@PROFDOCDIGITALLIBRARIES
TEST BANK
Test Bank for Educational Psychology
John Santrock
6th Edition
PR
O
FD
O
C
,Educational Psychology 6th Edition by John Santrock Test Bank
CHAPTER 2
True/False Questions
1. The pattern of biological, cognitive, and socioemotional changes that begins at conception and
continues through the life span of an individual is called development.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 29. Development is the pattern of biological, cognitive, and socioemotional changes
that begins at conception and continues through the life span.
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
PR
2. During middle and late childhood, achievement typically becomes an important theme of children's
lives.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 31. During middle and late childhood, achievement becomes an important theme as
children increase their self-control.
O
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
FD
3. Early adulthood involves the transition from childhood to adulthood.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page: 31. Adolescence involves the transition from childhood to adulthood.
O
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
4. Developmentalists who emphasize that development is influenced by nurture often describe
C
development as a series of distinct stages, like the change from caterpillar to butterfly.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page 33. Developmentalists who emphasize that development is influenced by nature
often describe development as a series of distinct stages, like the change from caterpillar to butterfly.
Most developmentalists recognize that it is unwise to take an extreme position on the issues of nature
and nurture, continuity and discontinuity, and early and later experiences.
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
5. Splintered development refers to the circumstances in which development is uneven across domains.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page 34. Splintered development refers to the circumstances in which development is
uneven across domains. One student may have excellent math skills but poor writing skills. Within the
,area of language, another student may have excellent verbal language skills but not have good
reading and writing skills.
PR
O
FD
O
C
, Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
6. The cells in the brain responsible for processing information stop dividing early in childhood. Brain
development is not influenced by outside experiences or actions.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page: 35. The recent scientific view is that brain has plasticity and its development
depends on contexts and experiences children engage in.
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
7. The neuroconstructivist view of cognitive development rejects the theory that the human brain has
plasticity.
Answer: False
Bloom's Taxonomy: Knowledge
PR
Feedback: Page: 35. In the increasingly popular neuroconstructivist view, (a) biological processes
(genes, for example) and environmental experiences (enriched or impoverished, for example)
influence the brain’s development; (b) the brain has plasticity (the ability to change) and depends on
experience; and (c) development of the brain is linked closely with cognitive development.
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
O
8. A teaching implication of brain science is that children will be better able to focus and maintain
attention as myelination progresses.
FD
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 36. Myelination in brain areas important in focusing attention is not complete until
about 10 years of age. The implications for teaching are that children will have difficulty focusing their
attention and maintaining it for very long in early childhood, but their attention will improve as they
move through the elementary school years.
O
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
C
9. In the context of brain development, the limbic system matures much later than the prefrontal cortex.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page: 37. In the context of brain development, the limbic system matures much earlier
than the prefrontal cortex and is almost completely developed in early adolescence. The limbic
system structure that is especially involved in emotion is the amygdala.
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
10. Piaget's stages of cognitive development demonstrate that cognition is qualitatively different in one
stage compared with another.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 41. Piaget's stages of cognitive development demonstrate that cognition is
qualitatively different in one stage compared with another.
TEST BANK
Test Bank for Educational Psychology
John Santrock
6th Edition
PR
O
FD
O
C
,Educational Psychology 6th Edition by John Santrock Test Bank
CHAPTER 2
True/False Questions
1. The pattern of biological, cognitive, and socioemotional changes that begins at conception and
continues through the life span of an individual is called development.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 29. Development is the pattern of biological, cognitive, and socioemotional changes
that begins at conception and continues through the life span.
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
PR
2. During middle and late childhood, achievement typically becomes an important theme of children's
lives.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 31. During middle and late childhood, achievement becomes an important theme as
children increase their self-control.
O
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
FD
3. Early adulthood involves the transition from childhood to adulthood.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page: 31. Adolescence involves the transition from childhood to adulthood.
O
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
4. Developmentalists who emphasize that development is influenced by nurture often describe
C
development as a series of distinct stages, like the change from caterpillar to butterfly.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page 33. Developmentalists who emphasize that development is influenced by nature
often describe development as a series of distinct stages, like the change from caterpillar to butterfly.
Most developmentalists recognize that it is unwise to take an extreme position on the issues of nature
and nurture, continuity and discontinuity, and early and later experiences.
Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
5. Splintered development refers to the circumstances in which development is uneven across domains.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page 34. Splintered development refers to the circumstances in which development is
uneven across domains. One student may have excellent math skills but poor writing skills. Within the
,area of language, another student may have excellent verbal language skills but not have good
reading and writing skills.
PR
O
FD
O
C
, Learning Goal I: Define development and explain the main processes, periods, and issues in
development as well as links between development and education.
6. The cells in the brain responsible for processing information stop dividing early in childhood. Brain
development is not influenced by outside experiences or actions.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page: 35. The recent scientific view is that brain has plasticity and its development
depends on contexts and experiences children engage in.
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
7. The neuroconstructivist view of cognitive development rejects the theory that the human brain has
plasticity.
Answer: False
Bloom's Taxonomy: Knowledge
PR
Feedback: Page: 35. In the increasingly popular neuroconstructivist view, (a) biological processes
(genes, for example) and environmental experiences (enriched or impoverished, for example)
influence the brain’s development; (b) the brain has plasticity (the ability to change) and depends on
experience; and (c) development of the brain is linked closely with cognitive development.
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
O
8. A teaching implication of brain science is that children will be better able to focus and maintain
attention as myelination progresses.
FD
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 36. Myelination in brain areas important in focusing attention is not complete until
about 10 years of age. The implications for teaching are that children will have difficulty focusing their
attention and maintaining it for very long in early childhood, but their attention will improve as they
move through the elementary school years.
O
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
C
9. In the context of brain development, the limbic system matures much later than the prefrontal cortex.
Answer: False
Bloom's Taxonomy: Knowledge
Feedback: Page: 37. In the context of brain development, the limbic system matures much earlier
than the prefrontal cortex and is almost completely developed in early adolescence. The limbic
system structure that is especially involved in emotion is the amygdala.
Learning Goal II: Discuss the development of the brain and compare the cognitive developmental
theories of Jean Piaget and Lev Vygotsky.
10. Piaget's stages of cognitive development demonstrate that cognition is qualitatively different in one
stage compared with another.
Answer: True
Bloom's Taxonomy: Knowledge
Feedback: Page: 41. Piaget's stages of cognitive development demonstrate that cognition is
qualitatively different in one stage compared with another.
