Test Bank for Developmental Psychology Childhood And Adolescence 9th Edition By Shaffer

TEST BANK FOR DEVELOPMENTAL PSYCHOLOGY CHILDHOOD AND ADOLESCENCE 9TH EDITION BY SHAFFER Developmental Psychology Childhood And Adolescence 9th Edition By Shaffer – Test Bank CHAPTER 6—COGNITIVE DEVELOPMENT: PIAGET’S THEORY AND VYGOTSKY’S SOCIOCULTURAL VIEWPOINT MULTIPLE CHOICE 1. ____ refers to the activity of knowing and acquiring knowledge. a. Horizontal decalage b. Organization c. Scaffolding d. Cognition ANS: D DIF: moderate REF: Introductory Section MSC: Conceptual 2. Which of these is NOT a main type of cognition? a. Learning b. Telepathy c. Perceiving d. Remembering ANS: B DIF: easy REF: Introductory Section MSC: Conceptual 3. ____ refers to children’s changes in mental abilities over their lifetime. a. Longitudinal decalage b. Neo-nativistic centration c. Phylogenetic development d. Cognitive development ANS: D DIF: moderate REF: Introductory Section MSC: Conceptual 4. Theorist Jean Piaget’s academic background was focused in these two subjects: a. statistics and experimental design. b. animal husbandry and crop science. c. epistemology and zoology. d. chemistry and astronomy. ANS: C DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Factual 5. Epistemology is the branch of philosophy that is concerned with the a. origins of knowledge. b. rules of logical thinking. c. moral principles of proper conduct. d. relationship of religious belief and behavior. ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 6. Genetic epistemology, Piaget’s academic specialty, could be defined as the study of the a. child’s social relations with others such as peers. b. inheritance of mental deficiency/disability. c. inheritance of behavioral habits. d. development of knowledge. ANS: D DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 7. Piaget’s clinical method for research resembles a. a literature review. b. the correlational method. c. experimentation. d. interviewing. ANS: D DIF: easy REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 8. Professor Pompous talks to children about how they solve puzzles. The course of questioning is modified, depending on the child’s earlier answers. Pompous’s approach resembles Piaget’s ____ method. a. representational insight b. proximally decentrated c. epistemological d. clinical ANS: D DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 9. In Piaget’s cognitive developmental theory, the basic goal of intelligence is to a. adapt to the environment. b. enable the child to get ahead in school. c. encourage scaffolding by relevant nearby adults. d. discourage accommodation while encouraging assimilation. ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 10. In Piaget’s cognitive theory, intelligence is like a(n) a. random unpredictable series of thunderstorms. b. counselor who helps a new arrival adjust to camp life. c. teacher who explains everything with animal metaphors. d. innate genetic disease that occurs at a programmed age. ANS: B DIF: difficult REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 11. A slogan of Piaget’s theory of intelligence would be, a. “Build your vocabulary!” b. “Look for a scaffold!” c. “Impress others!” d. “Adapt!” ANS: D DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 12. In Piaget’s theory, balance between the child’s thoughts and the environment is called a. tertiary circular reaction. b. phylogenetic scaffolding. c. pompous constructivism. d. cognitive equilibrium. ANS: D DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 13. Dino, age 10, is a “dinosaur expert.” At a dinosaur museum, all of the most recent information matches what Dino already knows. Dino experiences a. transitivity of mental seriation. b. a secondary circular reaction. c. cognitive equilibrium. d. an A-not-B error. ANS: C DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 14. During Piaget’s process of “equilibration,” the child a. makes mental adjustments in response to new experiences. b. avoids scaffolding while seeking independent action. c. rejects the possibility of hypothetical “what ifs.” d. places phylogenetic development and ontogenetic development in contrasted opposition. ANS: A DIF: difficult REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 15. According to Piaget, the constructivism of the child’s thinking means that a. the child builds understanding via active discovery. b. assimilation speeds learning, while accommodation retards learning. c. passive experience builds up knowledge quickly. d. circular reactions are round movement sequences. ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 16. A puppy explores and taps a rubber ball, and learns about the ball’s properties via discovery. The puppy exemplifies Piaget’s principle of a. constructivism. b. horizontal decalage. c. representational insight. d. invariant developmental sequence. ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 17. In Piaget’s cognitive theory, a ____ is a mental model that represents, organizes, or interprets experience for the child. a. concrete operation b. centration c. scaffold d. scheme ANS: D DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 18. ____ is the process by which children combine existing schemes into more complex intellectual schemes. a. Organization b. Conservation c. Formal operation d. Assimilation ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Factual 19. To pass an object, an infant combines one hand’s “opening scheme” with the other hand’s “grasping” scheme. This illustrates Piaget’s principle of a. animism. b. organization. c. identity training. d. avoiding the A-not-B error. ANS: B DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 20. A slogan of Piaget’s organization principle would be, a. “Respond to parental assistance!” b. “Consider hypothetical possibilities!” c. “Combine the simple into the complex!” d. “Observe how others have solved similar problems!” ANS: C DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 21. “Adaptation” has many varied meanings, but to Piaget, it meant a. minimizing parent/child conflicts through discussion. b. habituating to the environment’s stabilities. c. making adjustments in response to the environment’s demands. d. modifying the organism’s genotype. ANS: C DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 22. In Piaget’s cognitive theory, adaptation is the outcome of which processes? a. Dilation and contraction b. Centration and decentration c. Accommodation and assimilation d. Horizontal decalage and vertical decalage ANS: C DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 23. An overseas tourist comments on everything new by mentioning its similarities to familiar places back home. This resembles Piagetian a. assimilation. b. accommodation. c. conservation. d. primary circular reaction. ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 24. A slogan for Piaget’s assimilation principle would be, a. “Conform to your peers’ thoughts!” b. “Apply your past habits!” c. “Be flexible and modify!” d. “Think with animism!” ANS: B DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 25. Janelle sees a man (who is not her father) and calls out, “Daddy!” Janelle’s reaction demonstrates the process that Piaget referred to as a. egocentrism. b. assimilation. c. accommodation. d. organization. ANS: B DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 26. ASSIMILATION is to ACCOMMODATION as ____ is to ____. a. CASH :: CREDIT b. INDIVIDUAL :: GROUP c. STABILITY :: CHANGE d. INCREMENTAL :: STAGES ANS: C DIF: difficult REF: Piaget’s Theory of Cognitive Development MSC: Conceptual 27. Four-year-old Britney mistakes her neighbor’s new pet rabbit for a kitten. Britney’s error illustrates the Piagetian process of a. animism. b. assimilation. c. accommodation. d. tertiary circular reaction. ANS: B DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 28. After seeing her “silly putty” bounce up to the ceiling on her first throw, Celia adjusts on the second throw to reduce the force. Celia’s adjustment illustrates a. accommodation. b. assimilation. c. a zone of proximal development. d. a representational insight. ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 29. Four-year-old Laura finds a bottle of vitamins. They look just like Easter candies, so she eats them all. Laura’s error illustrates Piagetian a. assimilation. b. accommodation. c. mental seriation. d. horizontal decalage. ANS: A DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 30. In space, astronauts must become experts at ____ because behavioral schemata that work on Earth must be adjusted for space’s weightlessness. a. reversibility b. accommodation c. assimilation d. animism ANS: B DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 31. Beanpole plays basketball. During the past month, his arm has grown an inch, and he overshoots. His error reflects ____ of the shooting scheme. a. hypothetico-deductive reasoning b. deferred imitation c. assimilation d. accommodation ANS: C DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 32. Beanpole plays basketball. After Beanpole’s arm has grown an inch and he overshoots, he shows ____ on later shots by reducing the intensity of the arm movement. a. neo-nativism b. assimilation c. accommodation d. microgenetic transitivity ANS: C DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 33. Five-year-old Charley didn’t think that dogs could talk until he saw a talking dog on TV. The change in Charley’s understanding about dogs illustrates the Piagetian principle called a. phylogenetic development. b. animistic magic. c. accommodation. d. assimilation. ANS: C DIF: difficult REF: Piaget’s Theory of Cognitive Development MSC: Applied 34. An expatriate living overseas says, “No matter where we live, we are flexible and try to go native, adjusting our habits to match those of the locals.” Her family is strong on ____ of their behavioral schemata a. reflex activation b. microgenetic development c. assimilation d. accommodation ANS: D DIF: moderate REF: Piaget’s Theory of Cognitive Development MSC: Applied 35. Which of these is NOT among Piaget’s four cognitive developmental stages? a. Formal operations stage b. Preoperational stage c. Proximal zone stage d. Sensorimotor stage ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 36. Piaget’s principle of the invariant developmental sequence means that a. animals of closely related species (e.g., apes/monkeys) have identical developmental stages. b. every child goes through the stages in the same order. c. if well nourished, children will develop at the same rate. d. smart children can sometimes skip one of the stages. ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 37. Piaget’s four developmental stages a. differ qualitatively from each other. b. are voluntarily chosen by the child’s parents. c. are experienced in different sequences by children. d. can be skipped in instances where the child is a precocious early achiever. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 38. A chef says, “The recipe for goo-rolls is specific. You must do all 15 steps in the exact stated order.” This recipe illustrates the principle of a. invariant sequence. b. symbolic and behavioral schemes. c. transitivity. d. egocentrism. ANS: A DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Applied 39. Piaget asserted that cultural and environmental influences on the child’s development affected a. the developmental rate and also the stage sequence. b. the developmental rate but not the stage sequence. c. the stage sequence but not the developmental rate. d. neither the stage sequence nor the developmental rate. ANS: B DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 40. Piaget’s sensorimotor stage includes the period of a. infancy. b. early childhood. c. middle childhood. d. adolescence. ANS: A DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 41. Which of the following aspects of cognitive development were NOT part of Chapter 6’s discussion of sensorimotor development? a. Growth of the object concept b. Problem-solving skills c. Self-awareness d. Imitation ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual NOT: New 42. The neonate’s main sensorimotor activity is a. exercising its innate reflexes. b. doing primary circular reactions. c. doing secondary circular reactions. d. responding to classical conditioning. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual 43. According to Piaget’s theory, infants coordinate the information they gather through their senses with their motor behavior during the ____ stage of cognitive development. a. concrete operations b. sensorimotor stage c. formal operations d. fetal ANS: B DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Factual 44. What is “circular” about a Piagetian circular reaction? a. The path of the eye movements resembles a circle. b. The path of a limb’s movements resembles a circle. c. “Circular” means that the action is repetitious. d. The action helps attract circular stimuli to the senses. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 45. The main difference between primary and secondary circular reactions is a. whether the action is toward the infant or an object. b. the geometric accuracy of the circle pattern. c. the relative sizes of the circles produced. d. the speeds of the repetitive motions. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 46. PRIMARY CIRCULAR REACTION is to SECONDARY CIRCULAR REACTION as ____ is to ____. a. HORIZONTAL :: VERTICAL b. APPEARANCE :: REALITY c. RANDOM :: PURPOSIVE d. SELF :: OTHER ANS: D DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 47. Lolly is three months old, and she loves to suck her big toe, which she does repeatedly. This exemplifies a. an abstract rectangular reaction. b. a decentered targeted behavior. c. a tertiary circular reaction. d. a primary circular reaction. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 48. Which of these is an example of a Piagetian primary circular reaction? a. A baby pokes her own elbow repeatedly. b. A toddler draws a circle on paper with a crayon. c. A baby points her hand at a mobile above her crib. d. A woman kisses her boyfriend in a circular pattern on his cheek. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 49. A primary circular reaction is a(n) a. cognition of disgust when English is heard in France. b. imagined movement that is not actually performed. c. repetitive movement toward one’s own body, such as thumb sucking. d. persistent search to find a missing object. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 50. Cuddles is a beagle who bites her toy rubber cat repeatedly to hear the “meow” sound it makes. This illustrates the Piagetian principle called a. predatory sensorimotor practice. b. secondary circular reaction. c. tertiary circular reaction. d. feline prey symbolism. ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 51. Among four- to eight-month-old infants, secondary circular reactions will most often be directed toward a. the infant’s memories of prenatal life in the womb. b. an imagined caregiver who is absent. c. external objects such as toys. d. the infant’s own body. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 52. Secondary circular reactions are a. unique motions done without a target. b. unique motions directed toward the infant’s own body. c. repetitive motions directed toward the infant’s body. d. repetitive motions directed toward external objects. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 53. Multiple actions are first planned and done together during which substage of Piaget’s sensorimotor stage? a. Reflex activity b. Primary circular reactions c. Coordination of secondary reactions d. Symbolic problem-solving ANS: C DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 54. The infant’s curiosity becomes especially evident during Piaget’s ____ substage of the sensorimotor stage, as infants begin to actively experiment with objects. a. reflex activity b. primary circular reactions c. coordination of secondary schemes d. tertiary circular reactions ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual 55. “Inner experimentation” becomes possible during Piaget’s ____ substage of the sensorimotor stage. a. secondary circular reactions b. coordination of secondary schemes c. tertiary circular reactions d. symbolic problem-solving ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 56. Mental imagery and thinking about ways of solving problems are prominent features of the ____ substage of sensorimotor intelligence. a. tertiary circular reactions b. symbolic problem-solving c. reflex activity d. coordination of secondary schemes ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 57. In the area of problem-solving, the final period of the sensorimotor stage is marked by the child’s ability to a. reach a solution to a problem internally by using symbolic mental combinations. b. repeat behaviors that result in interesting consequences. c. engage in trial-and-error behaviors to explore the properties of objects. d. show reversibility of thought operations. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 58. Research has uncovered that the child’s capacity for deferred imitation develops ____ average age specified by Piaget. a. later than the b. by the same c. earlier than the d. earlier in boys but later in girls than the ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual 59. The child’s understanding that objects still exist even when out of sight is called a. constructivistic substantiation. b. existential persistence. c. tertiary scaffolding. d. object permanence. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 60. Piaget judged whether infants understood object permanence on the basis of whether a. they responded affirmatively during interviews. b. a parent indicated that the ability was present. c. they stared longer at impossible scenes than at possible scenes. d. they searched for hidden or missing objects. ANS: D DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 61. Snow White loses a small doll but does not search for the toy. Snow White’s actions suggest that she has not yet acquired a. object permanence. b. representational insight. c. compassionate conservatism. d. context-independent learning. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 62. Smarty’s ball has rolled under the sofa, and he immediately starts to hunt for it. Smarty’s behavior illustrates a. that one must know decentering in order to conserve. b. the boundaries of his zone of proximal development. c. that he is in Piaget’s formal operations stage d. the Piagetian principle of object permanence. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 63. A child who makes the “A-not-B error” with hidden/lost objects will a. search at the place where the object was last seen. b. fail to do any search for the missing object. c. start to search, then promptly quit. d. search for a hidden object where she previously found it even after she saw it get moved to a new location. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 64. The game of ____ helps infants acquire the cognitive understanding of object permanence. a. patty cake b. peekaboo c. Simon says d. tag ANS: B DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Factual 65. Suppose that a naval submarine were lost. If rescuers made the A-not-B error, where would they search? a. At the home port from where the sub launched b. At the high-seas location where the sub last submerged c. At the spot where the sub is expected to emerge after a given amount of time d. In Davy Jones’s locker, where souls of lost sailors congregate ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 66. At a carnival shooting gallery, a moving target travels diagonally behind a barrier. If the shooter understands “invisible displacement,” where will the target’s reappearance be anticipated? a. Where the target went behind the barrier b. At any random location along the edges of the barrier c. At the other side of the barrier, consistent with the target’s trajectory d. In the center of the barrier ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 67. As the child gradually masters object permanence during the first two years, which behavior represents the most advanced understanding? a. Passively waiting for the object to reappear b. Anticipating invisible displacements c. Doing an A-not-B search d. Not searching at all ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 68. Carrie is an infant in Piaget’s sensorimotor stage. Her parents will know that her object concept is fully mature when Carrie searches for objects a. that are only partly concealed. b. that she sees being totally covered. c. in the locations where they were last seen. d. that were invisibly moved from where she last saw them. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 69. The viewpoint that claims many cognitive skills are innate is called a. neo-nativism. b. para-piagetianism. c. trans-environmentalism. d. parental intuitionism. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 70. A slogan of neo-nativism would be, a. “Abilities arise from experiential learning.” b. “The newborn arrives with much knowledge.” c. “Development is totally flexible.” d. “Knowledge is constructed from early reflexes.” ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 71. The general approach of neo-nativist cognitive research has been to a. demonstrate advanced abilities in very young infants. b. statistically reexamine Piaget’s data for errors. c. search for similar parallels in the development of babies and in young animals. d. apply clever techniques for infants’ verbal interviews. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 72. Wynn found that young infants stare longer at “impossible” outcomes than at possible ones. She concluded that the infants a. are confused about what is possible and what is not. b. become annoyed when adults control what they see. c. know nothing at birth, but learn quickly within weeks. d. understand about object permanence. ANS: D DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual NOT: New 73. The slogan that the infant is a “little scientist testing hypotheses about the world” is based on a. Vygotsky’s sociocultural theory. b. Piaget’s cognitive theory. c. the neo-nativist theory. d. “theory” theories. ANS: D DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 74. “Theory” theories, which portray the infant as testing hypotheses about the world, a. are nurture-oriented, emphasizing experiential learning. b. are nature-oriented, with neonativistic innate knowledge. c. are constructivistic, like Piaget’s theory. d. combine elements of neo-nativism and constructivism. ANS: D DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 75. The ____ stage is the second of Piaget’s four stages, encompassing the preschool years. a. formal-operational b. sensorimotor c. preoperational d. concrete-operational ANS: C DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 76. Which of these LEAST exemplifies symbol use? a. Mental imagery b. Habituation c. Language d. Pretend play ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 77. The child’s understanding that something can stand for something else is called a. assimilated protoformalism. b. reflexive mental seriation. c. representational insight. d. intuitive decentration. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 78. A simpler term that means roughly the same thing as “representational insight” would be a. practicing to be better. b. using an entity to stand for something else. c. thinking mostly about yourself. d. guessing about what is “out there.” ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 79. Regarding the relationship between cognition and language, Piaget asserted that a. cognition and language are unrelated mental skills. b. language development promotes cognitive advancement. c. cognitive development promotes language advancement. d. cognition and language are mutually supportive. ANS: C DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 80. Another term for the preconceptual child’s symbolic play is ____ play. a. hypothetico-deductive b. transitivity c. decentration d. pretend ANS: D DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 81. Judy DeLoache’s study of symbolism in preconceptual children used this experimental task: a. using a scale model to show where a toy is hidden. b. asking the child to verbally describe what was seen. c. having the child act out a police officer’s role. d. having the child draw sketches of people in work uniforms. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual 82. In her experiment in which a toy is hidden in both a room and a scale model, Judy DeLoache found that a. three-year-olds and two-and-a-half-year-olds successfully used the model. b. children of neither age were successful in using the model. c. older children, but not younger children, were successful. d. younger children, but not older children, were successful. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual 83. In DeLoache’s study on the use of a room-scale model, younger children (age two and a half years) did poorly because a. their memory was bad, and they forgot where the toy was. b. they did not initially notice where the toy was hidden. c. strangers distracted them during the task. d. they did not understand that the model was a symbolic representation of the large room. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 84. Having accurate costumes for imaginary roles would be a special concern for children engaged in ____ play. a. symbolic b. sensorimotor c. rough-and-tumble d. competitive social ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 85. The child’s capacity for social play ____ throughout the preoperational stage. a. declines b. increases c. remains stable at a low level d. remains stable at a high level ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual 86. At age four, Freddy and his friends wear their firefighter uniforms and drag hoses around the backyard, pretending to put out imaginary fires. This is a. symbolic play. b. identity training. c. sensorimotor play. d. competitive social play. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 87. Children’s play has many benefits, LEAST of which is a. providing opportunities to practice language. b. fostering healthy emotional development. c. keeping children busy and preoccupied. d. promoting social development. ANS: C DIF: easy REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 88. The dual representation principle means that the child a. can think about an object in two ways simultaneously. b. knows that toys or other objects ought to be shared. c. believes that an object, such as a toy, can be resurrected after it has been broken or lost. d. and a playmate both think about one object. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 89. Dual representation is necessary for the child to understand about a. the importance of sharing toys or other objects. b. perceiving mental images in the “mind’s eye.” c. memorization and retrieval from memory. d. scale models of objects. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 90. A grade-school child thinks of the U.S. flag as an attractive pattern and also as a way to represent the country. This demonstrates the principle called a. identity training. b. horizontal decalage. c. dual representation. d. a cognitive self-guidance system. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 91. A four-year-old tells her mother, “The telephone is angry at you because you were preapproved and didn’t call back.” Attributing emotions to the telephone illustrates ____ in the child’s thinking. a. animism b. egocentrism c. transitivity d. decentration ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 92. Animism is common in preschoolers’ thinking; it means that the child a. thinks that common objects are alive. b. believes that objects can serve as food for the hungry. c. understands the differences between things and animals. d. knows that inanimate objects are dead, but thinks they can come alive during special restricted circumstances ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 93. Children’s stories that make objects or materials come alive with humanlike properties encourage ____ thinking. a. mentally seriated b. decentrated c. egocentric d. animistic ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 94. Scruffy’s dad is upset over some sad news, so he cries. Five-year-old Scruffy gives his teddy bear to his dad to hold and tells him that he will feel better if he hugs teddy. This illustrates Piaget’s principle of a. egocentrism. b. decentrated emotionality. c. a cognitive self-guidance system. d. precausal or transductive reasoning. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 95. When a child appreciates that other people have their own unique ideas, perceptions, or emotions, then ____ has been overcome. a. egocentrism b. scaffolding c. horizontal decalage d. representational insight ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 96. Ollie the ostrich hears predators approach, so Ollie “hides” by burying his head in the sand. Ollie’s behavior reflects his ____ cognition. a. perverted b. animistic c. egocentric d. dual representational ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 97. Piaget’s “three-mountain problem” was used to assess preoperational children’s a. animism. b. egocentric perception. c. habits of dual representation. d. appearance/reality distinction. ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 98. The objects of animistic thinking would most likely be a. any inanimate objects. b. the child’s absent playmates. c. living animals, especially mammals. d. living plants, especially large ones. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 99. Dual representation and ____ are similar cognitive skills. a. horizontal decalage b. mental seriation c. decentration d. centration ANS: C DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 100. ANIMISM is to EGOCENTRISM as ____ is to ____. a. URBAN :: RURAL b. FANTASY :: SELFISHNESS c. ONTOGENETIC :: PHYLOGENETIC d. PROBLEM-SOLVING :: GUESSING ANS: B DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 101. When a young preschooler is tested in Piaget’s three-mountain task, she will think that the person seated on the other side of the table a. sees the mountains with a unique perspective. b. sees the same view of the mountains as she does. c. cannot see anything if the other person is tall. d. may have fantasies that the mountains have become alive. ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 102. A three-year-old gets scared when her mom dresses up in a dinosaur costume on Halloween. The child shows a. a phylogenetic development. b. decentration of a possibility. c. lack of object (person) permanence. d. misunderstanding of the appearance/reality distinction. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 103. Young preschoolers may become frightened by Halloween masks and costumes because they a. tend to get lost in the zone of proximal development. b. do not yet understand the appearance/reality distinction. c. are context-dependent in their thinking. d. are often teased by older children. ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 104. Children are no longer frightened by Halloween costumes and instead regard them as entertaining once they have mastered the a. difference between microgenesis and sociohistory. b. tools of intellectual adaptation. c. appearance/reality distinction. d. zone of proximal development. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 105. “If it walks, talks, and looks like a duck, then it is a duck.” This statement will make good sense to a young preschooler who has not yet mastered a. the appearance/reality distinction. b. hypothetico-deductive reasoning. c. the scaffolding principle. d. object permanence. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 106. “Play money” may seem real to the preschooler who does not yet understand a. conservation principles. b. the A-not-B search error. c. the appearance/reality distinction. d. the relational logic of transitivity. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 107. In her experiment, Rheta DeVries was able to demonstrate that children under the age of three are not able to distinguish between appearance and reality when she presented them with a masked cat. The inability of young children to make this distinction can be attributed to a. poor perceptual ability. b. the lack of proficiency at dual encoding. c. their egocentrism. d. their fear of pets. ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 108. Dual encoding refers to a. the use of two schemes. b. the integration of circular reactions. c. the development of memory function. d. the ability to represent an object in more than one way at a time. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 109. The preoperational principle called centration means that the child a. receives help from parents on difficult tasks. b. attends to each object’s single most salient feature. c. seeks perceptual balance on objects’ spatial layouts. d. looks directly at objects, so that images are centered. ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 110. The ____ principle, which dominates preschoolers’ reasoning, interferes with conservation. a. animism b. centration c. identity training d. dual representation ANS: B DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 111. In a beaker-pouring test of liquid volume conservation, preschoolers don’t achieve conservation because they a. suffer at this age from horizontal decalage. b. are involved in polluting the environment. c. make mistakes on mental seriation tasks. d. become centrated on height. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 112. Spanky is a five-year-old boy. In sharing cookies with his older sister, Spanky is satisfied because his sister took two cookies and gave two half-cookies to him. Spanky has not yet mastered a. conservation of mass. b. reversibility. c. centration. d. animism. ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 113. When a young child discovers that simply changing the shape of an object does not necessarily change the amount of the object (e.g., a flattened ball of clay contains the same amount of clay as when it was rolled into a ball), the child is showing an understanding of a. object permanence. b. accommodation. c. assimilation. d. conservation. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 114. Centration tends to ____ conservation. a. facilitate b. interfere with c. have no effect on d. silence the private speech of ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development KEY: Conceptual 115. In Piaget’s theory, CENTRATION is to DECENTRATION as ____ is to ____. a. ONE :: MANY b. PHYLOGENETIC :: ONTOGENETIC c. PUBLICITY :: SECRECY d. NATURE :: NURTURE ANS: A DIF: difficult REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 116. Mrs. Subway asks her boy Chompy if he wants his sandwich in one or two pieces. Chompy says to keep it in one piece because he isn’t hungry enough to eat two pieces. Chompy’s answer indicates that he a. is decentered about the possible contents of the food. b. misunderstands about the meanings of numbers. c. applies hypothetico-deductive reasoning. d. does not yet understand conservation. ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 117. ____ is demonstrated in a liquid conservation test by pouring the liquid back into its first container. a. Reversibility b. Mental seriation c. Cereal processing d. Context-dependent transitivity ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Conceptual 118. A stage magician demonstrates ____ by sawing his assistant in half and then restoring her to the way that she originally was. a. a tertiary circular reaction b. split-half reliability c. an ontogenetic split d. reversibility ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Applied 119. Research on humor suggests that it is reflected in a child’s ability to perceive incongruities between what is perceived and experienced. According to Paul McGhee, incongruity is most likely to be perceived when it is a. low in magnitude. b. easy to interpret. c. intermediate in magnitude. d. complex and challenging. ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development MSC: Factual 120. The appreciation of humor has been hypothesized to be a function of children’s level of cognitive development—specifically, their ability to deal with a. puns. b. theory of mind. c. symbols. d. scaffolding.