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1 | |
The cognitive structures into which children organize their behaviors and knowledge are called |
| | A) | accommodations. |
| | B) | frameworks. |
| | C) | operations. |
| | D) | schemata. |
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2 | |
Two-year-old Miguel visits the zoo for the first time. When passing the lion cage Miguel exclaims, “Kitty!” for which of Piaget’s concepts would this be an example? |
| | A) | assimilation |
| | B) | equilibration |
| | C) | accommodation |
| | D) | adaptation |
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3 | |
Piaget claimed that all of the following are true of his stages of cognitive development EXCEPT: |
| | A) | All children progress through the various stages at exactly the same age. |
| | B) | All children throughout the world pass through the stages in the same order. |
| | C) | All normal children reach the stage of concrete operations. |
| | D) | The changes from stage to stage can sometimes be very abrupt. |
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4 | |
Little Raheem continually drops objects from his highchair and is fascinated by watching the objects fall. Which stage of Piaget’s sensorimotor period would Raheem likely be at? |
| | A) | secondary circular reactions |
| | B) | tertiary circular reactions |
| | C) | coordination of secondary reactions |
| | D) | primary circular reactions |
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5 | |
At what age did Piaget say that an infant would first begin to search for completely concealed objects such as a ball covered by a blanket? |
| | A) | 18 months and older |
| | B) | 12–18 months |
| | C) | 8–12 months |
| | D) | 4–8 months |
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6 | |
During which Piagetian stage do children develop the capacity to use symbols to represent objects and events? |
| | A) | preoperations |
| | B) | formal operations |
| | C) | sensorimotor |
| | D) | concrete operations |
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7 | |
Three-year-old Kecia saw a tree with droopy leaves and commented that the tree was “tired.” This is an example of Kecia’s |
| | A) | understanding of object permanence. |
| | B) | symbolic thinking. |
| | C) | animistic thinking. |
| | D) | egocentricity. |
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8 | |
Preoperational children cannot solve conservation tasks because they focus on only one dimension of an object. This type of thought is referred to as |
| | A) | irreversible. |
| | B) | transformational. |
| | C) | centered. |
| | D) | horizontal decalage. |
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9 | |
Piaget’s theory of cognitive development has been criticized for all of the following reasons EXCEPT |
| | A) | Piaget may have been incorrect in suggesting that children pass through the stages in an unvarying sequence. |
| | B) | Certain tasks may be solved without the underlying operations that Piaget claimed were necessary. |
| | C) | Piaget underestimated the capabilities of infants. |
| | D) | Cross-cultural findings suggest that Piaget may have overemphasized the importance of schooling and other experiential factors. |
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10 | |
The difference between a child’s problem-solving ability when working independently and when being assisted by an adult is referred to by _______ as _______ . |
| | A) | Vygotsky; the zone of proximal development. |
| | B) | Piaget; the zone of proximal development. |
| | C) | Vygotsky; horizontal decalage. |
| | D) | Piaget; horizontal decalage. |
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11 | |
_______ refers to mental activity and behavior through which knowledge of the world is attained and processed. |
| | A) | Education |
| | B) | Cognition |
| | C) | Learning |
| | D) | Retention |
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12 | |
When the child adjusts his schemata to fit a new experience, the child is |
| | A) | assimilating. |
| | B) | accommodating |
| | C) | organizing. |
| | D) | conserving. |
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13 | |
Casey likes to play with blocks and he has several different kinds: square wooden ones, large waffle-like ones, and small plastic ones that easily interlock. At first Casey just referred to these objects as “my blocks.” Now, when his mom suggests he play with his blocks he replies, “Which ones?”. This response indicates that Casey has |
| | A) | assimilated his blocks. |
| | B) | accommodated his blocks. |
| | C) | organized his blocks. |
| | D) | recognized his blocks. |
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14 | |
Alice’s three-month-old baby, Joshua, finds sucking his fingers very pleasurable after accidentally placing his hand in his mouth one day before nap time. Joshua now prefers to suck on his fingers instead of his blue pacifier. Joshua is most likely in Piaget’s __________ period of development. |
| | A) | preoperational |
| | B) | sensorimotor |
| | C) | formal |
| | D) | abstract |
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15 | |
Ray, age 5 months, watches as Mary places his stuffed teddy bear beneath his baby blanket during a game of peek-a-boo. Mary notices however, that Ray forgets about his bear if she leaves it hidden for more than a few seconds. Ray has not yet developed |
| | A) | conceptualization. |
| | B) | reality. |
| | C) | object permanence. |
| | D) | memory. |
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16 | |
Piaget divides the preoperational phase into which two sub-periods? |
| | A) | intuitive and preconceptual |
| | B) | preconceptual and intuitive |
| | C) | conceptual and formal |
| | D) | intuitive and organizational |
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17 | |
In which way does formal operations NOT differ from concrete operations? |
| | A) | Formal operations are characterized by greater flexibility of thought. |
| | B) | Formal operations allow for the use of mental hypotheses testing. |
| | C) | Formal operations are limited to considering alternatives directly observable in the physical world. |
| | D) | Formal operations allow for an appreciation of the many possibilities that exist. |
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18 | |
Unlike earlier stages of cognitive development, formal operations are influenced by |
| | A) | language. |
| | B) | culture. |
| | C) | socioeconomic status. |
| | D) | motivation. |
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19 | |
An older sibling is helping a younger sibling complete a puzzle. The older sibling says, “Wait. Only put one piece in at a time.” The older sibling is |
| | A) | tutoring. |
| | B) | more intelligent. |
| | C) | using private speech. |
| | D) | scaffolding. |
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20 | |
The “zone of proximal development” is important because |
| | A) | it incorporates both language and memory. |
| | B) | it acknowledges the importance of gradual shifts between developmental stages. |
| | C) | it focuses on individuals not activity between people. |
| | D) | it represents both an alternative approach to intelligence assessment and a way of understanding how intellectual development occurs. |
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