PSYC 140 Developmental Psychology
Module 4 Exam Questions with Correct
Detailed Answers || Already Graded A+
<Recent Version>
Portage Learning
1. What is the difference between gross motor and fine motor skills? Give two
examples of each. - ANSWER ✔ Gross motor refers to large muscle
development, while fine motor skills require dexterity. Therefore, skills that
require arm and leg strength, such as throwing, kicking, and running are
gross motor skills. However, skills requiring minute movements to be made
with the hands are fine motor skills. For example, writing, coloring, and
cutting paper.
2. Jean Piaget - ANSWER ✔ a swiss psychologist who was interested in
children's thinking process. Hypothesized that children have different
schemas than adults. emphasized a child's cognitive development as if other
people in the child's world weren't all that necessary to the gaining of
knowledge and development of skills.
3. Scheme - ANSWER ✔ in this case, a mental concept formed through
experiences with objects and events
4. Sensorimotor stage - ANSWER ✔ First stage from Piaget's theory of
cognitive development. From birth to 2 years old. Children explore the
world using their senses and ability to move. They develop object
permanence and the understanding that concepts and mental images
represent objects, people, and events.
,5. Object permanence - ANSWER ✔ the knowledge that an object exists even
when its not in sight. Occurs by the end of the sensorimotor stage
6. Pre operational stage - ANSWER ✔ Second stage from Piaget's theory of
cognitive development. From 2 to 7 years old. Young children can mentally
represent and refer to objects and events with words or pictures and they can
pretend (animism). However, they can't conserve, logically reason, or
simultaneously consider many characteristics of an object.
7. Egocentrism - ANSWER ✔ the inability to see the world through anyone
else eyes.
8. Centration - ANSWER ✔ in Piaget's theory, the tendency of a young child
to focus only on one feature of an object while ignoring other relevant
features.
9. Conservation - ANSWER ✔ In Piaget's theory, the inability to understand
that simply changing the appearance of an object does not change the objects
nature/ the way something looks doesn't change its amount, volume, or
mass.
10.Irreversibility - ANSWER ✔ in Piaget's theory, the inability of the young
child to mentally reverse an action.
11.Concrete operational stage - ANSWER ✔ Third stage of Piaget's theory of
cognitive development. From 7 to 12 years old. Children at this stage are
able to conserve, reverse their thinking, and classify objects in terms of their
many characteristics. They can also think logically and understand analogies
but only about concrete events.
12.Formal operations stage - ANSWER ✔ Final stage in Piaget's theory of
cognitive development. From 12 years old to adulthood. People at this stage
can use abstract reasoning about hypothetical events or situations, think
about logical possibilities, use abstract analogies, and systematically
examine and test hypotheses. Not everyone can eventually reason all of
these ways.
,13.Lev Vygotsky - ANSWER ✔ Russian psychologist who emphasized that
other people acting as teachers and mentors were a crucial part of child
cognitive development.
14.Scaffolding - ANSWER ✔ process in which a more skilled learner gives
help to a less skilled learner, reducing the amount of help as the less skilled
learner becomes more capable
15.Zone of proximal development (ZPD) - ANSWER ✔ Vygotsky's concept of
the difference between what a child can do alone and what that child can do
with the help of a teacher.
16.Type out the two substages of Piaget's Preoperational stage, and describe in
detail key features of each substage. - ANSWER ✔ During the Symbolic
Function substage (ages 2-4) children continue to develop in their abilities to
mentally represent objects that are not right in front of them. Limitations or
errors in thinking that occur in this substage include Egocentrism and
Animism. Egocentrism refers to a problem with taking another person's
perspective or point of view. Animism refers to a child's belief that
inanimate objects can have lifelike qualities.
In the Intuitive Thought substage, children start to develop reasoning ability.
However, young children are prevented from engaging in highly rational
thought because of centration. Centration involves focusing all attention on
one feature of an object. In doing so, the young child may miss the "big
picture" as well as any other feature of the object. Centration may also result
in a child's difficulty with conservation. Conservation involves
understanding that the physical properties of substances or objects do not
change if merely the appearance is altered.
17.Compare and contrast Piaget's and Vygotsky's approaches to cognitive
development. - ANSWER ✔ Piaget approached cognitive development from
a biological/maturational standpoint. That is, he believed that abilities
naturally unfolded at certain ages. Vygotsky, on the other hand, approached
cognitive development from a sociocultural standpoint and emphasized
collaborative learning.
18.Define "zone of proximal development" and "scaffolding." - ANSWER ✔
The Zone of Proximal Development (ZPD) is the gap between what children
can accomplish alone and what they can do if guided by an expert.
, Scaffolding involves the teacher/expert to offer changing levels of support as
the child's competence increases.
19.Define gender schema theory, gender constancy, and gender stereotype. -
ANSWER ✔ Gender Schema Theory states that children have a desire to
conform to societal standards and therefore may tune their attention and
behavior to act in ways in keeping with their respective gender.
20.Gender Constancy is the knowledge that one's sex remains the same even if
outward appearance changes.
21.A Gender Stereotype is a set belief about the expected behaviors of males
and females.
22.Manuel and Sarah keep a daily log of the times that their baby eats, sleeps,
remains awake, and even the baby's excretions. They are keeping track of
the baby's _______. - ANSWER ✔ rhythmicity
23.Researchers who use intelligence quotient (IQ) testing as part of their
research project with elementary-school-age students are likely to be
researching _________ development. - ANSWER ✔ cognitive
24.The predetermined unfolding of genetic information is known as _______. -
ANSWER ✔ maturation
25.When social and cultural factors affect an individual at a particular time and
include variables such as ethnicity, social class, and subcultural membership,
these factors are called _______. - ANSWER ✔ sociocultural-graded
influences
26.Bob and Marion's high level of responsivity to their baby's persistent crying
demonstrates a(n) _______ influence on the baby's development. -
ANSWER ✔ environmental
27.Piaget argued that infants acquire knowledge through _______. - ANSWER
✔ direct motor behaviour
Module 4 Exam Questions with Correct
Detailed Answers || Already Graded A+
<Recent Version>
Portage Learning
1. What is the difference between gross motor and fine motor skills? Give two
examples of each. - ANSWER ✔ Gross motor refers to large muscle
development, while fine motor skills require dexterity. Therefore, skills that
require arm and leg strength, such as throwing, kicking, and running are
gross motor skills. However, skills requiring minute movements to be made
with the hands are fine motor skills. For example, writing, coloring, and
cutting paper.
2. Jean Piaget - ANSWER ✔ a swiss psychologist who was interested in
children's thinking process. Hypothesized that children have different
schemas than adults. emphasized a child's cognitive development as if other
people in the child's world weren't all that necessary to the gaining of
knowledge and development of skills.
3. Scheme - ANSWER ✔ in this case, a mental concept formed through
experiences with objects and events
4. Sensorimotor stage - ANSWER ✔ First stage from Piaget's theory of
cognitive development. From birth to 2 years old. Children explore the
world using their senses and ability to move. They develop object
permanence and the understanding that concepts and mental images
represent objects, people, and events.
,5. Object permanence - ANSWER ✔ the knowledge that an object exists even
when its not in sight. Occurs by the end of the sensorimotor stage
6. Pre operational stage - ANSWER ✔ Second stage from Piaget's theory of
cognitive development. From 2 to 7 years old. Young children can mentally
represent and refer to objects and events with words or pictures and they can
pretend (animism). However, they can't conserve, logically reason, or
simultaneously consider many characteristics of an object.
7. Egocentrism - ANSWER ✔ the inability to see the world through anyone
else eyes.
8. Centration - ANSWER ✔ in Piaget's theory, the tendency of a young child
to focus only on one feature of an object while ignoring other relevant
features.
9. Conservation - ANSWER ✔ In Piaget's theory, the inability to understand
that simply changing the appearance of an object does not change the objects
nature/ the way something looks doesn't change its amount, volume, or
mass.
10.Irreversibility - ANSWER ✔ in Piaget's theory, the inability of the young
child to mentally reverse an action.
11.Concrete operational stage - ANSWER ✔ Third stage of Piaget's theory of
cognitive development. From 7 to 12 years old. Children at this stage are
able to conserve, reverse their thinking, and classify objects in terms of their
many characteristics. They can also think logically and understand analogies
but only about concrete events.
12.Formal operations stage - ANSWER ✔ Final stage in Piaget's theory of
cognitive development. From 12 years old to adulthood. People at this stage
can use abstract reasoning about hypothetical events or situations, think
about logical possibilities, use abstract analogies, and systematically
examine and test hypotheses. Not everyone can eventually reason all of
these ways.
,13.Lev Vygotsky - ANSWER ✔ Russian psychologist who emphasized that
other people acting as teachers and mentors were a crucial part of child
cognitive development.
14.Scaffolding - ANSWER ✔ process in which a more skilled learner gives
help to a less skilled learner, reducing the amount of help as the less skilled
learner becomes more capable
15.Zone of proximal development (ZPD) - ANSWER ✔ Vygotsky's concept of
the difference between what a child can do alone and what that child can do
with the help of a teacher.
16.Type out the two substages of Piaget's Preoperational stage, and describe in
detail key features of each substage. - ANSWER ✔ During the Symbolic
Function substage (ages 2-4) children continue to develop in their abilities to
mentally represent objects that are not right in front of them. Limitations or
errors in thinking that occur in this substage include Egocentrism and
Animism. Egocentrism refers to a problem with taking another person's
perspective or point of view. Animism refers to a child's belief that
inanimate objects can have lifelike qualities.
In the Intuitive Thought substage, children start to develop reasoning ability.
However, young children are prevented from engaging in highly rational
thought because of centration. Centration involves focusing all attention on
one feature of an object. In doing so, the young child may miss the "big
picture" as well as any other feature of the object. Centration may also result
in a child's difficulty with conservation. Conservation involves
understanding that the physical properties of substances or objects do not
change if merely the appearance is altered.
17.Compare and contrast Piaget's and Vygotsky's approaches to cognitive
development. - ANSWER ✔ Piaget approached cognitive development from
a biological/maturational standpoint. That is, he believed that abilities
naturally unfolded at certain ages. Vygotsky, on the other hand, approached
cognitive development from a sociocultural standpoint and emphasized
collaborative learning.
18.Define "zone of proximal development" and "scaffolding." - ANSWER ✔
The Zone of Proximal Development (ZPD) is the gap between what children
can accomplish alone and what they can do if guided by an expert.
, Scaffolding involves the teacher/expert to offer changing levels of support as
the child's competence increases.
19.Define gender schema theory, gender constancy, and gender stereotype. -
ANSWER ✔ Gender Schema Theory states that children have a desire to
conform to societal standards and therefore may tune their attention and
behavior to act in ways in keeping with their respective gender.
20.Gender Constancy is the knowledge that one's sex remains the same even if
outward appearance changes.
21.A Gender Stereotype is a set belief about the expected behaviors of males
and females.
22.Manuel and Sarah keep a daily log of the times that their baby eats, sleeps,
remains awake, and even the baby's excretions. They are keeping track of
the baby's _______. - ANSWER ✔ rhythmicity
23.Researchers who use intelligence quotient (IQ) testing as part of their
research project with elementary-school-age students are likely to be
researching _________ development. - ANSWER ✔ cognitive
24.The predetermined unfolding of genetic information is known as _______. -
ANSWER ✔ maturation
25.When social and cultural factors affect an individual at a particular time and
include variables such as ethnicity, social class, and subcultural membership,
these factors are called _______. - ANSWER ✔ sociocultural-graded
influences
26.Bob and Marion's high level of responsivity to their baby's persistent crying
demonstrates a(n) _______ influence on the baby's development. -
ANSWER ✔ environmental
27.Piaget argued that infants acquire knowledge through _______. - ANSWER
✔ direct motor behaviour
