WGU D664 EXAM | WGU D664 OBJECTIVE ASSESSMENT FINAL EXAM | WGU D664 LEARNERS AND LEARNING SCIENCE OA EXAM | QUESTIONS AND CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) |ALREADY GRADED A+||BRAND NEW!! 2025/2026

WGU D664 EXAM | WGU D664 OBJECTIVE ASSESSMENT FINAL EXAM | WGU D664 LEARNERS AND LEARNING SCIENCE OA EXAM | QUESTIONS AND CORRECT DETAILED ANSWERS (VERIFIED ANSWERS) |ALREADY GRADED A+||BRAND NEW!! 2025/2026 Sensory Exploration - CORRECT ANSWER -involves activities that engage the senses—touch, sight, hearing, smell, and taste—helping children explore and understand the world around them autonomy versus shame/doubt stage - CORRECT ANSWER -This stage involves a child's journey toward independence and decision-making trust versus mistrust stage - CORRECT ANSWER -Infants learn to rely on caregivers for their basic needs, fostering trust—while inconsistency in meeting these needs can lead to mistrust, suspicion, and anxiety about their environment. object permanence - CORRECT ANSWER -the understanding that something still exists even though it cannot be seen or heard sensorimotor stage - CORRECT ANSWER -Infants (0-2 years old) explore through senses and actions, developing an understanding of object permanence and laying cognitive foundations Cognitive Transition - CORRECT ANSWER -The transition from the sensorimotor stage to the preoperational stage is marked by mastery of object permanence, recognition of themselves as separate from their environment, and the realization that they can affect the objects and people around them. sensorimotor - CORRECT ANSWER -Children know the world through movement and their senses. They learn through grasping, sucking, looking, and listening.Social Transition to Autonomy - shame vs doubt - CORRECT ANSWER -At about 18 months old, a child transitions from the crisis of trust-mistrust to the crisis of autonomy-shame/doubt. This transition is marked by the desire to accomplish daily tasks by themselves. When children feel safe trying tasks on their own, even though they may not yet be capable, they move into the next stage. Autonomy - CORRECT ANSWER -Supporting children's independence without overly controlling or criticizing allows them to develop feelings of accomplishment and responsibility. Autonomy to initiative stage - CORRECT ANSWER -Somewhere around age three, a child transitions from autonomy to initiative. This transition is marked by the desire to assert control over the environment and by increased social, physical, and cognitive exploration. Birth - 12 months - CORRECT ANSWER -Erikson's PSYCHOLOGICAL DEVELOPMENT THEORY TRUST vs. MISTRUST • Provide love, care, and food • Need comfort and safety Ages 1-3 years, Eriksons psychological development theory - CORRECT ANSWER -AUTONOMY vS. SHAME & DOUBT • "Me Do" stage • Need forindependence • Insist on doing things on their own • Dress myself • Feed myself Ages 3-6, eriksons psychological development - CORRECT ANSWER -INITIATIVE vS. GUILT • Exploration • Trying new things on their own • Asking lots of questions Ages 6-12, eriksons psychological development - CORRECT ANSWER -INDUSTRY VS INFERIORITY • Intellectual curiosity • School performance • Need positive reinforcement • Praise • Avoid undue competition or criticism Ages 12-19, Eriksons psychological development - CORRECT ANSWER -IDENTITY vs. ROLE CONFUSION • Develop sense of self • Influenced by other's reactions • Peers more important than parents or teachers • Social role models • Figuring out what they want to do after high schoolBirth - age 2, Piaget - CORRECT ANSWER -SENSORIMOTOR • Reflexive or active •WSucking •WGrabbing •WLooking •WListening •WCrawlingW•WObjectWPermanenceW(unseen thingsWstillWexist) LearningWthroughWmovementWandWsenses AgesW2-7,WPiagetW-WCORRECTWANSWERW-PrelogicalWThoughtW PREOPERATIONAL •WPlayWandWpretend •WSymbolicWthinking •WLanguageWdevelops •WFormsWmanyWnewWschemesW•WEgocentrismW(focusWonWself, self-centered)W•WCentrationW(focusWonWonly oneWaspectWatWaWtime) AgesW7-11,WPiagetW-WCORRECTWANSWERW-FactualWandWLogicalWThoughtW CONCRETEWOPERATIONALW•WNeedWconcrete,Whands-on experiencesW•WMentalWreversalW(balloons inflate-deflate)•WSeriation •WSorting •WClassityingW•WConservationW(tallWskinnyWglassWandWshortWfatWglass holdWsameWamountWofWliquid) AgesW12+,WPiagetW-WCORRECTWANSWERW-HigherWorderWthinkingWandWreasoningW FORMALWOPERATIONAL •WAbstractWthinking •WCriticalWthinking •WHypothesize •WPredict •WMetaphors •WMentalWmanipulations •WSystemicWproblem-solving CognitionW-WCORRECTWANSWERWrefersWtoWtheWmentalWprocessesWusedWtoWunderstand,Wlearn,WandWapplyWknowledge TheWmentalWprocessesWinvolvedWinWacquiring,Wprocessing,Wstoring,WandWusingWinformation thinkingWactivitiesWsuchWasWremembering,Wunderstanding,Wproblem-solving,WandWdecisionmaking,WincludingWhowWpeopleWget,Wuse,WandWstoreWinformationWinWtheirWminds NeurodevelopmentW-WCORRECTWANSWERWplaysWaWcrucialWroleWinWacquiringWnewWknowledge,WhoningWcognitiveWskills,WandWadaptingWtoWthe WchallengesWofWformalWeducationHowWtheWbrainWgrowsWandWchangesW NeurodevelopmentWisWessentialWtoWlearningWnewWthings,WimprovingWthinking,WandWhandlingWsch oolWchallenges BrainstemW-WCORRECTWANSWERW-controlsWbasicWfunctionsWlikeWbreathingWandWheartWrate ItWhelpsWkeepWusWaliveWandWregulatesWessentialWbodilyWfunctions,WallowingWusWtoWfocusWonWlearn ingWwithoutWworryingWaboutWthingsWlikeWbreathingWorWdigestingWfood.W(WGU) limbicWsystemW-WCORRECTWANSWERW-managesWemotionsWandWmemory ThisWpartWofWtheWbrainWhelpsWusWprocessWemotions,WformWmemories,WandWmakeWdecisionsWbase dWonWpastWexperiences.WAsWweWlearnWandWgrow,WourWlimbicWsystemWhelpsWusWnavigateWsocialWsit uations,WregulateWourWemotions,WandWrememberWvaluableWinformation,WallWofWwhichWareWessent ialWforWsuccessWinWeducation.W(WGU) CerebrumW-WCORRECTWANSWERWwhereWhigherWcognitiveWfunctionsWlikeWlanguageWandWproblem-solvingWoccur theWlargestWpartWofWtheWbrain responsibleWforWhigherWcognitiveWfunctionsWlikeWthinking,Wreasoning,WandWproblem-solving.W TheWcerebrumWundergoesWextensiveWdevelopmentWthroughoutWchildhoodWandWadolescence,Wwi thWcriticalWperiodsWofWgrowthWduringWearlyWchildhoodWandWagainWduringWpuberty.WThisWpartWofWtheWbrainWallowsWusWtoWprocessWcomplexWinformation,WlearnWnewWskills,WandWengag eWinWhigher-levelWthinking. 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