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| 1 | |
Which of the following is NOT true regarding brain development in middle childhood? |
| | A) | The brain continues forming connections that become stronger and more myelinated. |
| | B) | The brain refines existing connections by pruning away synapses that are unused. |
| | C) | The brain still needs to grow significantly to reach adult size. |
| | D) | The neurons become more selective in their responses to chemical messages, particularly those deemed unessential. |
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| 2 | |
Researchers recommend all of the following safeguards to avoid childhood obesity EXCEPT: |
| | A) | encouraging year-round appropriate physical activity |
| | B) | watching fat content in foods, especially empty-calorie junk foods |
| | C) | encouraging dieting to control weight |
| | D) | monitoring time children spend watching television |
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| 3 | |
Biological changes accompany developmental changes during middle childhood. Which of the following occurs during this developmental period? |
| | A) | head growth slows |
| | B) | slow in muscle development |
| | C) | loss of baby teeth, emergence of permanent teeth |
| | D) | none of these |
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| 4 | |
Which of the following is NOT one of the components of a learning disability? |
| | A) | a minimum IQ level |
| | B) | not getting along with a teacher |
| | C) | significant difficulty in a school-related area |
| | D) | exclusion of only severe emotional disorders, second-language background, sensory issues, or neurological issues |
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| 5 | |
The third Piagetian stage is |
| | A) | preoperational. |
| | B) | concrete operational. |
| | C) | formal operational. |
| | D) | sensorimotor. |
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| 6 | |
The ability to order objects along a qualitative dimension, such as increasing or decreasing size or weight is called |
| | A) | decentration. |
| | B) | transivity. |
| | C) | class inclusion. |
| | D) | seriation. |
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| 7 | |
The ability to understand relationships and combine them mentally to draw new conclusions is called |
| | A) | decentration. |
| | B) | transitivity. |
| | C) | class inclusion. |
| | D) | seriation. |
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| 8 | |
The ability to group objects with some similarities within a larger category is called |
| | A) | decentration. |
| | B) | transivity. |
| | C) | class inclusion. |
| | D) | seriation. |
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| 9 | |
Pavatri is playing with a researcher. He gives her a group of wooden spoons of different lengths and asks her to place them in order from shortest to longest. She is able to do it. The researcher realizes that she has mastered |
| | A) | decentration. |
| | B) | transivity. |
| | C) | classification. |
| | D) | seriation. |
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| 10 | |
Dulce is walking with her mom in a park. She meets Katherine who is short with grey hair. Standing next to Katherine is Peter, a tall male with acne and a gangly frame. Dulce believes that Katherine is most likely older because grey hair is a better prediction of age than height. This demonstrates |
| | A) | decentration. |
| | B) | conservation. |
| | C) | centration. |
| | D) | seriation. |
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| 11 | |
Bianca has just come to realize that both the Red Sox and Yankees are baseball teams. This ability to group like information is called |
| | A) | decentration. |
| | B) | transivity. |
| | C) | class inclusion. |
| | D) | seriation. |
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| 12 | |
Six black tokens and six orange tokens are lined up next to each other. A 5-year-old and an 8-year-old can state that there are an equal number of tokens. When the black tokens are spread out to form a longer row, the 5-year-old states that there are more black tokens, but the 8-year-old maintains that there are still an equal number of tokens. This demonstrates that the older child has reached the |
| | A) | concrete operational stage. |
| | B) | formal operational stage. |
| | C) | sensorimotor stage. |
| | D) | preoperational stage. |
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| 13 | |
All of the following are accomplishments of the concrete operational period EXCEPT: |
| | A) | conservation. |
| | B) | enumeration. |
| | C) | seriation. |
| | D) | numeration. |
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| 14 | |
Gardner argues for a theory of multiple intelligences. One of these is the ability to use words and language well to communicate and create. Lawyers and marketing executives have this ability. Which of the following types of intelligences is this? |
| | A) | linguistic |
| | B) | logical-mathematical |
| | C) | spatial |
| | D) | intrapersonal |
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| 15 | |
Gardner argues for a theory of multiple intelligences. One of these is the ability to use and understand objects, numbers, and operations. Which of the following types is he referring to? |
| | A) | linguistic |
| | B) | logical-mathematical |
| | C) | spatial |
| | D) | intrapersonal |
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| 16 | |
The ability to understand our own feelings is _____ intelligence; the ability to recognize what is distinctive in others is ______. |
| | A) | intrapersonal; interpersonal |
| | B) | interpersonal; intrapersonal |
| | C) | linguistic; naturalist |
| | D) | naturalist; linguistic |
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| 17 | |
Gardner argues for a theory of multiple intelligences. One of these is the ability to handle objects and use the body skillfully. Which of the following types is he referring to? |
| | A) | bodily-kinesthetic |
| | B) | naturalistic |
| | C) | interpersonal |
| | D) | intrapersonal |
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| 18 | |
Adam is an excellent farmer. Folks say it's like he listens to the land. Gardner would argue he has what kind of intelligence? |
| | A) | bodily-kinesthetic |
| | B) | naturalistic |
| | C) | interpersonal |
| | D) | logical-mathematical |
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| 19 | |
According to Gardner, Tom Cruise would be high in what form of intelligence? |
| | A) | bodily-kinesthetic |
| | B) | naturalistic |
| | C) | interpersonal |
| | D) | logical-mathematical |
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| 20 | |
Hopefully, you are finding that the instructor of this class is high in what Gardner calls _____________________ intelligence. |
| | A) | bodily-kinesthetic |
| | B) | naturalistic |
| | C) | interpersonal |
| | D) | logical-mathematical |
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| 21 | |
Sebastian is 8 years old. His 10-year-old brother Alonso has constructed an airplane with his Lego set. While Paul is at the movies with his friends, Brian takes the Legos apart, and then puts it back together again, as Paul had left it. This is an example of which type of intelligence? |
| | A) | linguistic intelligence |
| | B) | logical-mathematical intelligence |
| | C) | spatial intelligence |
| | D) | intrapersonal intelligence |
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| 22 | |
Lorenzo is good at adapting to his environment. Which of the following subtheories of intelligence would Sternberg argue Lorenzo is demonstrating? |
| | A) | componential |
| | B) | experiential |
| | C) | spatial |
| | D) | contextual |
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| 23 | |
The formula for calculating IQ is |
| | A) | CA/MA. |
| | B) | CA/MA X 100. |
| | C) | MA/CA X 100. |
| | D) | MA/CA. |
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| 24 | |
The ability to create an association between two or more pieces of information that are not necessarily related is known as |
| | A) | rehearsal. |
| | B) | method of loci. |
| | C) | elaboration. |
| | D) | organization. |
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| 25 | |
According to Piaget, children between ages 4 to 7 demonstrate ______________. They believe that rules are unchangeable. |
| | A) | immanent justice |
| | B) | autonomous morality |
| | C) | heteronomous morality |
| | D) | moral constancy |
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| 26 | |
___________ is Piaget's term for a child's belief that broken rules will be punished immediately. |
| | A) | Immanent justice |
| | B) | Autonomous morality |
| | C) | Heteronomous morality |
| | D) | Moral constancy |
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| 27 | |
Miranda really likes her friend Ariel's doll. Nevertheless, Miranda doesn't want to steal it. Not only is she afraid of punishment, but she also knows that stealing is wrong because it takes away from someone else. Piaget would argue that she has developed |
| | A) | immanent justice. |
| | B) | autonomous morality. |
| | C) | heteronomous morality. |
| | D) | moral constancy. |
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| 28 | |
When children follow rules because adults tell them to do so, it suggests that fear of punishment motivates their actions. This represents what stage of Kohlberg's moral thinking? |
| | A) | preconventional |
| | B) | conventional |
| | C) | postconventional |
| | D) | astralconventional |
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| 29 | |
Antonio doesn't hit people because his mother told him it was "bad". She also told him that he'd have to sit in time-out if he did. This suggests that he is at the _____ stage of Kohlberg's moral development. |
| | A) | preconventional |
| | B) | conventional |
| | C) | postconventional |
| | D) | astralconventional |
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| 30 | |
Moral judgments include attention to justice and authority. This represents what stage of Kohlberg's moral thinking? |
| | A) | preconventional |
| | B) | conventional |
| | C) | postconventional |
| | D) | astralconventional |
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| 31 | |
Helena sees a shirt she likes at the mall but doesn't have any money for it. She decides against stealing it only because it is against the law to steal. This suggests that she is at the _____ stage of Kohlberg's moral development. |
| | A) | preconventional |
| | B) | conventional |
| | C) | postconventional |
| | D) | astralconventional |
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| 32 | |
When people realize that there are greater rights and principles that support or are above the law, they have entered what stage of Kohlberg's moral thinking? |
| | A) | preconventional |
| | B) | conventional |
| | C) | postconventional |
| | D) | astralconventional |
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| 33 | |
John F. Kennedy once said, "A man does what he must—in spite of personal consequences, in spite of obstacles and dangers—and this is the basis of all human morality." For Kohlberg, this would place him at what level of moral reasoning? |
| | A) | preconventional |
| | B) | conventional |
| | C) | postconventional |
| | D) | astralconventional |
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| 34 | |
Stage theorists of reading believe that children's abilities and tasks change according to specific stages of development. Each stage is qualitatively different from the preceding stage. According to Chall, which of these sentences best illustrates the first stage in middle childhood? |
| | A) | Children learn to from read left to right. |
| | B) | Children learn the relationship between letters and sounds and begin to read simple text. |
| | C) | Children combine improved decoding skills with fast mapping, using context to figure the meaning of words in their reading. |
| | D) | Children use reading as a tool to obtain knowledge. |
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| 35 | |
Children who can read both on their own and alone are considered to be in which reading category? |
| | A) | emergent |
| | B) | developing |
| | C) | independent |
| | D) | illiterate |
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| 36 | |
Children who have learned to use letter sounds, words, illustrations, and their own knowledge to predict meaning are at what stage of reading? |
| | A) | emergent |
| | B) | developing |
| | C) | independent |
| | D) | illiterate |
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| 37 | |
Margaret can identify letters and recognize some common words. She knows what books "do," and attempts to read by using semantic and syntactic cues. Margaret is in what stage of reading? |
| | A) | emergent |
| | B) | developing |
| | C) | independent |
| | D) | illiterate |
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| 38 | |
Duncan has established the habit of reading for meaning. He's encouraged to use his own experiences to enrich the meaning of stories. What stage of reading is he at? |
| | A) | emergent |
| | B) | developing |
| | C) | independent |
| | D) | illiterate |
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| 39 | |
In terms of a bilingual technique to teaching kids, three major goals are identified. Which of the following is NOT one of those goals? |
| | A) | continued development of the student's primary language |
| | B) | acquisition of a second language, usually English |
| | C) | instruction in content using both languages |
| | D) | the use of only English in all classes, since students are living in America |
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| 40 | |
The sense of worth and value that children place on themselves is their |
| | A) | self-esteem. |
| | B) | self-concept. |
| | C) | self-regulation. |
| | D) | self-efficacy. |
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| 41 | |
An individual's capacity to initiate, terminate, delay, modify, or redirect thought, emotion, behavior, or action is his or her |
| | A) | self-esteem. |
| | B) | self-concept. |
| | C) | self-regulation. |
| | D) | self-efficacy. |
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| 42 | |
Sampson has learned to exercise restraint in deciding what to do, how to do it, what to say, and how to say it. He has a strong sense of |
| | A) | self-esteem. |
| | B) | self-concept. |
| | C) | self-regulation. |
| | D) | self-efficacy. |
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| 43 | |
Juliet often compares her achievements with those of others and is pleased with those comparisons. We would say she has a positive |
| | A) | self-esteem. |
| | B) | self-concept. |
| | C) | self-regulation. |
| | D) | self-efficacy. |
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| 44 | |
Rutter's studies of school's effect on development concluded that |
| | A) | the differences between schools were due to size, age of buildings, and the space available. |
| | B) | schools that encourage moderate risk-taking and ample opportunities for social and academic success lead to increased motiviation for students. |
| | C) | differences between schools are due to a school's emphasis on academic success, teacher expectations of the student success, time-on-task, skillful use of rewards and punishment, teacher who provide a comfortable and warm classroom environment, and teachers who insist on student responsibility for their behavior. |
| | D) | both B and C. |
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| 45 | |
What is a major concern related to children's steady diet of televised violence? |
| | A) | the possibility that they become desensitized |
| | B) | that they prefer television to books |
| | C) | that violence is viewed as fun |
| | D) | that children sleep through time otherwise spent on homework |
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| 46 | |
Resilient children have all of the following personal characteristics EXCEPT: |
| | A) | temperaments that elicit positive responses from others. |
| | B) | special interests or talents. |
| | C) | sufficient intelligent to acquire good problem-solving skills. |
| | D) | ability to ignore the problem. |
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| 47 | |
Child abuse has only gained public awareness in the last |
| | A) | decade. |
| | B) | century. |
| | C) | 40 years. |
| | D) | 20 years. |
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| 48 | |
The authors describe resilient children as children who |
| | A) | developed serious learning and behavior problems after exposure to poverty, divorce, mental illness, alcoholism, and abuse during early childhood. |
| | B) | exhibit self-regulation, are able to adapt to changes in their environment, and despite their problems, can self-protect from hostile surroundings and reach out for support. |
| | C) | cope with their problems by imitating the coping mechanisms of family members and peers. |
| | D) | despite poor self-esteem and low intelligence, are still able to progress through stages of development adequately |
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| 49 | |
When children are stressed they encounter four problems. Which of the following is NOT one of those problems? |
| | A) | They find it easier than other children to calm themselves in stressful situations. |
| | B) | They can't use their abilities to the maximum extent. |
| | C) | They become discouraged easily and tend to generate feelings of helplessness. |
| | D) | Even when successful—academically, emotionally, athletically—they don't recognize and accept their progress. |
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