Developmental Psychology Childhood And Adolescence 9th Edition By Shaffer – Test Bank A+

Description

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

1. 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

1. ____ 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. ____ 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

1. 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

1. 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

1. “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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. “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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. “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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. “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

1. “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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. 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

1. ____ 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

1. 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

1. 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

1. 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.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. ____ means that the child understands that an object’s basic traits remain the same even when its appearance has changed.

a.	Conservation
b.	Object constancy
c.	Concrete stability
d.	Representational insight

ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Hala and Chandler found that two-and-a-half to five-year-olds delight in deceiving a second player in a treasure-hunt game by destroying evidence of the location of the treasure or by laying down false trails. These results

a.	contradict Piaget’s claim that preschoolers are incapable of perspective-taking.
b.	support Piaget’s claim that preschoolers are incapable of perspective-taking.
c.	are irrelevant to the issue of preschoolers’ perspective-taking capability.
d.	support Piaget’s view that perspective-taking first emerges during the sensorimotor stage.

ANS: A DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. In Hala and Chandler’s “hidden biscuit” experiment, it was shown with young preschoolers that

a.	three-year-olds are always egocentric.
b.	three-year-olds are incapable of lying.
c.	three-year-olds are sometimes nonegocentric.
d.	Piaget’s age estimates for egocentrism were confirmed.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. The false-belief task can be used to assess children’s

a.	theory of mind.
b.	socio-emotional development.
c.	zone of proximal development.
d.	conservation skills.

ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual NOT: New

1. With their “hidden biscuit” experiment, Hala and Chandler found that three-year-olds were nonegocentric

a.	in no circumstances.
b.	in every situation.
c.	when they passively observed the trick.
d.	when they were involved actively in the trick.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. Based on current research, the text’s author concluded that nonegocentric perspective-taking skills appear

a.	suddenly for girls but gradually for boys.
b.	gradually beginning in the preoperational stage.
c.	suddenly during the stage of concrete operations.
d.	to require persistent tutoring by parents or teachers.

ANS: B DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Instruction for preschoolers on conservation is called

a.	inoculation against retardation.
b.	environmental education.
c.	pushing for precocity.
d.	identity training.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Mom explains to four-year-old Kamuzu that his amount of juice is the same, regardless of the glass’s shape. Kamuzu’s mom does a simple version of

a.	private speech.
b.	identity training.
c.	reversibility training.
d.	ontogenetic development.

ANS: B DIF: easy REF: Piaget’s Stages of Cognitive Development

MSC: Applied

1. The goal of identity training for preschoolers is to

a.	enhance the child’s self-esteem.
b.	give parents “bragging rights” about the child’s early achievements.
c.	encourage the child to persist at difficult tasks.
d.	help the child master conservation at an early age.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Contrary to Piaget’s expectations, preschoolers who are taught about conservation principles

a.	learn conservation more slowly than others.
b.	are unaffected by this type of instruction.
c.	improve in their social relations with peers.
d.	benefit from the teaching and learn conservation early.

ANS: D DIF: easy REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. Research on animistic thinking shows that

a.	young children attribute animism to nearly every object they find.
b.	Piaget was right, that animism pervades the thinking of preschoolers.
c.	animism is less common in preschoolers’ minds than Piaget claimed.
d.	preschoolers often perceive animism in stationary objects.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. An awareness that the behavior of others is influenced by knowledge, beliefs, and desires is referred to as

a.	the false-belief task.
b.	a scheme.
c.	belief-desire reasoning.
d.	formal operations.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. The child’s understanding that others have their own unique thoughts, feelings, or beliefs is called a(n)

a.	appearance/reality distinction.
b.	microgenetic reflection.
c.	contra-egocentrism.
d.	theory of mind.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. A child with a theory of mind becomes capable of

a.	wondering what others are thinking about her.
b.	applying animism to all areas of thought.
c.	overcoming cognitive equilibrium.
d.	understanding object permanence.

ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Applied

1. Piaget’s estimates of preschoolers’ abilities

a.	overestimated their capabilities.
b.	underestimated their capabilities.
c.	accurately estimated their capabilities.
d.	were qualitatively inaccurate because of Piaget’s overreliance on animals.

ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. What is “concrete” about Piaget’s concrete-operational stage?

a.	The child prefers to play with heavy concrete objects.
b.	Thinking is focused only on objects that are real or imagined.
c.	Thinking is efficient so long as the child has steadfast, rock-solid social relations with family and teachers.
d.	Ideas based on hypotheticals elicit the child’s anxiety.

ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. “Concrete operators” are

a.	school-age children who do rough-and-tumble play.
b.	children of elementary school age.
c.	makers of durable heavy toys.
d.	users of durable heavy toys.

ANS: B DIF: easy REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Ralphy is eight. He has five dollars saved in his piggy bank, and he knows it would be the same amount as 500 pennies or as a five-dollar bill. Ralphy’s understanding of money is best described as

a.	organization.
b.	formal operations.
c.	assimilation.
d.	conservation of value.

ANS: D DIF: easy REF: Piaget’s Stages of Cognitive Development

MSC: Applied

1. Skillfully accurate seriation emerges during the

a.	preconceptual period of the preoperational stage.
b.	intuitive period of the preoperational stage.
c.	concrete-operational stage.
d.	formal-operational stage.

ANS: C DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. A child knows that Texas is bigger than Utah, and that Utah is bigger than Maine. The child shows ____ by saying that Texas is bigger than Maine.

a.	horizontal decalage
b.	diagonal decalage
c.	transitivity
d.	seriation

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Applied

1. Piaget coined the term ____ to describe developmental inconsistencies in the age of mastery for various types of conservation.

a.	decentrated scaffoldation
b.	ontogenetic inconsistency
c.	theoretical pseudoerror
d.	horizontal decalage

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Michael is an eight-year-old who understands seriation, conservation of number, and amount. However, he fails to understand other types of conservation problems. This pattern of development

a.	indicates that Michael is advanced for his age.
b.	is common and is termed horizontal decalage.
c.	suggests that Michael is delayed for his age.
d.	is uncommon and suggests that Michael will show deficits at a later age.

ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Applied

1. Piaget’s explanation for horizontal decalage was that

a.	mental operations are consistent, but experimental task demands differ in their complexity.
b.	some research data were incorrectly analyzed.
c.	some abilities are analog, while others are digital.
d.	naming the decalage problem is sufficient explanation.

ANS: A DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Deduction, common in mathematics, reasons from

a.	specific observations to make general principles.
b.	anecdotal stories to “commonsense” principles.
c.	general principles to specifics.
d.	particular to particular.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. When asked, “What if you had three eyes?” the typical response of a concrete-operational child is to

a.	place the extra eye creatively at an unusual body site.
b.	wonder about all the advantages a third eye would yield.
c.	correct the “error,” saying that no one has three eyes.
d.	read whether three-eyed fossil species were real.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. Justin has been asked to consider the consequences of having an extra eye, and where and why it should be placed on the body. Justin looks as the person making this request and says, “That’s crazy! You can’t have a third eye!” Justin is probably

a.	18 months old.
b.	nine years old.
c.	13 years old.
d.	25 years old.

ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Applied NOT: New

1. Suppose we asked children to make drawings of all the life forms that might occur on another planet. According to Piaget, the most novel, creative ideas of life forms are likely to come from children at the

a.	sensorimotor stage of cognitive development.
b.	preoperational stage of cognitive development.
c.	concrete-operational stage of connective development.
d.	formal-operational stage of cognitive development.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Applied

1. Induction, common in data-based scientific research, applies reasoning that goes from

a.	broad general principles to specific applications.
b.	particular instance to particular instance.
c.	specific observations to broad general principles.
d.	anecdotal stories to commonsense principles.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. A slogan of inductive hypothesis testing would be,

a.	“The general principles predict the data.”
b.	“Damn the torpedoes; full speed ahead.”
c.	“Vary and test just one factor at a time.”
d.	“My mind is made up; don’t confuse me with facts.”

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Inhelder and Piaget gave their research subjects the “pendulum problem” to assess

a.	their level of social cooperation while solving it.
b.	how self-esteem predicts their persistence at the task.
c.	their ability to apply inductive scientific reasoning.
d.	how success/failure at a previous task affected their interest in solving.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. When children in the concrete-operational stage are given hypothesis-testing problems to solve, they

a.	reach correct solutions as efficiently as teenagers.
b.	reach correct solutions but more slowly than teenagers.
c.	test hypotheses but fail to isolate the effects of each variable.
d.	get frustrated and quit the effort early.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. Which of these is LEAST characteristic of teens’ formal-operational thinking?

a.	Thinking based on logical reasoning
b.	Thinking guided by intuitive hunches
c.	Emphasis on deriving abstract principles
d.	Systematic consideration of possibilities

ANS: B DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Formal-operational thinking is helpful because it prepares teenagers to

a.	be cautious and avoid danger in their personal conduct.
b.	gather factual knowledge before making decisions.
c.	seek the advice of elders such as their parents.
d.	consider possibilities about the future.

ANS: D DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. A negative result of formal-operational thinking is a(n)

a.	enhanced awareness of the logical inconsistencies in one’s surroundings that can foster rebelliousness.
b.	unquestioning willingness to obey rules, even when human rights are violated by those rules.
c.	narrowly focused concern with one’s own interests.
d.	tendency to make intuitive judgments based on hunches.

ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Elkind’s “imaginary audience” most closely resembles Piaget’s concept of

a.	conservation.
b.	accommodation.
c.	zone of proximal development.
d.	egocentrism.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. The egocentrism of adolescence occurs in the form of personal self-consciousness. This is best seen in the notion of

a.	tools of intellectual adaptation.
b.	formal operations.
c.	imaginary audience.
d.	context-independent learning.

ANS: C DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Piaget asserted that the transition between concrete operations and formal operations occurs

a.	for fewer than half of all teenagers.
b.	quickly, within weeks.
c.	gradually, over an interval of several months.
d.	slowly, over an interval of years.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Of Piaget’s four cognitive stages, the ____ stage is most strongly dependent on schooling.

a.	concrete-operational
b.	formal-operational
c.	preoperational
d.	sensorimotor

ANS: B DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Educational exposure to ____ promotes the development of formal-operational thinking.

a.	moderately rigid discipline enforced by teachers
b.	geography, anthropology, and cultural studies
c.	science, logic, and mathematics
d.	music, art, and drama

ANS: C DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Formal-operational thinking is most reliably demonstrated when the object of the exercise

a.	is either familiar or unfamiliar.
b.	is easy rather than difficult.
c.	lends itself readily to hunches and intuitive thinking.
d.	is a familiar topic with which one has prior experience.

ANS: D DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Teenagers who study vocational subjects in high school will ____ classmates who major in abstract academic subjects.

a.	score worse on tests of formal operations than
b.	do equally well on formal operations tests as
c.	score better on formal operations tests than
d.	be more inclined to cheat on tests than

ANS: A DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Which of the following is NOT one of the patterns that cross-cultural research on Piaget has revealed?

a.	There are no substantial cultural differences in the order in which children attain stages of development.
b.	There are minor cultural differences in the ages at which children attain developmental milestones.
c.	There are cultural differences in whether formal-operational abilities are achieved by adolescents and adults.
d.	There are no cultural differences in what stages of cognitive development exist.

ANS: D DIF: easy REF: Piaget’s Stages of Cognitive Development

MSC: Factual NOT: New

1. These are all Piaget’s contributions EXCEPT that

a.	he founded the study of cognitive development.
b.	he accurately determined the ages at which mental skills develop.
c.	he recognized the child’s active role in discovering knowledge.
d.	his stages of mental development are mostly accurate.

ANS: B DIF: moderate REF: An Evaluation of Piaget’s Theory

MSC: Conceptual

1. ____ has had the greatest influence on our understanding of cognitive development.

a.	Lev Vygotsky
b.	Sigmund Freud
c.	B.F. Skinner
d.	Jean Piaget

ANS: D DIF: moderate REF: An Evaluation of Piaget’s Theory

MSC: Factual

1. A criticism of Piaget was that he did not distinguish competence from performance. This implies that

a.	real competence might not be shown on particular tests.
b.	a performance test typically overestimates competence.
c.	the examiner might cheat on the scoring of performance.
d.	application of psychic power can inflate performance.

ANS: A DIF: difficult REF: An Evaluation of Piaget’s Theory

MSC: Conceptual

1. Piaget’s research has been criticized in all these aspects EXCEPT for

a.	overreliance on cross-sectional comparisons of data from large-sample cohort groups.
b.	giving too little attention to sociocultural influences.
c.	underestimating competence levels from performance tests.
d.	being vague about the transition across stages.

ANS: A DIF: difficult REF: An Evaluation of Piaget’s Theory

MSC: Conceptual

1. If horizontal decalage were shown to apply across Piaget’s developmental stages, this result would

a.	strengthen the validity of the hypothesized stages.
b.	have little or no impact on the stage theory.
c.	weaken the validity of the hypothesized stages.
d.	be trivial because Piaget already recognized individual differences.

ANS: C DIF: difficult REF: An Evaluation of Piaget’s Theory

MSC: Conceptual

1. Recent theoretical discussion on Piaget’s stages has focused on the issue of whether

a.	Piaget identified too few distinct stages.
b.	there are individual differences among children.
c.	cognition develops continuously instead of in stages.
d.	Piaget thought children are generally smarter than they are.

ANS: C DIF: difficult REF: An Evaluation of Piaget’s Theory

MSC: Conceptual

1. Critics argue that Piaget’s portrayal of the child’s transition across developmental stages is

a.	fairly useless because of its reliance on animal data.
b.	based too rigidly on formal experimental research.
c.	unnecessarily complicated and precise.
d.	vague and weak in explanatory power.

ANS: D DIF: difficult REF: An Evaluation of Piaget’s Theory

MSC: Conceptual

1. Piaget has been criticized for

a.	overestimating the child’s level of social control of nearby peers.
b.	overestimating the child’s level of social control over adults such as parents or teachers.
c.	underestimating social and cultural influences.
d.	overemphasizing the role of nativistic innate knowledge.

ANS: C DIF: moderate REF: An Evaluation of Piaget’s Theory

MSC: Conceptual

1. PIAGET’S THEORY is to VYGOTSKY’S THEORY as ____ is to ____.

a.	ERROR-AVOIDANCE :: ACCURACY-SEEKING
b.	ADOLESCENCE :: CHILDHOOD
c.	FLEXIBILITY :: RIGIDITY
d.	SOLITARY :: SOCIAL

ANS: D DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. An overall slogan of Vygotsky’s theory would be,

a.	“The child discovers knowledge.”
b.	“The child develops among others.”
c.	“Innate competencies unfold with maturation.”
d.	“Behavioral reinforcers guide the child’s development.”

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Cultural influences on the child were strongly emphasized by ____ developmental theory.

a.	Sigmund Freud’s
b.	Lev Vygotsky’s
c.	Jean Piaget’s
d.	B.F. Skinner’s

ANS: B DIF: easy REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. According to Vygotsky, ____ development is longitudinal, during the person’s own lifetime.

a.	ontogenetic
b.	microgenetic
c.	phylogenetic
d.	sociohistorical

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. In Vygotsky’s view, ____ development refers to long-term changes in norms such as a country’s child-rearing attitudes and practices.

a.	microgenetic
b.	phylogenetic
c.	sociohistorical
d.	ontogenetic

ANS: C DIF: easy REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual NOT: New

1. According to Vygotsky, ____ development refers to short-term longitudinal changes in the child’s competencies or performances.

a.	phylogenetic
b.	sociohistorical
c.	microgenetic
d.	ontogenetic

ANS: C DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. A project is launched to study how children’s strategies at video games change as they gain experience with each particular game. In Vygotsky’s view, this is a(n)

a.	phylogenetic approach.
b.	microgenetic approach.
c.	ontogenetic approach.
d.	sociohistorical approach.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. In Vygotsky’s view, ____ development refers to the comparative evolution of offspring competencies across species.

a.	phylogenetic
b.	sociohistorical
c.	microgenetic
d.	ontogenetic

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. The ontogenetic approach to understanding development is like

a.	studying how child laws have changed in the past century.
b.	seeing how preschoolers solve a particular problem.
c.	watching animals during a trip to the zoo.
d.	observing your own child growing up.

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. ONTOGENY is to PHYLOGENY as ____ is to ____.

a.	INSTRUCTION :: DISCOVERY
b.	NEGLECT :: NURTURANCE
c.	INDIVIDUAL :: SPECIES
d.	WEALTH :: POVERTY

ANS: C DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. A study is done on how child abuse has been regarded during the past 100 years. The ____ approach is applied.

a.	phylogenetic
b.	sociohistorical
c.	ontogenetic
d.	microgenetic

ANS: B DIF: easy REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. Lev Vygotsky strongly favored these two approaches in his own developmental theory and research:

a.	phylogeny and ontogeny.
b.	sociohistory and microgeny.
c.	sociohistory and phylogeny.
d.	ontogeny and microgeny.

ANS: B DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. A slogan for Vygotsky’s developmental theory would be,

a.	“Learn from people near you.”
b.	“Discover knowledge by yourself.”
c.	“Unfold your biological potential.”
d.	“Be shaped by reinforcements and punishments.”

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Many Russians use the abacus to do daily arithmetic calculations. Vygotsky would consider the abacus to be a

a.	decentrated intuition.
b.	tool of intellectual adaptation.
c.	type of context-dependent learning.
d.	type of transitive horizontal decalage.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. If he were alive today, Vygotsky would identify the pocket calculator as a(n) ____ in modern America.

a.	device for inner experimentation
b.	tool of intellectual adaptation
c.	zone of proximal development
d.	electronic scaffold

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. When Amber’s father picked her up from her preschool class on Wednesday, he was surprised to find that she had learned eight new words that day. According to Vygotsky’s levels of analysis, Amber’s increased vocabulary represents ____ development.

a.	ontogenetic
b.	sociohistorical
c.	phylogenetic
d.	microgenetic

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. The ease with which a language represents numbers qualifies the language as a(n) ____ in Vygotsky’s sociocultural theory.

a.	animistic decentrated operation
b.	tool of intellectual adaptation
c.	zone of proximal development
d.	tertiary circular reaction

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. The idea that the number-naming systems used in a particular language can influence early mathematical competence provides support for Vygotsky’s views regarding

a.	the zone of proximal development.
b.	cultural differences in the tools for intellectual adaptation.
c.	guided participation.
d.	stage development.

ANS: B DIF: easy REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. In his research, Kevin Miller found that only 48 percent of American children could count to 20, compared to 74 percent of Chinese children. These differences can be understood in terms of

a.	cross-cultural differences in number systems, a tool of intellectual adaptation.
b.	the extent to which children are expected to learn about numbers.
c.	the relative experiences with guided participation.
d.	specialized scaffolding abilities of Chinese parents.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Having a skillful teacher who guides the child’s learning is very important in ____ theory.

a.	neither Piaget’s theory nor Vygotsky’s
b.	Vygotsky’s theory more than in Piaget’s
c.	Piaget’s theory more than in Vygotsky’s
d.	both Vygotsky’s theory and Piaget’s

ANS: B DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. A slogan for Vygotsky’s “zone of proximal development” would be,

a.	“Let innate knowledge blossom from within you.”
b.	“Don’t intrude on the child’s personal space.”
c.	“Let the child discover on her own.”
d.	“Being helped is best.”

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. For Vygotsky, the benefits of skillful expert tutoring ____ the zone of proximal development.

a.	surround
b.	are focused within
c.	are repelled away from
d.	are negated or canceled by

ANS: B DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. In Vygotsky’s theory, when there is NO zone of proximal development for a particular activity, it implies that

a.	the child suffers severe confusion.
b.	instructional tutoring is essential.
c.	independent discovery learning is effective.
d.	the child is not sufficiently mature to learn it.

ANS: C DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. A student failed miserably when taking a course through correspondence, but she excels when repeating the course with a live tutor. Her improved grade reflects her learning

a.	within a phylogenetic context.
b.	in the zone of proximal development.
c.	as it was liberated from the A-not-B error.
d.	in which assimilation and accommodation are balanced.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. In Vygotsky’s theory, “scaffolding” means that the parent or teacher

a.	stays out of the child’s way so that discovery happens.
b.	assists the child with difficult parts of the task.
c.	provides social support by having other children nearby.
d.	demonstrates everything so that the child learns via observation and avoids making mistakes.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. By phone, an expert first chats with a user to assess her knowledge and then gives advice at the appropriate level for her. This adjusted tutoring resembles Vygotsky’s

a.	context-independent learning.
b.	deferred imitation.
c.	scaffolding.
d.	centration.

ANS: C DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. Rogoff’s “guided participation” is like

a.	attending a college lecture.
b.	being trained as an apprentice.
c.	learning from your own mistakes.
d.	taking an Internet course by yourself.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. At Indian ceremonials, young children wear costumes and are shown proper ways to dance. This illustrates Rogoff’s principle called

a.	formal instruction.
b.	guided participation.
c.	phylogenetic development.
d.	context-independent learning.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. Hobby skills are commonly taught by experts to novices via the approach Rogoff called

a.	trial-and-error learning from one’s mistakes.
b.	context-independent learning.
c.	self-discovery learning.
d.	guided participation.

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. Formal schooling, in which knowledge is learned for its own sake, was identified by Rogoff as

a.	context-independent learning.
b.	hypothetico-deductive nonsense.
c.	decentrated political correctness.
d.	microgenetic tertiary detail acquisition.

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. For Rogoff, guided participation is often an alternative to learning

a.	culturally relevant practices.
b.	when scaffolds have collapsed.
c.	out of context in schools.
d.	practical skills.

ANS: C DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. The formal education of children in the United States and Europe primarily involves

a.	context-independent learning.
b.	guided participation.
c.	scaffolding.
d.	the zone of proximal development.

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Factual

1. Janie is a preschooler who is learning to put together puzzles. Which circumstance will enhance her mastery of this skill, according to research on the zone of proximal development and scaffolding?

a.	If an older peer babysits her and works on the puzzles with her
b.	If her big sister is available to work with her on puzzles
c.	If she has a twin who can do the puzzles with her and they learn together
d.	If she works on the puzzles alone

ANS: B DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Applied NOT: New

1. John and Marsha both teach fourth grade. Marsha applies cooperative learning, while John favors independent discovery-based activities.

a.	Neither John nor Marsha accepts Vygotsky’s views.
b.	Both John and Marsha agree with Vygotsky.
c.	John, but not Marsha, accepts Vygotsky.
d.	Marsha, but not John, accepts Vygotsky.

ANS: D DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. Rogoff and her colleagues evaluated the process of guided participation across cultures and found that

a.	in most cultures, teachers are the primary guides.
b.	guided participation is most effective when done by a parent.
c.	North American children are not exposed to guided participation.
d.	cultures vary in the extent to which children are taught directly through the contact they have with adults.

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Factual

1. In Rogoff’s research on guided participation, North American parents were found to

a.	place a greater emphasis on verbal instruction than did Mayan and Indian parents.
b.	place a greater emphasis on nonverbal instruction relative to Mayan and Indian parents.
c.	be very similar to parents in other contexts regarding verbal and nonverbal communication with their offspring.
d.	have greater success in teaching their infants.

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Factual

1. Rogoff’s research on guided participation indicates that

a.	guided participation is irrelevant to cognitive development.
b.	the extent to which guided participation is applied in a given context depends on the specific types of skills and behaviors that children are expected to acquire.
c.	some parents are unable to be effective guides.
d.	some children are unable to benefit from guided participation.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Factual

1. Researchers have found a link between the amount of cooperative social play a child engages in with a sibling or parent and later ability to

a.	understand other people’s feelings and beliefs.
b.	make good career choices for oneself.
c.	regulate one’s emotional responses.
d.	solve formal-operational problems.

ANS: A DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Factual NOT: New

1. Vygotsky’s sociocultural theory has its direct applications in the area of

a.	education.
b.	prison reform.
c.	parental disciplinary practices.
d.	disability awareness and rehabilitation.

ANS: A DIF: easy REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. Teachers who apply Vygotsky’s principles in the classroom will be especially keen to encourage

a.	exercises in sensory discrimination or detection.
b.	competition, as with mock quiz shows.
c.	lecturing by expert guest speakers.
d.	cooperative learning experiences.

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. A slogan of Vygotsky’s ideal classroom might be,

a.	“Discover knowledge by yourself.”
b.	“Cooperate with others in groups.”
c.	“Compete against others in teams.”
d.	“Write accurate notes from the lecture.”

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. We would expect that Vygotsky would ____ peer-tutoring, by which children teach one another.

a.	strongly approve of
b.	believe that the mentally retarded would benefit from
c.	be indifferent about
d.	strongly disapprove of

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. Vygotsky’s recommendations for classroom learning may be tough to implement here because American culture

a.	encourages individualism and competitiveness.
b.	glorifies the accumulation of material wealth.
c.	promotes attention to electronic media such as TV.
d.	relies very heavily on guided participation at home.

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. For Piaget, the preschooler’s egocentric speech

a.	is trivially unimportant.
b.	guides and controls the child’s thinking.
c.	is directed toward other children who are nearby.
d.	occurs simultaneously with the child’s thinking.

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. For Vygotsky, private speech is

a.	meaningless babbling.
b.	entirely silent and cannot be heard by others.
c.	self-talk that helps the child plan her thoughts.
d.	passive reporting on thoughts after they have happened.

ANS: C DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Regarding the role of language, PIAGET’S EGOCENTRIC SPEECH is to VYGOTSKY’S PRIVATE SPEECH as ____ is to ____.

a.	ACCOMMODATION :: ASSIMILATION
b.	DECENTRATION :: CENTRATION
c.	BYPRODUCT :: ORGANIZER
d.	IMPORTANT :: TRIVIAL

ANS: C DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Which theorist(s) regarded the child’s self-directed speech to be important, sophisticated, purposive, or communicative?

a.	Neither Piaget nor Vygotsky
b.	Piaget, but not Vygotsky
c.	Vygotsky, but not Piaget
d.	Both Vygotsky and Piaget

ANS: C DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. According to ____, the child’s self-directed speech serves as a cognitive self-guidance system and develops eventually into silent inner speech.

a.	psychoanalyst Sigmund Freud
b.	socioculturalist Lev Vygotsky
c.	cognitive theorist Jean Piaget
d.	ecological theorist Uri Bronfenbrenner

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Current research on the role of self-directed speech favors the interpretation(s) offered by

a.	Piaget’s theory of egocentric speech.
b.	Vygotsky’s theory of private speech.
c.	neither Vygotsky nor Piaget.
d.	both Piaget and Vygotsky.

ANS: B DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Factual

1. Vygotsky’s private speech is important because private speech helps the child

a.	passively report on recent thoughts.
b.	become a patient and polite listener.
c.	consider moral judgments about right and wrong.
d.	plan and regulate behaviors or mental activities.

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Identify the correct developmental sequence for speech, from earliest to latest, according to Lev Vygotsky’s sociocultural theory:

a.	private speech :: social speech :: inner speech.
b.	social speech :: private speech :: inner speech.
c.	inner speech :: social speech :: private speech.
d.	inner speech :: private speech :: social speech.

ANS: B DIF: difficult REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. According to Vygotsky, ____ speech plays a critical role in development by helping children regulate their behavior and plan strategies in accomplishing a goal.

a.	egocentric
b.	social
c.	complex
d.	private

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Factual

1. Which statement is LEAST applicable to Vygotsky’s sociocultural theory?

a.	Cooperative interactions with skilled tutors are helpful.
b.	Variations in cultural influences are acknowledged.
c.	Developmental universals are sought and identified.
d.	Scaffolding assists the child with difficult tasks.

ANS: C DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Conceptual

1. Vygotsky’s theory has its richest applications in cultures that

a.	expect the child to learn autonomously via discovery.
b.	emphasize individual self-reliance early in childhood.
c.	emphasize observational learning of important actions.
d.	give the child direct verbal instruction/encouragement.

ANS: D DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Applied

1. What has made Vygotsky’s approach less prone to criticism than Piaget’s theory?

a.	Vygotsky’s theory generated fewer testable hypotheses than Piagetian theory.
b.	It is a much older and more established theory.
c.	Piaget’s ideas have been very difficult to test.
d.	Vygotsky’s principles cannot be applied to American children.

ANS: A DIF: moderate REF: Vygotsky’s Sociocultural Perspective

MSC: Factual

1. The nature-nurture theme of the text is particularly important to _____ theory.

a.	Vygotsky’s
b.	Rogoff’s
c.	Piaget’s
d.	Freud’s

ANS: C DIF: easy

REF: Applying Developmental Themes to Piaget’s and Vygotsky’s Theories

MSC: Conceptual NOT: New

1. Which theorist had a greater tendency to look for qualitative shifts in children’s cognitive development?

a.	Vygotsky
b.	Piaget
c.	Freud
d.	Erikson

ANS: B DIF: moderate

REF: Applying Developmental Themes to Piaget’s and Vygotsky’s Theories

MSC: Conceptual NOT: New

SHORT ANSWER

1. Give Piaget’s definition of intelligence, and identify his view of the goal of intellectual activity.

ANS: Answer not provided.

DIF: moderate REF: Piaget’s Theory of Cognitive Development

MSC: Conceptual

1. Differentiate between organization and adaptation.

ANS: Answer not provided.

DIF: moderate REF: Piaget’s Theory of Cognitive Development

MSC: Conceptual

1. Identify the two processes involved in adaptation, and provide examples that illustrate each process.

ANS: Answer not provided.

DIF: easy REF: Piaget’s Theory of Cognitive Development

MSC: Conceptual

1. List the six substages of the sensorimotor stage, the ages associated with each substage, and the types of cognitive activities that are dominant during each substage.

ANS: Answer not provided.

DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. Trace the development of object permanence originally outlined by Piaget.

ANS: Answer not provided.

DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Briefly describe the two major theoretical challenges to Piaget’s account of sensorimotor development.

ANS: Answer not provided.

DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual NOT: New

1. List the deficits in preoperational reasoning.

ANS: Answer not provided.

DIF: easy REF: Piaget’s Stages of Cognitive Development

MSC: Factual NOT: New

1. DeLoache (and colleagues) conducted a number of research studies designed to map the development of children’s symbolic abilities during the preschool years. Describe the basic findings from these studies.

ANS: Answer not provided.

DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Factual

1. Explain how children’s appreciation of humor is tied to their ability to deal with symbols.

ANS: Answer not provided.

DIF: difficult REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual NOT: New

1. Use class-inclusion and conservation problems to illustrate Piaget’s assertion that during the intuitive period, children’s understanding of objects and events is centered on a single, salient feature.

ANS: Answer not provided.

DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual

1. Summarize the results from studies that have provided new evidence on egocentrism, causal reasoning, and conservation during the preoperational stage of cognitive development.

ANS: Answer not provided.

DIF: moderate REF: Piaget’s Stages of Cognitive Development

MSC: Conceptual