Test Bank For Child Development From Infancy To Adolescence An Active Learning Approach 2nd Edition Laura e Levine Joyce Munsch

Test Bank for Child Development From Infancy to Adolescence An Active Learning Approach, 2nd
Test Bank for Child Development From Infancy to

Adolescence An Active Learning Approach, 2nd
Edition, Laura E. Levine, Joyce Munsch
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olescence-an-active-learning-approach-2nd-edition-laura-e-levine-joyce-munsch/
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Levine, Child Development From Infancy to Adolescence 2e
SAGE Publishing, 2020
Test Bank
CHAPTER 6: COGNITIVE DEVELOPMENT IN INFANCY AND TODDLERHOOD
Multiple Choice
1. One of the basic principles in Piaget's theory of cognitive development is that ______.
a. the mistakes that children make in their reasoning are meaningful because they
indicate the nature of the child’s current thought processes
b. children’s surprise when one of their expectations is violated is the best measure of
their level of cognitive development
c. the strongest influence on the way we think about and understand the world is the
social world in which we live
d. children must develop metacognitive functions before they can reason accurately
about the world
Ans: A
KEY: Learning Objective: 6.1: What occurs during Piaget’s sensorimotor stage of
cognitive development?
REF: Cognitive Domain: Knowledge
Answer Location: Basic Principles
Difficulty Level: Medium
2. In Piaget’s theory, if baby Gabriella is taught what a dog is, then sees a cat and calls
it a dog, she is using ______.
a. disequilibrium
b. centration
c. assimilation
d. accommodation
Ans: C
REF: Cognitive Domain: Comprehension
3. When we encounter a new experience that does not fit into any of our cognitive
schemes, Piaget would say that ______.
a. it throws us into a state of disequilibrium, which feels uncomfortable
b. we ignore the information until we can develop the cognitive ability to understand it
c. we observe how other people are reacting to the situation and copy their reactions
d. we use transductive reasoning to try to make sense of the experience
Ans: A

4. In Piaget’s theory, when you need to change the way you think about something in
order to understand a new experience, you are engaging in the process of ______,
a. decentration
b. scaffolding
c. assimilation
d. accommodation
Ans: D
Difficulty Level: Easy
5. Piaget would say that the stages in his theory ______.

a. are only general descriptions of how cognitive development occurs and do not apply
to every child
b. typically happen in the order he describes, but can occur out of order for children who
are very bright
c. always occur in the order he describes, but the ages at which they occur are only
approximations
d. are based upon the typical social experiences that children have at different ages
Ans: C
Answer Location: The Sensorimotor Stage
6. The first stage of cognitive development in Piaget’s theory of cognitive development

is the ______.
a. sensorimotor stage
b. preoperational stage
c. operational stage
d. formal operations stage
Ans: A
7. When a young child grasps a toy, it is part of his experience and is real to him, but
when he is not holding the toy, it doesn’t exist for him anymore. Piaget says this is
because young children do not have ______.
a. a circular reaction for objects
b. object permanence
c. conservation
d. dialectic thinking
Ans: B
8. Which of the following techniques have critics of Piaget’s idea that object
permanence needs time to develop used to support their case that infants are born with
“persistence”?
a. They have measured the amount of time that infants spend looking at an event that
violates an expectation of object permanence.
b. They have looked to see if an infant will search for an object that is hidden under a
piece of cloth.
c. They have measured the age at which infants first show signs of separation anxiety.
d. They have looked at whether infants appear to have strategies for searching for lost
objects.
Ans: A
9. In one experiment with 4-month-old infants, babies saw a toy placed behind a screen
and then the screen tipped backward. Some infants saw the screen stop when it hit the
toy (as they would expect), but other saw the screen tip all the way backward as though
the screen was going right through the toy. These infants ______.
a. appeared distressed by the event and cried because the toy wasn't there
b. turned away from the event and refused to look at the screen again
c. looked considerably longer at the event than infants who saw the screen tip backward
but the toy stopped the fall of the screen
d. tried to get out of their seats so they could explore the screen and the toy
Ans: C
KEY: Learning Objective: 6.2: What is the premise of the theory of core knowledge?
Answer Location: Theory of Core Knowledge
10. ______ is the technique that has been used to explore whether there are basic
areas of understanding about the physical world that appear to be innate and built into
the human brain.
a. Violation of expectations
b. Reversibility assessment
c. Circular reaction testing
d. Executive function testing
Ans: A
11. The theory of core knowledge is based on the idea that infants ______.
a. construct their understanding of the world through their social interactions
b. are born with an innate understanding of some aspects of the world
c. construct their understanding of the world through active experimentation
d. learn about the world as they are reinforced for their experiences
Ans: B
12. Which of the following describes how infants can use classical conditioning to learn?
a. They learned to kick their leg while it was tied by a long ribbon to a mobile overhead,
which rewarded them with the visual stimulation of seeing the mobile move.
b. Infants would have a small amount of air puffed into their eye after a tone. Later, they
would still blink at the tone, even without the air puff.
c. Infants would imitate an adult turning on a light box by bending over and touching it
with their head.
d. There is currently no research that supports infants being able to learn through
classical conditioning.
Ans: B
KEY: Learning Objective: 6.3: How do infants learn?
Answer Location: Learning
13. Paying attention to certain things while tuning out others is the process of ______
and maintaining focus over time is the process of ______.
a. sustained attention; focused attention
b. selective attention; habituation
c. habituation; sustained attention
d. selective attention; sustained attention
Ans: D
KEY: Learning Objective: 6.4: What cognitive processes develop during infancy?
Answer Location: Attention
Difficulty Level: Hard
14. In older infants, ______.

a. their ability to habituate to familiar things takes longer
b. sustained attention increases when they are shown more complex stimuli
c. selective attention increases, but sustained attention decreases
d. they are more interested in looking at familiar things than at novel things
Ans: B
15. Research has shown that infants and toddlers can remember something they have
learned for weeks but ______.
a. 6 weeks is about the longest time they can remember earlier experiences
b. they are more likely to remember something when they are in the same
circumstances as when they first encountered it
c. it is the youngest infants, not the toddlers, who have the longest memories for
information they have learned
d. this memory depends upon whether or not the infant is enjoying the experience
Ans: B
Answer Location: Memory
16. An infant sees an object get hidden behind a screen, then a second object be
placed behind the screen. If the screen drops and there are three objects, instead of the
two the infant saw, he will ______.
a. stare longer, suggesting they at least know 1 + 1 = 2
b. start to cry, as the extra object will frighten them
c. not react with any interest, suggesting that they can’t process simple mathematics yet
d. look expectantly at the researcher, waiting for them to count the objects out loud
Ans: A
17. When a teacher tells a toddler to “use your words” instead of impulsively grabbing a
toy, they are teaching the child to use ______.
a. metacognition
b. number concept
c. inhibition
d. categorization
Ans: C
Answer Location: Executive Function
18. Results from infant intelligence tests ______.

a. can reliably predict how infants will later do on standardized tests of intelligence
b. are strong predictors of the child’s later performance in school
c. relate to logical–mathematical performance, but not linguistic abilities
d. are not very strong predictors of later measures of cognitive functioning
Ans: D
KEY: Learning Objective: 6.5: What aspects of infants’ cognitive development are the
best predictors of later cognitive abilities?
Answer Location: Cognitive Processes
19. Phonology is the study of the ______.

a. sounds of a language
b. meaning of words
c. smallest segments of language with meaning
d. parts of language
Ans: A
KEY: Learning Objective: 6.6: How do infants develop language?
Answer Location: Aspects of Language
20. Sam is not very good at following conversational rules. It is difficult to have a
conversation with him because he talks out of turn and keeps changing the topic of the
conversation. Sam has a problem with ______.
a. semantics
b. pragmatics
c. phonetics
d. syntax
Ans: B
21. A ______ is the smallest unit that has meaning in a language.

a. morpheme
b. phoneme
c. syllable
d. spectrum
Ans: A
22. Social cognitive theory emphasizes the role of ______ in language learning.
a. babbling
b. joint attention
c. imitation
d. early phonemic discrimination
Ans: C
Answer Location: Behaviorism and Social Cognitive Learning Theory
23. According to Skinner, language is shaped through ______.

a. innate mechanisms that are wired into the brain
b. cooing and babbling
c. data crunching the stream of words that we hear
d. operant conditioning and the use of reinforcement
Ans: D
Answer Location: Behaviorism and Social Cognitive Learning Theory
24. Children will say things that they have never heard before, such as “I goed outside
to play.” This production of unique sentences is best explained by ______.
a. social cognitive theory
b. operant conditioning
c. nativism
d. information processing theory
Ans: C
Answer Location: Nativism
25. Once a child understands a rule of grammar (such as adding an “s” to form the
plural of a word), the child may use this rule incorrectly for words that don’t follow this
rule. The error is called ______.
a. overapplication
b. overregularization
c. rule overload
d. a universal grammar
Ans: B
26. As a theory of language development, interactionism incorporates aspects of

______.
a. operant and classical conditioning
b. proximal and distal influences
c. phonological awareness and semantic integration
d. biological readiness and experiences in the environment
Ans: D
Answer Location: Interactionism
27. The idea that adults will modify the way they talk with young children until the child
can understand and respond is associated with the theory of ______.
a. interactionism
b. information processing
c. social cognitive theory
d. operant conditioning
Ans: A
Answer Location: Interactionism
28. Cognitive processing theory proposes that while learning language children ______.
a. figure out statistically how likely it is that certain sounds will follow each other
b. imitate the language behavior of people they are emotionally attached to
c. employ a universal grammar to understand the syntax of the language they hear
d. rely upon a biological unfolding of a readiness to learn language
Ans: A
Answer Location: Cognitive Processing Theory: Statistical Learning
29. In cognitive processing theory, the likelihood that certain sounds will follow each
other is known as the ______.
a. phonemic likelihood
b. statistical determinism
c. transitional probability
d. universal grammatical structure
Ans: C
Answer Location: Cognitive Processing Theory: Statistical Learning
30. The area that is the primary center for speech production is ______.
a. Broca’s area
b. the speech cortex
c. Wernicke's area
d. mirror neurons
Ans: A
Answer Location: Language and the Brain
31. Throughout our life, our receptive language ______.

a. always trails our expressive language
b. always precedes our expressive language
c. develops in parallel with expressive language
d. usually trails expressive language, but rarely might precede it
Ans: B
32. Recent brain research has found that second language learning later in life ______.
a. involves the same parts of the brain as are used in first language learning
b. must use different parts of the brain than we use when we are first learning language
c. is nearly impossible because the critical period for language development has passed
d. is possible only if Broca’s area is no longer functioning
Ans: A
Answer Location: Is There a Critical Period for Language Learning?
33. Parents can differentiate the ______ of their infant’s cries.

a. meaning and intention
b. severity and intensity
c. tone and cadence
d. purpose and frequency
Ans: B
Answer Location: Preverbal Communication: Cooing and Babbling
34. Babies who are taught to use sign language ______.

a. are delayed in their later acquisition of spoken language
b. experience more frustration in their early language learning
c. show a greater ability in later years to master a second or third language
d. show no difference in language development than infants who do not learn sign
language
Ans: D
Answer Location: How Adults Foster Early Language Development
35. When a child points to an object and an adult names the object for the child,
______.
a. there is no reason for the child to use that word again
b. that word enters the child’s vocabulary sooner
c. the child is likely to overregularize the use of that word in the future
d. the child will assume that there are other names for the same object
Ans: B
36. The assumptions and principles that children use to facilitate their vocabulary
learning are called ______.
a. constraints
b. hypotheses
c. linguistic guidelines
d. transitional probabilities
Ans: A
Answer Location: Development of Words and Growth of Vocabulary
37. When his mother points out a window at a cat and says “Look, Sam! There goes a
feline!” Sam assumes “feline” to mean the ______.
a. whole cat
b. cat’s whiskers
c. cat’s tail
d. cat’s motion
Ans: A
38. When children can learn a new word, sometimes with only one exposure, it is called
______.
a. syntactic bootstrapping
b. the whole object bias
c. fast mapping
d. statistical learning
Ans: C
39. Syntactic bootstrapping allows children to ______.

a. determine the meaning of words through the use of syntax
b. learn new words by eliminating items that already have labels
c. learn the meaning of words through gesture
d. guess whether a label refers to a whole object or to a part of that object
Ans: A
40. Research shows that children whose families have few material resources may
show lower levels of cognitive development ______.
a. by the time they reach kindergarten
b. just after birth
c. as early as 18–24 months
d. no sooner than their second birthday
Ans: C
KEY: Learning Objective: 6.7: How can we ensure optimal cognitive and language
development in infants?

Answer Location: Poverty
41. Which of the following is not something seen in a home environment that supports
healthy cognitive and language development?
a. Age-appropriate learning materials, such as toys and books
b. A stimulating variety of activities is provided.
c. Parents are responsive to infant needs and communications, both verbal and
nonverbal.
d. Children get to watch at least 1 hour of television or other visual media per day.
Ans: D
Answer Location: Promoting Cognitive and Language Development in Infants
42. When babies are first born, crying is ______.

a. intentional communication
b. a reflexive behavior
c. like cooing
d. none of these
Ans: B
43. The likelihood of one sound following another is referred to as ______.

a. cognitive processing theory
b. interactionism
c. transitional probability
d. none of these
Ans: C
44. You approach your friend and ask “Which way do we go?” They respond with “I
can’t mention the tarripoi, a month ago, quite a little, I’ve done a lot well, I impose a lot,
while, on the other hand, you know what I mean, I have to run around, look it over,
trebbin and all that sort of stuff.” They most likely have damage to what area of their
brain?
a. Broca’s area
b. Wernicke’s area
c. frontal lobe
d. occipital lobe
Ans: B
REF: Cognitive Domain: Application
45. Infants and caregivers may take turns talking, and this is referred to as ______.
a. cooing
b. protoconversation
c. reduplicated babbling
d. all of these
Ans: B
46. Babies typically begin to make one-syllable sounds, such as ba and da, when they
are 4–6 months old, and they begin to combine those sounds. This refers to ______.
a. cooing
d. variegated babbling
Ans: C
47. Sometime between 6 and 10 months of age, babbling changes from repetitive
bababa to more varied sounds. This is referred to as ______.
a. cooing
d. variegated babbling
Ans: D
48. When a child points to an object and a parent translates that gesture into a word by
naming the object, the word enters the child’s vocabulary sooner than it otherwise
might. This is a result of ______.
a. nonverbal communication
b. child directed speech
c. joint attention
d. none of these
Ans: C
49. First words are often referred to as ______ because they are intended to
communicate the meaning of a whole phrase in one word.
a. child directed speech
b. joint attention
c. vocabulary spurts
d. holophrases
Ans: D
50. Which of the following promotes cognitive and language development in children?
a. home enrichment
b. limited screen time
c. reduced television in the background
d. all of these
Ans: D
Answer Location: Threats to and Supports for Cognitive and Language Development
51. The belief that there is one and only one name for an object reflects the ______.
a. whole-object bias
b. taxonomic constraint
c. mutual exclusivity constraint
d. syntactic bootstrapping
Ans: C
52. Infants do not begin to say words on average until about ______ of age.
a. 10 months
b. 11 months
c. 12 months
d. 13 months
Ans: D
53. Speaking to a child in a higher pitch and exaggerated intonation is an example of

using ______.
a. joint attention
b. language acceleration
c. child-directed speech
d. none of these
Ans: C
54. The brain structure ______ helps us understand the meaning of speech.
a. Wernicke’s area
b. Broca’s area
c. hippocampus
d. both A and B
Ans: A
55. The word “cats” has ______ phonemes and ______ morphemes.
a. 2 ; 2
b. 4 ; 2
c. 3 ; 1
d. 4 ; 1
Ans: B
REF: Cognitive Domain: Application
56. ______ refers to the meaning of words.

a. Phonology
b. Syntax
c. Pragmatics
d. Semantics
Ans: D
57. Most people cannot recall events before age 3 because of infantile amnesia, caused
by the lack of development of the brain structures, ______ and ______.
a. hippocampus; amygdala
b. cerebellum; prefrontal cortex
c. hippocampus; prefrontal cortex
d. prefrontal cortex; amygdala
Ans: C
58. Tuning into certain things while tuning out others is called ______.
a. habituation
b. selective attention
c. sustained attention
d. orienting response
Ans: B
59. The theory of core knowledge holds that infants have a basic concept of number, at
least up to ______.
a. two
b. three
c. four
d. five
Ans: A
60. Piaget noticed that newborns do not understand objects exist outside their own
action on them because of their lack of ______.
a. object permanence
b. nonverbal understanding
c. accommodation
d. assimilation
Ans: A
True/False
1. One of the principles of Piaget’s theory of cognitive development is that intelligence is
an active and constructive process.
Ans: T
2. Piaget’s theory says that there are qualitative differences in how children think that
reflect their developmental level.
Ans: T
3. Modern intelligence tests can make reliable predictions about an infant’s intelligence
in adulthood.
Ans: F
Answer Location: Cognitive Processes
4. An infant’s receptive language precedes expressive language.

Ans: T

5. Research on the case study of “Genie” showed that her lack of exposure to language
at an early age prevented her from ever developing any form of grammar.
Ans: F
6. From birth, parents can identify why babies are crying.

Ans: F
7. In their first 6 months, infants are able to discriminate phonemes that exist in
languages that are not in their environment.
Ans: T
Answer Location: Preverbal Perception of Language
8. About 1% to 3% of infants have an intellectual disability.

Ans: T
Answer Location: Intellectual Disability
9. Studies do not support the idea that children under the age of 3 may experience
disruptions in their social interactions with a TV on in the background.
Ans: F
Answer Location: Media Use in Infancy
10. Piaget developed the theory of genetic epistemology, which is the study of the
development of knowledge through biological adaptation and development of the mind.
Ans: T
Answer Location: Piaget’s Theory of Cognitive Development
11. Equilibrium describes a state of confusion in which your schemas do not fit your
experiences.
Ans: F
12. According to Piaget, infants organize their understanding of the world into motor
schemas through their action on it.
Ans: T
13. A preference for novelty has been associated with both general intelligence and
several specific cognitive abilities.
Ans: T
14. The characteristic of home enrichment, which describes the amount of stimulation
provided by parents and their responsiveness to the infant, was found to be lowest in
families that were chronically poor.
Ans: T
Answer Location: Poverty
15. The mutual exclusivity constraint leads children to assume that two objects with
features in common can have a name in common, but that each object also can have its
own individual name.
Ans: F
Essay
1. What are the basic principles upon which Piaget guides our understanding of
Ans: Piaget believed that we are always actively trying to make sense of our
experiences to adapt successfully to our environment and ensure our survival. By
“making sense” he meant organizing our experiences into schemas, as we described in
Chapter 2. Remember that a schema is a cognitive framework that places concepts,
objects, or experiences into categories or groups of associations. People generally find
the uncertainty of disequilibrium uncomfortable, so they try to make sense of what they
are seeing in order to return to a comfortable cognitive state of equilibrium. When we
need to change our schemas to fit new experiences, we use accommodation because
we are accommodating or changing the way we think about something in order to
understand the new information.
Answer Location: Piaget’s Theory of Cognitive Development
2. What is the theory of core knowledge? How does it differ from Piaget’s theory of
Ans: The theory of core knowledge is based on the idea that humans are born with
innate cognitive systems that provide basic, or core knowledge for understanding the
world (Spelke & Kinzler, 2007). These basic systems are not developed from
experience; rather they represent knowledge that appears to be built into the human
brain. This theory is a direct challenge to Piaget’s ideas that children construct even
very basic knowledge about the nature of objects and people through experience.
3. What is infantile amnesia? Describe at least two different theories for why people
experience infantile amnesia.
Ans: Most people cannot recall events before age 3 because of what we call infantile
amnesia. Various explanations have been proposed for the occurrence of infantile
amnesia; one involves physical changes occurring in the brain. The brain is far from
complete when an infant is born. Two areas that are necessary for memory processes
are the hippocampus and the prefrontal cortex. Important parts of these two areas only
become functional between 20 and 24 months of age (Bauer, 2007). We will see that
memory ability improves as these areas of the brain continue to develop throughout
childhood and adolescence. A related idea is that the production of new neurons in the
hippocampus during infancy causes reorganization of this area of the brain that
interferes with the formation of stable memories. Other explanations have relied on
psychological or cognitive explanations. Courage and Howe (2004) have argued that
before infants have a clear sense of self, their memories are not organized into a
coherent story of their own lives, in other words they do not have a clear
autobiographical memory. It is much harder to remember random events than those that
tie together in a meaningful way.
4. What are the four aspects of language that researchers commonly study?
Ans: Researchers have studied four basic aspects of language: phonology, syntax,
semantics, and pragmatics. Phonology is the study of the sounds of a language. (To
remember this term, think of the sounds that come from your cellphone, or the word
cacophony, meaning a lot of loud, annoying sounds.) Syntax is the grammar of a
language--that is, how we put words in order and how we change words in a rule-based
fashion to create meanings. For example, play becomes played when we talk about the
past. Semantics refers to the meanings of words. Pragmatics is the way we use
language in a social context.
5. Is there a critical period for language learning after which we are unable to learn
language? Give evidence for your opinion.
Ans: If there is a limited window of opportunity for children to learn language, then
infants and children who are deprived of environmental stimulation and early facilitation
of language learning may have basic difficulty with language that lasts their whole lives.
Evidence for the existence of such a critical period comes from studies of children who
were severely deprived during the early years of life. The importance of the window of
opportunity for language learning is illustrated by research on orphans who lived the first
months of their lives in poorly equipped and poorly staffed orphanages in Romania
where they suffered extreme deprivation. Those who were placed with foster families
before the age of 2 had few problems with language development, while those adopted
at an older age had marked language delays (Windsor et al., 2011) but not disorders
likely to last throughout their lives. In a similar way, children who are born deaf but who
receive cochlear implants have better language outcomes if the implantation occurs
when they are younger (Nicholas & Geers, 2007). Early implantation appears to better
preserve or restore the auditory system that supports language development in infants.
In the area of brain research, evidence has also shifted from the idea that language can
Test Bank for Child Development From Infancy to Adolescence An Active Learning Approach, 2nd
be learned only early in life to the idea that it can be learned later as well, but it is more
difficult at older ages.
REF: Cognitive Domain: Analysis
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REF: Cognitive Domain: Comprehension

5. Piaget would say that the stages in his theory ______.

6. The first stage of cognitive development in Piaget’s theory of cognitive development

14. In older infants, ______.

18. Results from infant intelligence tests ______.

19. Phonology is the study of the ______.

21. A ______ is the smallest unit that has meaning in a language.

23. According to Skinner, language is shaped through ______.

26. As a theory of language development, interactionism incorporates aspects of

Difficulty Level: Medium

31. Throughout our life, our receptive language ______.

33. Parents can differentiate the ______ of their infant’s cries.

34. Babies who are taught to use sign language ______.

Difficulty Level: Hard

39. Syntactic bootstrapping allows children to ______.

REF: Cognitive Domain: Knowledge

42. When babies are first born, crying is ______.

43. The likelihood of one sound following another is referred to as ______.

Difficulty Level: Easy

53. Speaking to a child in a higher pitch and exaggerated intonation is an example of

56. ______ refers to the meaning of words.

4. An infant’s receptive language precedes expressive language.

Answer Location: Language and the Brain

6. From birth, parents can identify why babies are crying.

8. About 1% to 3% of infants have an intellectual disability.

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