Topical Approach To Lifespan Development 7th Edition Santrock Test Bank 1

Chapter 06 - Cognitive Developmental Approaches
Topical Approach to Lifespan Development 7th

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Chapter 06
Cognitive Developmental Approaches
Multiple Choice Questions
1. (p. 191) Infants develop behavioral schemes, whereas children develop _____ schemes.
A. mental
B. adaptive
C. physical
D. cognitive
APA Outcome: 1.1

APA Outcome: 1.2
Blooms Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: 06-01 Discuss the key processes and four stages in Piaget's theory
Topic: Infancy
Topic: Schemes
6-1
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2. (p. 191) Nine-year-old AJ enjoys participating in organized sports. He is developing an idea of

belonging to a team. AJ's concept of being a team member is an example of a(n):
A. abstract model symbol.
B. accommodation.
C. scheme.
D. assimilation.
APA Outcome: 1.1

APA Outcome: 1.3
Blooms Taxonomy: Apply
Difficulty Level: Moderate
Topic: Early Childhood
Topic: Schemes
6-2
3. (p. 191) The cognitive process of assimilation occurs when individuals:

A. adjust old schemes to fit new information.
B. ignore information contradicting previous knowledge.
C. try to balance conflicting information.
D. use their existing schemes to deal with new information or experiences.
APA Outcome: 1.1

APA Outcome: 1.2
Blooms Taxonomy: Remember
Topic: Assimilation and Accommodation
Topic: Infancy
4. (p. 191) Lexi calls every animal she sees a cat. This is an example of:
A. zone of proximal development.
B. assimilation.
C. accommodation.
D. scaffolding.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
5. (p. 191) Devin plays in the sand for the first time. Instead of digging in it, he tries to scoop and
throw it, just like he plays with water in his bathtub. This is an example of:
A. cognition.
B. assimilation.
C. organization.
D. accommodation.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
6-3
6. (p. 191) Tim understands that vehicles may be cars, buses, trucks, or vans. This is an example
of:
A. zone of proximal development.
B. assimilation.
C. accommodation.
D. scaffolding.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
7. (p. 191-192) The cognitive process of accommodation occurs when individuals:

A. adjust old schemes to fit new information.
B. ignore information contradicting previous knowledge.
C. try to balance conflicting information.
D. use their existing schemes to deal with new information or experiences.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Infancy
8. (p. 191-192) Eventually children learn not to put everything in their mouths. This is an example
of:
A. assimilation.
B. disequilibrium.
C. accommodation.
D. scaffolding.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
6-4
9. (p. 192) Matthew has scattered ideas about how to compete in different sports. He is slowly
constructing a concept of playing on a team. According to Piaget, Matthew is:
A. calibrating.
B. assimilating.
C. accommodating.
D. organizing.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Organization
10. (p. 192) Cognitive conflict in trying to understand the world is called:
A. disequilibrium.
B. equilibrium.
C. accommodation.
D. organization.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Equilibration
11. (p. 192) Daniel is confused when his mother prompts him to say hello to a person he doesn't
know, because he understands the "don't talk to strangers" rule. Daniel is in:
A. accommodation.
B. assimilation.
C. equilibrium.
D. disequilibrium.
APA Outcome: 1.1

APA Outcome: 1.3
6-5
12. (p. 192) According to Piaget, what is a child's motivation for change?
A. an internal search for equilibrium
B. biological desires
C. assimilation and accommodation
D. consequences of behavior
APA Outcome: 1.1

APA Outcome: 1.2
13. (p. 192) Piaget's stages signify:

A. qualitative differences in cognition.
B. quantitative changes in cognition.
C. higher levels of social interactive learning.
D. thought-scaffolding processes.
APA Outcome: 1.1

APA Outcome: 1.2
14. (p. 192) Which of Piaget's stages lasts from birth to about 2 years of age?
A. sensorimotor
B. concrete operational
C. formal operational
D. preoperational
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Infancy
Topic: Sensorimotor Stage
6-6
15. (p. 193) Which of the following is the correct order of Piaget's cognitive developmental
stages?
A. preoperational, concrete operational, formal operational, sensorimotor
B. concrete operational, sensorimotor, formal operational, concrete operational
C. preoperational, formal operational, concrete operational, sensorimotor
D. sensorimotor, preoperational, concrete operational, formal operational
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Adolescence
Topic: Concrete Operational Stage
Topic: Early Adulthood
Topic: Emerging Adulthood
Topic: Formal Operational Stage
Topic: Infancy
Topic: Late Adulthood
Topic: Middle Adulthood
Topic: Middle and Late Childhood
Topic: Preoperational Stage
16. (p. 192-193) Rooting and sucking occur during the first sensorimotor substage called:
A. first habits and primary circular reactions.
B. simple reflexes.
C. complex reflexes.
D. primary circular reactions.
APA Outcome: 1.1

Topic: Infancy
6-7
17. (p. 193-194) When 3-week-old Kierra is held horizontally, she turns her head toward the adult
and starts sucking. This is an example of which sensorimotor substage?
A. secondary circular reactions
B. first habits
C. coordination of secondary circular reactions
D. primary circular reaction
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
18. (p. 193-194) Cole kicks his legs when he listens to his lullaby CD at bedtime. When he wakes
in the morning, he starts kicking in an attempt to start the music. This is an example of a:
A. prespeech request.
B. secondary circular reaction.
C. habit.
D. primary circular reaction.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
19. (p. 193) What is the main difference between a reflex and a habit?
A. Habits developed for evolutionary survival purposes. Reflexes are developed for cognitive
stimulation.
B. Habits require an eliciting stimulus.
C. Habits do not require an eliciting stimulus.
D. There is not a difference. The terms may be used interchangeably.
APA Outcome: 1.1

Blooms Taxonomy: Analyze
Topic: Infancy
6-8
20. (p. 193) A scheme based on a reflex that has become completely separate from its eliciting
stimulus is called a:
A. primitive symbol.
B. simple reaction.
C. habit.
D. primary circular reaction.
APA Outcome: 1.1

Topic: Infancy
21. (p. 193-194) Todd loves the toys on his infant bouncer seat and hits them frequently for the
sake of experiencing fascination. He is in which sensorimotor substage?
A. object-oriented
B. complex reflexes
C. primary circular reactions
D. secondary circular reactions
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
6-9
22. (p. 194) Baby Kale sees a Lego on the floor. He picks it up and looks at it while turning it
around and moving it from one hand to the other. Kale is in which of Piaget's sensorimotor
substages?
A. primary circular reactions
B. secondary circular reactions
D. tertiary circular reactions
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
23. (p. 194) Baby Dennis sees a ball on the floor. He picks it up, looks at it carefully, and then
bangs it on the ground. He picks it up again, holds it over his head, and drops it. Then he
picks it up and throws it. Dennis continues playing for several minutes. Dennis is in which of
Piaget's sensorimotor substages?
A. primary circular reactions
D. tertiary circular reactions
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
6-10
24. (p. 194) Gabbi bangs her spoon on her highchair to indicate that she would like more
Cheerios. Her spoon is a symbol of eating. Gabbi is in which sensorimotor substage?
A. internalization of schemes
C. simple reflexes
D. object permanence
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
25. (p. 194-195) Madeline leaves her 3-month-old son with a childcare provider. Piaget would
argue that Madeline's son does not miss Madeline because he has not developed:
A. attachment.
B. object permanence.
C. stranger anxiety.
D. equilibrium.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
Topic: Object Permanence
6-11
26. (p. 194-195) Mimi crawls into the hallway to look for her mother after she leaves the room.
According to Piaget, this shows Mimi is capable of:
A. symbolic manipulation.
B. infinite generativity.
C. telegraphic thinking.
D. object permanence.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
27. (p. 194-195) Object permanence is important because it means that infants are able to:
A. mentally represent objects.
B. coordinate sensory stimuli with physical actions.
C. physically manipulate objects in their environment.
D. physically explore the varying properties of objects in their environment.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Infancy
28. (p. 194-195) Baby Alec fusses when his brother takes away a toy. Alec has developed:
A. egocentrism.
B. equilibrium.
C. adaptation.
D. object permanence.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
6-12
29. (p. 194-195) Which of the following would be impossible without object permanence?
A. rehabituation after the removal of a familiar toy
B. recognizing a parent after a short absence
C. differentiating between your mother and your father
D. thinking of your mother while she is at work
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Infancy
30. (p. 195) When her mother takes away her stuffed rabbit, Barbara looks to her toy box rather
than behind her mother's back. Barbara has committed a(n):
A. object permanence error.
B. A-not-B error.
C. tertiary circular reaction.
D. symbolic search.
APA Outcome: 1.1

Topic: A-not-B Error
Topic: Infancy
31. (p. 195) Trent watches his mother hide a block under one of two cups and lifts the correct
cup to retrieve the block. When his mother hides the block under the other cup, he still lifts
the original cup to search for the block. Trent has demonstrated a(n):
A. A-not-B error.
B. lack of object permanence.
C. habituation to the block.
D. cognitive delay in memory processing.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: A-not-B Error
Topic: Infancy
6-13
32. (p. 196-197) The research of Spelke and Baillargeon shows that infants as young as 3 or 4
months old are capable of object permanence. Critics question whether an infant's _____ is a
valid measure of object permanence.
A. sucking strength and speed
B. heart rate
C. longer looking time
D. longer napping time
APA Outcome: 1.1

Topic: Infancy
33. (p. 197) Why does the finding that 4-month-old infants have intermodal perception challenge
Piaget's theory?
A. Piaget argued that young infants do not have the ability to coordinate sensory information
from multiple sources.
B. Piaget believed that this ability was present at birth.
C. Piaget discounted many infant behaviors indicating intermodal perception as coincidental
and random.
D. Piaget believed that infants relied primarily on vision to build cognitive ability throughout
the first year of life.
APA Outcome: 1.1

Difficulty Level: Difficult
Topic: Infancy
Topic: Perceptual Development
6-14
34. (p. 198) The preoperational stage lasts from ages:

A. 3 to 5.
B. 4 to 7.
C. 2 to 4.
D. 2 to 7.
APA Outcome: 1.1

35. (p. 198) Piaget labeled his second stage preoperational thought, meaning that children in this
phase:
A. cannot yet use internalized actions to do mentally what they used to only do physically.
B. do not use symbolic thought beyond connections of sensory information and physical
action.
C. do not yet use their imaginations.
D. have well-organized and logical conceptual thoughts.
APA Outcome: 1.1

36. (p. 198) Five-year-old Marta draws a picture with purple, blue, green, yellow, and brown.
"It's a boat on the ocean at sunset, with whales jumping all around it!" she explains. Marta is
showing evidence of:
A. animism.
B. conservation.
C. intuitive thought.
D. symbolic function.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Symbolic Function Substage
6-15
37. (p. 198) Angie asks her grandmother over the phone, "Do you like my new shirt that I'm
wearing?" This is an example of:
A. egocentrism.
B. animism.
C. conservation.
D. centration.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Egocentrism
38. (p. 198-199) Animism and egocentrism represent limitations in the preoperational child's
thinking, because they indicate an inability to:
A. think symbolically.
B. center attention on one characteristic.
C. distinguish among different perspectives.
D. reflect on the rationale underlying thought.
APA Outcome: 1.1

39. (p. 199) Karl covers his stuffed toys before bedtime to make sure they are not cold. This is an
example of:
A. egocentricism.
B. animism.
C. conservation.
D. centration.
APA Outcome: 1.1

APA Outcome: 1.3
6-16
40. (p. 199) Adam cries that the tree root tripped him. This is an example of:
A. egocentric thought.
B. conservation.
C. animism.
D. centration.
APA Outcome: 1.1

APA Outcome: 1.3
41. (p. 199) During Piaget's intuitive thought substage, a child's reasoning is fairly:
A. primitive.
B. advanced.
C. complex.
D. transitory.
APA Outcome: 1.1

Topic: Intuitive Thought Substage
42. (p. 199) Janie is exhausting her father with a barrage of "why" questions. She is trying to
figure out why things are the way they are. Janie is in Piaget's:
A. sensorimotor stage.
B. concrete operations stage.
C. intuitive thought substage.
D. tertiary circular reactions substage.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Intuitive Thought Substage
6-17
43. (p. 199) According to Piaget, which of the following is characteristic of a child in the
preoperational stage?
A. They engage in abstract thought.
B. They can easily sort items based on their size, shape, or appearance.
C. They pass a conservation concept task.
D. They tend to ask a barrage of questions.
APA Outcome: 1.1

44. (p. 200) The belief in the permanence of certain attributes of objects or situations despite
superficial changes is called:
A. appropriation.
B. initiation.
C. affiliation.
D. conservation.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Conservation
45. (p. 200) Nathan and Sara are eating granola bars. Sara breaks her bar in half. Nathan gets
upset because Sara has two granola bars. Nathan has not developed the concept of:
A. centration.
B. conservation.
C. intuitive thought.
D. symbolic function.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Conservation
6-18
46. (p. 200) Focusing attention on one characteristic of an object or concept to the exclusion of
all others is:
A. centration.
B. egocentric thought.
C. animism.
D. conservation.
APA Outcome: 1.1

Topic: Centration
47. (p. 200) A child who understands that the amount of clay does not differ when it is stretched
into a long strip or rolled into a large ball has grasped the concept of:
A. horizontal decalage.
B. animism.
C. conservation.
D. formal operations.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Conservation
48. (p. 200) In explaining the ability to conserve, Piaget focuses on _____.
A. centration
B. attention
C. symbolic thought
D. abstract thought
APA Outcome: 1.1

Topic: Centration
6-19
49. (p. 201) What does Gelman (1969) indicate as an important factor in a child's performance
on conservation tasks?
A. attention
B. intuitive thought
C. animism
D. horizontal decalage
APA Outcome: 1.1

Topic: Conservation
50. (p. 201) The concrete operational stage lasts from ages:
A. 9 through 16.
B. 5 through 11.
C. 8 through 14.
D. 7 through 11.
APA Outcome: 1.1

51. (p. 201) Which of the following characterizes the concrete operational stage?
A. Thinking occurs in abstract terms.
B. Understanding is based on sensorimotor experiences.
C. Imitation of the behavior of other people in a child's environment leads to symbolic
thought.
D. Logic replaces intuition if it can be applied to a visible example.
APA Outcome: 1.1

6-20
52. (p. 201-202) A reversible mental action on a real object is a:

A. formal operation.
B. concrete operation.
C. preoperation.
D. simple reflex.
APA Outcome: 1.1

53. (p. 202) Cassidy understands that her mother is also her grandparents' daughter, her cousin's
aunt, and her uncle's sister. This is an example of:
A. conservation.
B. classification.
C. transitivity.
D. formal operations.
APA Outcome: 1.1

APA Outcome: 1.3
54. (p. 202) Brenda sorts buttons by shape, size, type, or color. Classification is a characteristic
of which Piagetian stage?
A. sensorimotor
B. preoperational
C. concrete operational
D. formal operational
APA Outcome: 1.1

APA Outcome: 1.3
6-21
55. (p. 202) Julio understands that he is older than his brother and younger than his sister. This is
an example of:
A. seriation.
B. centration.
C. classification.
D. transitivity.
APA Outcome: 1.1

APA Outcome: 1.3
56. (p. 202) A teacher asks his class to line up according to height. Todd knows that he must be
taller than the person he stands in front of and shorter than the person he stands behind. He
also recognizes that everyone in front of him is taller than everyone behind him. This is an
example of:
A. transitivity.
B. egocentrism.
C. conservation.
D. centration.
APA Outcome: 1.1

APA Outcome: 1.3
6-22
57. (p. 202) The formal operational stage appears between ages:
A. 5 and 8.
B. 7 and 11.
C. 11 and 15.
D. 13 and 17.
APA Outcome: 1.1

Topic: Adolescence
58. (p. 202) Marni thinks about how the world could be if everyone took more personal
responsibility for the environment. Marni is in which of Piaget's stages?
A. sensorimotor
B. preoperational
C. concrete operational
D. formal operational
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
59. (p. 202-203) According to Piaget, adolescents differ from younger children in that younger
children cannot:
A. solve problems.
B. understand the concept of conservation.
C. deal with concrete operations.
D. systematically and mentally test hypotheses.
APA Outcome: 1.1

Topic: Adolescence
6-23
60. (p. 202) "What if the sun were to explode?" asks Alene. "But it never has," replies Janis.
"But what if it DID?" insists Alene. In this example, Alene is exhibiting __________ thought,
whereas Janis is showing __________ thought.
A. idealistic; pessimistic
B. concrete; abstract
C. deductive; inductive
D. abstract; concrete
APA Outcome: 1.1

APA Outcome: 1.3
61. (p. 203) Thirteen-year-old Austin fairs well when he plays 20 Questions with his younger
brother, because Austin is able to effectively use:
A. hypothetical-deductive reasoning.
B. centration.
C. horizontal decalage.
D. transitivity.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
62. (p. 203) Which of the following stages do children usually enter later than Piaget thought?
A. sensorimotor stage
B. preoperational stage
C. concrete operational stage
D. formal operational stage
APA Outcome: 1.1

Topic: Adolescence
6-24
63. (p. 203) Which of the following is true of the formal operational stage?
A. Many American children reach this stage before the age of 12.
B. Many American adults never become formal operational thinkers.
C. Adolescent egocentrism often remains well into middle adulthood.
D. The concept of a personal fable occurs in a very small percentage of adolescents.
APA Outcome: 1.1

Topic: Adolescence
64. (p. 203) Piaget argues that the initial development of formal operations is largely dominated
by _____.
A. assimilation
B. accommodation
C. perceptual coupling
D. egocentrism
APA Outcome: 1.1

Topic: Adolescence
65. (p. 203) While preparing his science project, Carlos systematically tests his best guess on his
subject and draws conclusions from the results. What formal operation is he using?
A. hypothetical-deductive reasoning
B. adolescent egocentrism
C. abstract, idealistic thinking
D. methodical assimilation
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
6-25
66. (p. 203) Younger children do not engage in the same type of egocentric thought as
adolescents, because younger children:
A. cannot think as concretely or systematically.
B. are not as intimidated by what others think of them.
C. are naturally more other-oriented.
D. cannot think abstractly or from another's point of view.
APA Outcome: 1.1

Topic: Egocentrism
67. (p. 203) Adolescent egocentrism is characterized by:

A. the inability to take perspective.
B. a heightened self-consciousness.
C. assimilation of others' perspectives into a new self-concept.
D. the ability to engage in speculation about ideal circumstances.
APA Outcome: 1.1

Topic: Adolescence
Topic: Egocentrism
68. (p. 203) Jillian feels like she is the center of attention and acts as though she were "on stage."
This aspect of adolescent egocentrism is known as:
A. hypersensitivity.
B. hypothetical-deductive reasoning.
C. the imaginary audience.
D. the personal fable.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
Topic: Egocentrism
6-26
69. (p. 203) Halene is sure that her classmates are staring at her new haircut. This is an example
of:
A. a personal fable.
B. intuitive thought.
C. transitivity.
D. an imaginary audience.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
Topic: Egocentrism
70. (p. 203-204) Some adolescents engage in risky behaviors, because they believe they are
invulnerable to the negative consequences of these actions. This is an example of:
A. intuitive thought.
B. an imaginary audience.
C. hypothetical deduction.
D. a personal fable.
APA Outcome: 1.1

Topic: Adolescence
Topic: Egocentrism
71. (p. 203) Sophie feels that her parents do not understand her. This is an example of:
A. a personal fable.
B. imagined invincibility.
C. a concrete operation.
D. hypothetical deduction.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
Topic: Egocentrism
6-27
72. (p. 203) Following the homecoming game, a group of senior high school students went to a
party where they drank alcohol and drove home. This behavior is MOST likely linked to their
adolescent sense of:
A. personal uniqueness.
B. invulnerability.
C. having an imaginary audience.
D. egocentrism.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
Topic: Egocentrism
73. (p. 203) Jamal is a 17-year-old high school student. Which of the following statements about
his cognitive stage of development is TRUE?
A. Jamal is in the concrete operational stage.
B. Jamal is in the formal operational stage.
C. Jamal will never reach the formal operational stage.
D. Jamal may still think in concrete operational ways and may not become a formal
operational thinker.
APA Outcome: 1.1

APA Outcome: 1.3
Learning Objective: 06-02 Apply Piaget's theory to education; and evaluate Piaget's theory
Topic: Adolescence
Topic: Piaget and Education
6-28
74. (p. 205) Which of the following BEST characterizes cognitive development according to
Jean Piaget?
A. Genetics plays an important role in cognitive development.
B. Children construct their own understandings about how the world works.
C. Children learn about the world from watching the actions and consequences of adults and
older children.
D. Children can store an infinite amount of information in their long-term memories.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Adolescence
75. (p. 205-206) Which of the following teaching methods would a Piagetian science teacher
employ?
A. Students would watch a video explaining a scientific concept.
B. The teacher would demonstrate an experiment and explain the conclusions and scientific
concepts.
C. After receiving general guidelines, students would design and complete individual science
projects and report on findings and learning.
D. Students would follow steps in a prescribed experiment. The class would review
conclusions together.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Adolescence
6-29
76. (p. 205-206) A kindergarten teacher instructs parent volunteers to take a Piagetian approach
when interacting with his students during learning center time. He recommends the
volunteers:
A. ask only yes or no questions while the children play.
B. allow the children to learn by doing things themselves and ask open-ended questions to
stimulate thinking.
C. help children follow and memorize prescribed scripts for each area.
D. speak to the children only to enforce classroom rules.
APA Outcome: 1.1

APA Outcome: 1.2
77. (p. 205-206) Ms. Skinner espouses Piagetian assessment. Which of the following is she likely
to use to evaluate her students?
A. standardized IQ and achievement tests
B. criterion-referenced tests
C. frequent and open-ended reasoning questions
D. rote memorization and recall tests
APA Outcome: 1.1

APA Outcome: 1.3
6-30
78. (p. 205) A mother spends an hour a day instructing her infant with flashcards and video
lessons. What would Piaget say the likely result of this instruction will be?
A. Pushing and pressuring the child will result in so much emotional and psychological
damage that cognitive development will be slowed.
B. Cognitive development depends on culture and educational level of the parent, not on
training.
C. The child's cognitive development will progress at a faster rate than peers.
D. The child's cognitive development will progress similarly to noninstructed peers.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
79. (p. 206) Which of the following is a criticism of Piaget's cognitive development theory?
A. Some cognitive abilities emerge earlier and some later than Piaget thought.
B. Adult cognition is far more advanced than Piaget theorized.
C. Enriched environment and training have less developmental impact than Piaget thought.
D. Social interaction is less vital to learning than Piaget believed.
APA Outcome: 1.1

Topic: Criticisms of Piaget
80. (p. 207) In assessing the ability to conserve, research findings indicate that this skill:
A. is dependent solely on biological maturation.
B. appears at approximately the same age and in the same sequence across cultures.
C. improves with training and practice.
D. is dependent primarily on quality of environment.
APA Outcome: 1.1

6-31
81. (p. 207) Which of the following do Neo-Piagetians argue should have more emphasis in
cognitive developmental theory?
A. social learning
B. attention, memory, and strategy
C. evolutionary adaptations
D. critical periods
APA Outcome: 1.1

82. (p. 207) Like Piaget, Vygotsky believed that children:

A. progress through strict age-related stages of cognitive development.
B. learn from watching older, more experienced individuals.
C. actively construct their knowledge and understanding.
D. are biologically predisposed to achieve a certain level of cognitive development.
APA Outcome: 1.1

APA Outcome: 1.2
Learning Objective: 06-03 Identify the main concepts in Vygotsky's theory; and compare it with Piaget's theory
Topic: Evaluating Vygotsky's Theory
83. (p. 207) Piaget's theory of development centered on interaction with the physical world,
while Vygotsky's focused on:
A. conservation.
B. scaffolding.
C. social interaction.
D. trial and error.
APA Outcome: 1.1

APA Outcome: 1.2
6-32
84. (p. 207) Vygotsky differs from Piaget in how he stresses the importance of _____ for
cognitive development.
A. biology
B. problem solving
C. other people
D. environment
APA Outcome: 1.1

APA Outcome: 1.3
85. (p. 208) According to Vygotsky, the range of tasks that are too difficult for the child to
master alone, but that can be learned with guidance and assistance, is:
A. scaffolding.
B. the zone of proximal development.
C. concrete operations.
D. intuitive thought operations.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Zone of Proximal Development
6-33
86. (p. 208) Breanne is learning to walk. She can take a few steps if she holds on to a piece of
furniture, but she can only walk into the middle of the room if a parent holds her hands.
Which of the following represents the lower limit of Breanne's zone of proximal development
for walking?
A. learning to run after mastering walking
B. reverting to crawling when frustrated from trying to walk
C. walking alone by holding on to a piece of furniture
D. learning to walk by having a parent follow along behind for support
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
87. (p. 208) Breanne is learning to walk. She can take a few steps if she holds on to a piece of
furniture, but she can only walk into the middle of the room if a parent holds her hands.
Which of the following represents the "buds" or "flowers" of development according to
Vygotsky?
A. learning to run after mastering walking
B. reverting to crawling when frustrated from trying to walk
C. walking alone by holding on to a piece of furniture
D. learning to walk by having a parent hold her hands
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Infancy
6-34
88. (p. 208) Ms. Whitaker incorporates peer tutoring in her classroom. With whose theory does
this method fit?
A. Freud
B. Piaget
C. Neo-Piagetians
D. Vygotsky
APA Outcome: 1.1

APA Outcome: 1.3
89. (p. 208) Mr. Kaird incorporates peer tutoring in his classroom. This is an example of:
A. scaffolding.
B. conservation.
D. direct instruction.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Scaffolding
90. (p. 208) Changing the level of support in the zone of proximal development is labeled:
A. constructing.
B. training.
C. scaffolding.
D. supportive direction.
APA Outcome: 1.1

Topic: Scaffolding
6-35
91. (p. 208) When working with young children, adults often provide assistance, instruction, and
other support. As children demonstrate they can do more for themselves, Vygotsky
recommends that adults begin to withdraw these supports. This demonstrates the concept of:
A. meaningful contexts.
B. scaffolding.
C. MLUs in processing instructions.
D. intentional functioning.
APA Outcome: 1.1

Topic: Scaffolding
92. (p. 208) Vygotsky believed that private speech is:

A. an important tool of thought.
B. a sign of delayed language development.
C. socially paralyzing.
D. a hindrance to problem solving.
APA Outcome: 1.1

Topic: Language and Thought
93. (p. 208) Brent talks himself through his math calculation homework. This is an example of:
A. private speech.
B. hypothetical deduction.
C. scaffolding.
D. a problem-solving script.
APA Outcome: 1.1

APA Outcome: 1.3
6-36
94. (p. 208) What did Vygotsky believe about the development of thought and language?
A. Thought and language emerge simultaneously and later separate.
B. Thought depends on language, so they are tied throughout development.
C. Thought and language develop independently at first and merge later in development.
D. Thought and language remain independent throughout development.
APA Outcome: 1.1

95. (p. 208-209) Vygotsky's theory states that children use speech not only for social
communication but also for:
A. memory coding.
B. memory recall.
C. rote memorization.
D. problem solving
APA Outcome: 1.1

96. (p. 208-209) Private speech has been shown to improve all of the following EXCEPT:
A. task performance.
B. attention.
C. empathic understanding.
D. social competence.
APA Outcome: 1.1

6-37
97. (p. 208) When self-talk becomes second nature to children and they can act without
verbalizing, they have begun to use:
A. private speech.
B. inner speech.
D. zoning.
APA Outcome: 1.1

98. (p. 208-209) Mrs. Marsden hears a student arranging story cards. "Hmm, I think this one goes
first and next is that one. No, maybe that one." She is witnessing the student's:
A. scaffolding.
B. private speech for communication.
C. private speech for problem solving.
D. zone of proximal development.
APA Outcome: 1.1

APA Outcome: 1.3
99. (p. 209) According to Vygotsky, how should a teacher help a student with new learning?
A. ask the student how you can help
B. watch carefully and intervene when the student appears to struggle
C. wait for the student to request help
D. tell the student to figure it out by himself
APA Outcome: 1.1

Topic: Teaching Strategies
6-38
100. (p. 209) According to Vygotsky, the main purpose of assessment should be to:
A. issue criterion-referenced ability reports.
B. determine a student's zone of proximal development in order to design further instruction.
C. issue norm-referenced ability standings.
D. build self-esteem.
APA Outcome: 1.1

101. (p. 209) Mr. Jericho, an elementary school math teacher, needs to teach his students how to
make change. Vygotsky would recommend that he:
A. provide several worksheets to be completed with help at home.
B. give students play money to use while answering the workbook problems.
C. set up a class store and have students rotate as acting cashiers.
D. have a person who is a cashier visit the classroom to teach the concept.
APA Outcome: 1.1

APA Outcome: 1.3
102. (p. 210) Tools of the Mind is an early childhood education curriculum that emphasizes all of
the following EXCEPT:
A. life skills, such as cooking and sewing.
B. dramatic play.
C. scaffolding writing.
D. developing self-regulation.
APA Outcome: 1.1

6-39
103. (p. 210) Children in Tools of the Mind classrooms exhibit more advanced skills in
__________ than their peers in other early childhood programs.
A. writing complex sentences
B. spelling accurately
C. understanding the concept of a sentence
D. all of these
APA Outcome: 1.1

104. (p. 211) According to Piaget and Vygotsky, a teacher's role is that of:
A. facilitator.
B. director.
C. database.
D. interpreter.
APA Outcome: 1.1

105. (p. 211) Neither Vygotsky's nor Piaget's theory had much to say about:
A. the role of nurture in development.
B. the role of biology in development.
C. language and thought in development.
D. adult cognitive development.
APA Outcome: 1.1

Learning Objective: 06-04 Describe cognitive changes in adulthood
Topic: Cognitive Stages
Topic: Middle and Late Adulthood
6-40
106. (p. 212) Labouvie-Vief (1986) argued that as young adults face the constraints of reality:
A. defense thought mechanisms appear.
B. wishful thought increases.
C. idealistic thought decreases.
D. the imaginary audience disappears.
APA Outcome: 1.1

Topic: Realistic and Pragmatic Thinking
107. (p. 212-213) According to Schaie (1977), as young adults begin working, cognitive
development switches from:
A. applying to acquiring knowledge.
B. acquiring to applying knowledge.
C. realistic to idealistic thinking.
D. intuitive to logical thought.
APA Outcome: 1.1

Topic: Realistic and Pragmatic Thinking
108. (p. 213) Which statement summarizes what Perry (1970) believes about the cognitive level
of a typical adolescent?
A. "Right is right, and wrong is wrong."
B. "There are three sides to every issue: black, white, and gray."
C. "We have to look for the underlying principle of truth in every situation."
D. "We need to understand and operate from others' perspectives."
APA Outcome: 1.1

Topic: Reflective and Relativistic Thinking
6-41
109. (p. 213) According to William Perry, adult thinking is:

A. absolutist and dualistic.
B. idealistic and altruistic.
C. reflective and relativistic.
D. intuitive and concrete.
APA Outcome: 1.1

Topic: Reflective and Relativistic Thinking
110. (p. 213) Some theorists have pieced together descriptions of a fifth Piagetian stage labeled:
A. reflective application.
B. superformal.
C. postformal.
D. provisional application.
APA Outcome: 1.1

Topic: Postformal Thought
111. (p. 213-214) Which of the following is NOT an element of postformal thought?
A. correct answer to a problem requires reflective thought
B. correct answer may vary from one situation to another
C. idealistic thought
D. search for truth is a never-ending process
APA Outcome: 1.1

Topic: Postformal Thought
6-42
Short Answer Questions
112. (p. 191-192) Briefly define the concepts of schemes, assimilation, and accommodation.
Schemes: actions or mental representations that organize knowledge.

Assimilation: occurs when children incorporate new information into their existing
knowledge.
Accommodation: occurs when children adjust their schemes to fit new information and
experiences.
APA Outcome: 1.1

Topic: Infancy
Topic: Schemes
113. (p. 192) Explain the concepts of disequilibrium, equilibration, and equilibrium.
Disequilibrium: occurs when a child experiences a cognitive conflict in trying to understand

the world.
Equilibration: the process that aids a child in resolving cognitive conflict.
Equilibrium: achieved when a cognitive conflict has been resolved and a balance of thought is
reached.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Organization
6-43
114. (p. 193) List Piaget's four stages of cognitive development in order.
Sensorimotor, preoperational, concrete operational, formal operational
APA Outcome: 1.1

Topic: Adolescence
Topic: Infancy
115. (p. 193) Identify and briefly describe the thinking processes associated with Piaget's four
stages of cognitive development.
1. Sensorimotor: coordinating sensory experiences with physical actions.

2. Preoperational: representing the world with words, images, and drawings.
3. Concrete operational: operations are performed, logical thinking applied to concrete or
physical examples.
4. Formal operations: abstract thinking.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Adolescence
Topic: Infancy
6-44
116. (p. 193) What is the main difference between a habit and a reflex?
A reflex occurs automatically in response to an eliciting stimulus. A habit is a scheme based

on a reflex that has become completely separate from its eliciting stimulus.
APA Outcome: 1.1

Topic: Infancy
117. (p. 194) Describe object permanence.
Object permanence is the idea that objects and events continue to exist even when they cannot
directly be seen, heard, or touched.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Infancy
118. (p. 199) Define animism.
Animism is the belief that inanimate objects have lifelike qualities and are capable of action.
APA Outcome: 1.1

6-45
119. (p. 198-199) Define childhood egocentrism.
Childhood egocentrism is the inability to distinguish between one's own perspective and
someone else's perspective.
APA Outcome: 1.1

Topic: Egocentrism
120. (p. 198-199) Discuss the two stages of preoperational thought, and identify the ages at which
they occur.
1. Symbolic function, 2 to 4 years of age: child gains the ability to mentally represent an
object that is not present.
2. Intuitive thought, 4 to 7 years of age: children begin to use primitive reasoning and want to
know answers to questions. Children become sure of their knowledge but are unaware of how
they know what they know.
APA Outcome: 1.1

APA Outcome: 4.1
121. (p. 200) Define centration.
Centration is focusing attention on one characteristic to the exclusion of all others.
APA Outcome: 1.1

Topic: Centration
6-46
122. (p. 200-201) Give an example of a way to assess whether or not a child has grasped the
concept of conservation.
(Any answer that gives an example of a child being presented with an amount or volume of a
substance. The shape of the substance is somehow changed and the child is asked which
amount or volume is greater.)
APA Outcome: 1.1

APA Outcome: 1.3
APA Outcome: 4.1
Topic: Centration
123. (p. 200) Define mental operations.
Operations: internalized sets of actions that allow the child to do mentally what was only done
physically before this stage.
APA Outcome: 1.1

124. (p. 200-201) List three mental abilities the child in Piaget's concrete operations stage can
perform.
1. seriation
2. conservation
3. reversibility
4. classification
5. transitivity
APA Outcome: 1.1

6-47
125. (p. 202-203) Identify three ways in which formal operational thought differs from concrete
operational thought.
Formal operational thought is more:
1. abstract—not limited to actual concrete experience.

2. idealistic—focusing on ideal characteristics and standards for comparison with others.
3. logical—systematic thinking in problem solving.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Adolescence
126. (p. 203-204) Define two types of adolescent egocentrism.
Imaginary audience: involves attention-getting behavior and the phenomenon that adolescents
feel they are "on stage."
Personal fable: involves a sense of personal uniqueness and invincibility.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Adolescence
Topic: Egocentrism
6-48
127. (p. 205-206) Describe three ways to apply Piaget's theory to education.
1. Take a constructivist approach. Children learn best when they are active and finding
solutions for themselves. Students learn best by making discoveries, reflecting on them, and
discussing them, rather than blindly imitating the teacher or doing things by rote.
2. Facilitate rather than direct learning. Children learn best by doing. Teachers should listen,
watch, and question students.
3. Consider the child's knowledge and level of thinking. Children have concepts of space,
time, quantity, and causality. Teachers should interpret what a student is saying and respond
in ways not too far from the student's level. Examine children's mistakes in thinking as well as
what they get right.
4. Promote the student's intellectual health. Children should not be pushed and pressured into
achieving too much too early in their development.
5. Turn the classroom into a setting of exploration and discovery. Classrooms should be less
structured. Workbooks and predetermined assignments are not used. Students' interests and
natural participation in activities determine what the course of learning will be.
APA Outcome: 1.1

APA Outcome: 1.3
APA Outcome: 4.1
128. (p. 206-207) List three criticisms of Piaget's theory. Evaluate Piaget's theory in your own
words.
1. Estimates of when children's competence at different developmental levels emerges.

2. Degree of synchrony in the emergence of various aspects of a stage.
3. Degree to which children's cognitive development is grand-stagelike versus process
oriented and task specific.
4. Degree to which transition across stages is maturational versus the result of training on
cognitive development.
APA Outcome: 1.1

APA Outcome: 4.1
Blooms Taxonomy: Evaluation
6-49
129. (p. 208) What is the zone of proximal development, and what is the process used to
facilitate learning within this zone?
The zone of proximal development is the range of tasks that are too difficult for the child to
master alone but that can be learned with the guidance and assistance of adults or more skilled
children. Scaffolding means changing the limits of support that are provided by a more skilled
person when the student is learning a new task.
APA Outcome: 1.1

APA Outcome: 4.1
130. (p. 208-209) How did Vygotsky and Piaget differ on the concept of private speech?
Piaget believed that private speech showed egocentrism and immaturity. Vygotsky believed
private speech valuable for self-regulation, planning, and task solving.
APA Outcome: 1.1

APA Outcome: 4.1
6-50
131. (p. 209) Describe three ways to apply Vygotsky's theory to education.
1. Use the child's zone of proximal development. Teach toward the upper limit of the zone of
proximal development. Offer just enough assistance. Offer encouragement when a child
hesitates.
2. Use more-skilled peers as teachers. Adults are not the only ones who can aide a child's
learning.
3. Monitor and encourage a child's use of private speech. Listen to student-initiated self-talk
and correct strategies if necessary. Teach students how to talk through tasks requiring
systematic solutions. Encourage older children to develop inner speech.
4. Place instruction in a meaningful context. Apply lessons to real-world situations and
conditions when possible.
APA Outcome: 1.1

APA Outcome: 1.3
APA Outcome: 4.1
132. (p. 210) Describe two ways that the Tools of the Mind early childhood curriculum is
grounded in Vygotsky's theory (1962).
1. Teachers scaffold children in creating dramatic play scenarios that increase children's self-
regulation and quality of play.
2. Attention is given to social interactions and developing self-regulation skills.
3. Teachers scaffold children's writing.
APA Outcome: 1.1

APA Outcome: 4.1
6-51
133. (p. 211) List three criticisms of Vygotsky's theory of development. Evaluate Vygotsky's
theory in your own words.
1. Vygotsky was not specific enough about age-related changes.

2. Vygotsky did not adequately describe how changes in socioemotional capabilities
contribute to cognitive development.
3. Vygotsky over-emphasized the role of language in thinking.
4. Vygotsky placed too much emphasis on collaboration and guidance. For example, some
facilitators may be too helpful in some cases. In other cases, children might become lazy and
expect help when they might have completed a task on their own.
APA Outcome: 1.1

APA Outcome: 4.1
Blooms Taxonomy: Evaluation
134. (p. 212-213) Describe two ways that adults think in qualitatively different ways from
adolescents.
1. As young adults face the constraints of reality, idealist thinking of adolescence decreases.
2. Young adults switch from acquiring knowledge to applying knowledge.
3. Polar, absolutist thinking in adolescence gives way to relativistic thinking in adulthood.
4. Reflective thinking increases and deepens in young adulthood.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Cognitive Stages
6-52

Topical Approach To Lifespan Development 7th Edition Santrock Test Bank 1

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Chapter 06 - Cognitive Developmental Approaches

Topical Approach to Lifespan Development 7th

Multiple Choice Questions

APA Outcome: 1.1

2. (p. 191) Nine-year-old AJ enjoys participating in organized sports. He is developing an idea of

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3. (p. 191) The cognitive process of assimilation occurs when individuals:

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7. (p. 191-192) The cognitive process of accommodation occurs when individuals:

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13. (p. 192) Piaget's stages signify:

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34. (p. 198) The preoperational stage lasts from ages:

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52. (p. 201-202) A reversible mental action on a real object is a:

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APA Outcome: 1.1