo is a normal 4-month-old infant. Thus we would expect him to have: |
| | A) | both implicit and explicit memory. |
| | B) | neither implicit nor explicit memory. |
| | C) | implicit but not explicit memory. |
| | D) | explicit but not implicit memory. |
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16 | |
Sarula is 18 years old. She finds it frustrating that she cannot remember anything before she was 3 years old. According to the research on memory: |
| | A) | she is "normal" because most adults cannot remember anything from the first 3 years of their life. |
| | B) | her memory is deficient because adults can usually remember back to when they were 2 years old. |
| | C) | she should be concerned because it appears she is suffering from a loss of memory called infantile amnesia. |
| | D) | her inability to remember before age 3 may be an indicator that she was sexually molested as an infant. |
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17 | |
All of the following have been found to account for differences in memory between older and younger children, EXCEPT: |
| | A) | use of rehearsal. |
| | B) | speed and efficiency of processing. |
| | C) | use of strategies. |
| | D) | increased intelligence. |
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18 | |
Which of the following children is MOST likely to be susceptible to misleading suggestions? |
| | A) | Andrew, a 4-year-old preschooler. |
| | B) | Brandon, a 6-year-old first grader. |
| | C) | Carlos, a 12-year-old junior high student. |
| | D) | Dominic, a 14-year-old second high school student. |
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19 | |
Which memory strategy works best for short-term memory? |
| | A) | rehearsal |
| | B) | organization |
| | C) | elaboration |
| | D) | personalization |
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20 | |
We could distinguish Stephen, an expert chess player, from Darrell, who is a novice, because Darrell is more likely than Stephen to ________ when determining his moves. |
| | A) | use his accumulated experience |
| | B) | process information automatically |
| | C) | have better strategies and short-cuts |
| | D) | use set patterns |
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21 | |
John has learned the names of the Great Lakes and the colors of the spectrum by remembering the first letter of each (i.e., HOMES and ROY G. BIV). Which mnemonic strategy is he using? |
| | A) | the method of loci |
| | B) | acronyms |
| | C) | the keyword method |
| | D) | the peg method |
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22 | |
Anita remembers her dad helping her learn to ride a bicycle. As she peddled up and down the sidewalk, he held onto the back of the seat. Suddenly she heard his voice from a distance behind her as he said, "Anita, I'm back here." She realized she was riding on her own without any help. This example shows which type of memory? |
| | A) | episodic |
| | B) | semantic |
| | C) | procedural |
| | D) | working |
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23 | |
________ memory refers to memory of facts and experiences that individuals know and can state. |
| | A) | Implicit |
| | B) | Explicit |
| | C) | Perceptual |
| | D) | Working |
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24 | |
Research with memory decline in older adults has demonstrated all of the following, EXCEPT: |
| | A) | instruction in use of mnemonic strategies is more beneficial to older adults than to younger adults. |
| | B) | memory decline in older adults occurs primarily in episodic memory, working memory, and explicit memory. |
| | C) | memory decline in older adults is less dramatic in semantic memory and implicit memory. |
| | D) | successful aging means reducing and adapting to memory decline, not eliminating it. |
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25 | |
________ involves thinking reflectively and productively and evaluating the evidence. |
| | A) | Reflection |
| | B) | Critical thinking |
| | C) | Use of strategies |
| | D) | Abstract learning |
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26 | |
All of the following are ways teachers can encourage students to think critically, EXCEPT: |
| | A) | ask not only what happened but "how" and "why" |
| | B) | examine supposed "facts" to determine whether evidence supports them |
| | C) | argue through emotions rather than merely relying on reason |
| | D) | recognize that there is sometimes more than one good answer or explanation |
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27 | |
Elliott is a student in a school where each of the students takes turns leading small-group discussions. The students discuss complex passages, collaborate, and share their individual expertise and perspectives. This educational process is called: |
| | A) | cross-teaching. |
| | B) | reciprocal teaching. |
| | C) | a Montessori approach. |
| | D) | team teaching. |
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28 | |
Annie is the second prettiest girl in her class, and Aisha is the prettiest. This ranking demonstrates the _________ property of numbers. |
| | A) | cardinal |
| | B) | ordinal |
| | C) | numerical |
| | D) | comparative |
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29 | |
In ________ children become proficient in counting. |
| | A) | infancy |
| | B) | toddlerhood |
| | C) | early childhood |
| | D) | the primary grades |
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30 | |
The Curriculum and Evaluation Standards for School Mathematics suggests all of the following as educational standards for children, EXCEPT: |
| | A) | solve meaningful math problems |
| | B) | develop emotional intelligence |
| | C) | make connections to prior knowledge |
| | D) | discuss math concepts with each other |
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31 | |
Which of the following is NOT an important difference between the reasoning of children and the reasoning of scientists? |
| | A) | Children have much greater difficulty separating their prior theories from the evidence they have obtained. |
| | B) | Children are more influenced by happenstance events than by the overall pattern of occurrences. |
| | C) | Children tend to bias experiments in favor of whichever hypothesis they began with. |
| | D) | Children tend to overdesign their experiments so they are able to distinguish conclusively among alternative causes. |
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32 | |
All of the following are cognitive changes that allow improved critical thinking in adolescents, EXCEPT: |
| | A) | more breadth of content knowledge in a variety of domains. |
| | B) | increased ability to construct new combinations of knowledge. |
| | C) | slower speed of information processing demonstrating focus and concentration. |
| | D) | a greater range and more spontaneous use of strategies for applying knowledge. |
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33 | |
Research on driver-training courses in high school has found that the courses: |
| | A) | are not generally effective for improving adolescents' cognitive skills related to driving. |
| | B) | are not generally effective for improving adolescents' motor skills related to driving. |
| | C) | have been effective in reducing adolescents' high rate of traffic accidents. |
| | D) | have not been effective in reducing adolescents' high rate of traffic accidents. |
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34 | |
Cognitive skills are LEAST likely to decline when older adults: |
| | A) | become engaged in multiple tasks. |
| | B) | participate in intellectually engaging activities. |
| | C) | are encouraged to tell stories about their lives. |
| | D) | no longer have to handle daily tasks such as running a household. |
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35 | |
Aaron is aware of his thinking and understands that he uses certain strategies to help him remember. These skills demonstrate: |
| | A) | memory. |
| | B) | cognition. |
| | C) | metacognition. |
| | D) | abstract reasoning. |
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36 | |
Summarizing and getting the "gist" of what an author is saying are important strategies for: |
| | A) | planning. |
| | B) | writing. |
| | C) | reading. |
| | D) | rereading. |
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37 | |
According to information-processing theorists, which of the following IS NOT one of the developmental steps in children's thoughts about the human mind? |
| | A) | realizing the mind exists |
| | B) | realizing the mind has connections to the physical world |
| | C) | understanding that the mind can represent objects and events accurately or inaccurately |
| | D) | realizing that there is a true reality that will come to be understood |
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38 | |
Which of the following is NOT true concerning cognitive processes in older adulthood? |
| | A) | Older adults experience a decline in their ability to develop and use metacognitive skills. |
| | B) | Older adults tend to overestimate their daily memory problems. |
| | C) | Older adults seem to be more aware of their memory failures than younger adults. |
| | D) | Older adults become more anxious about minor forgetfulness than younger adults. |
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2002 McGraw-Hill Higher Education