Exploring Lifespan Development 2nd

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 CHAPTER 9
PHYSICAL AND COGNITIVE DEVELOPMENT
IN MIDDLE CHILDHOOD

MULTIPLE CHOICE
1) In middle childhood, children grow an average of _____ inches in height and ______ pounds in weight each year.
A) 2 to 3; 5
B) 2 to 3; 10
C) 4 to 5; 5
D) 4 to 5; 10
Answer: A
Page Ref: 225
Skill: Factual
Objective: 9.1
2) After age 8, girls
A) are slightly shorter and lighter than boys.
B) have slightly more muscle than boys.
C) begin accumulating fat at a faster rate than boys.
D) have slightly less body fat than boys.
Answer: C
Page Ref: 225
Skill: Factual
Objective: 9.1
3) As muscles adapt to an enlarging skeleton, children often experience
A) a decrease in flexibility.
B) nighttime “growing pains.”
C) a decreasing desire for physical exercise.
D) faster growth in the upper portions of the body.
Answer: B
Page Ref: 225
Skill: Conceptual
Objective: 9.1
4) Between the ages of 6 and 12, ________ primary teeth are lost and replaced by permanent ones.
A) 12
B) 14 to 18
C) 20
D) 24
Answer: C
Page Ref: 225
Skill: Factual
Objective: 9.1

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5) Research on nutrition in middle childhood indicates that

A) the percentage of children who eat dinner with their families increases slightly between ages 9 and 14.
B) eating dinner with parents leads to a diet higher in fried foods and soft drinks than eating alone.
C) school-age children often become picky eaters, so mild nutritional deficits rarely affect growth or cognitive
functioning.
D) malnutrition that persists from infancy or early childhood into the school years usually leads to permanent physical
and mental damage.
Answer: D
Page Ref: 226
Skill: Conceptual
Objective: 9.2
6) A BMI above the ______ percentile for a child’s age and sex is considered overweight; a BMI above the _______
percentile is considered obese.
A) 50th; 75th
B) 75th; 85th
C) 75th; 95th
D) 85th; 95th
Answer: D
Page Ref: 226
Skill: Factual
Objective: 9.2
7) Which of the following is supported by research on childhood obesity?
A) All children are equally at risk for excessive weight gain.
B) Overweight children tend to have overweight parents.
C) Genetic factors are the primary determinant of obesity.
D) Most obese children “grow out of it” by adolescence.
Answer: B
Page Ref: 226
Skill: Conceptual
Objective: 9.2
8) Obese children tend to
A) be less responsive than normal-weight children to external stimuli associated with food.
B) chew their food more thoroughly than normal-weight children.
C) be less responsive than normal-weight children to internal hunger cues.
D) eat slower than normal-weight children.
Answer: C
Page Ref: 227
Skill: Conceptual
Objective: 9.2
9) Research on weight gain reveals that children who get less nightly sleep are
A) more likely to be overweight five years later.
B) more likely to be significantly underweight than well-rested children.
C) less likely to be overweight five years later.
D) too fatigued to respond to hunger cues and, therefore, are less likely to become overweight.
Answer: A
Page Ref: 227
Skill: Conceptual
Objective: 9.2

196 Copyright © 2011 Pearson Education, Inc. All Rights Reserved.

 Chapter 9 Physical and Cognitive Development in Middle Childhood

10) Inactivity is ____________ excessive weight gain in children.

A) unrelated to
B) both a cause and consequence of
C) more important than nutrition in predicting
D) caused by serious hormonal imbalances and predicts
Answer: B
Page Ref: 227
Skill: Conceptual
Objective: 9.2
11) Which of the following is true about the consequences of obesity?
A) Obese boys are viewed more negatively by adults and peers than obese girls.
B) In most cases, obese children slim down by adolescence.
C) Obese children are stereotyped as lazy, self-doubting, and deceitful.
D) Due to growing public awareness, childhood obesity in the United States has declined by 30 percent in the last
decade.
Answer: C
Page Ref: 227
Skill: Conceptual
Objective: 9.2
12) Which of the following is regarded as one of the most effective interventions for treating childhood obesity?
A) a weight loss camp
B) a strict diet and exercise regimen
C) punishment for daily inactivity
D) a family-based approach focused on changing behaviors
Answer: D
Page Ref: 227
Skill: Conceptual
Objective: 9.2
13) The most frequent cause of school absence and childhood hospitalization is
A) asthma.
B) bacterial infection.
C) viral infection.
D) influenza.
Answer: A
Page Ref: 228
Skill: Factual
Objective: 9.3
14) Which of the following children is at the greatest risk for asthma?
A) Steffi, a normal-weight, Asian-American girl who lives in a small town
B) Thomas, an overweight African-American boy who lives in an inner-city area
C) Pam, a normal-weight, Caucasian-American girl who lives in a rural area
D) Taylor, a slightly underweight Caucasian-American girl who lives in a mid-sized city
Answer: B
Page Ref: 228
Skill: Applied
Objective: 9.3

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15) Along with body growth, _____________ plays a vital role in improved motor performance in middle childhood.
A) abstract thinking
B) more efficient information processing
C) elaboration
D) metacognition
Answer: B
Page Ref: 229
Skill: Conceptual
Objective: 9.4
16) Paul is concerned because his 6-year-old son prints using large letters and numbers. You can tell Paul that his son’s
writing is large because he
A) cannot yet visually distinguish fine details.
B) has not yet developed adequate depth perception.
C) makes strokes with his entire arm rather than just the wrist and fingers.
D) can only use his wrist and fingers to form the letters and numbers.
Answer: C
Page Ref: 229
Skill: Applied
Objective: 9.4
17) Research on sex differences in motor skills during middle childhood indicates that
A) boys are ahead of girls on gross-motor skills, such as jumping, hopping, and skipping.
B) boys are more advanced than girls in fine-motor skills.
C) boys’ genetic advantage in muscle mass is large enough to account for their gross-motor superiority.
D) girls outperform boys on skills that depend on agility and balance.
Answer: D
Page Ref: 229
Skill: Conceptual
Objective: 9.4
18) Research confirms that _________ plays a large role in accounting for boys’ gross motor superiority.
A) boys’ greater muscle mass
B) the social environment
C) girls’ higher fat-to-muscle ratio
D) girls’ lack of coordination
Answer: B
Page Ref: 229
Skill: Conceptual
Objective: 9.4
19) ___________ contribute greatly to emotional and social development and are rarely contests of individual ability.
A) Child-invented games
B) Organized sports
C) Community athletics
D) Mandatory physical education classes
Answer: A
Page Ref: 230
Skill: Conceptual
Objective: 9.4

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

20) Gains in __________ contribute to a child’s ability to play games with rules.
A) phonological awareness
B) cognitive self-regulation
C) perspective taking
D) muscle mass
Answer: C
Page Ref: 230
Skill: Conceptual
Objective: 9.4
21) During middle childhood, child-invented games usually involve
A) simple physical skills and a sizable element of luck.
B) analytical intelligence.
C) competition and adult control.
D) contests of individual ability.
Answer: A
Page Ref: 230
Skill: Factual
Objective: 9.4
22) Ten-year-old Nadia enjoys making up games and playing them with her friends. Playing these child-invented games
probably allows Nadia to
A) play without rules and increase her popularity.
B) compete against her friends and establish a dominance hierarchy.
C) develop challenging physical skills, both gross and fine motor.
D) try out different styles of cooperating and competing with little personal risk.
Answer: D
Page Ref: 230
Skill: Applied
Objective: 9.4
23) One valid criticism of adult-organized youth sports is that
A) participation in organized sports often results in psychological damage to children.
B) they overemphasize competition and substitute children’s natural experimentation with rules and strategies.
C) participation in youth sports is the leading cause of childhood injury.
D) they often interfere with school work and can cause a sharp decline in academic achievement.
Answer: B
Page Ref: 230
Skill: Conceptual
Objective: 9.4
24) Which of the following is true about children’s rough-and-tumble play?
A) It helps children establish a dominance hierarchy.
B) It predicts aggressive behavior during adolescence.
C) It is equally common among boys and girls.
D) It is a uniquely human social behavior.
Answer: A
Page Ref: 230
Skill: Conceptual
Objective: 9.4

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25) Which of the following is supported by research on recess?

A) Over half of U.S. schools no longer provide recess to students as young as second grade.
B) Elementary school students are more attentive in the classroom after recess than before it.
C) Elementary school students are less attentive in the classroom after recess than before it.
D) In more than half of U.S. elementary schools, recess is scheduled several times each day.
Answer: B
Page Ref: 231 Box: SI: School Recess—A Time to Play, a Time to Learn
Skill: Conceptual
Objective: 9.4
26) Many experts believe that schools should not only offer more frequent physical education classes but should put less
emphasis on __________ and more emphasis on __________ in their physical education programs.
A) individual effort; grades
B) individual exercise; diet and nutritional information
C) competitive sports; informal games and individual exercise
D) informal games and individual exercise; competitive sports
Answer: C
Page Ref: 231
Skill: Conceptual
Objective: 9.4
27) Which of the following is supported by research on physical education in the United States?
A) Over 75 percent of U.S. elementary schools require physical education.
B) More than half of U.S. school-age girls engage in moderate-intensity exercise for at least an hour per day.
C) Over half of U.S. high schools require physical education in order to graduate.
D) Only 42 percent of boys and 11 percent of girls are active enough for good health.
Answer: D
Page Ref: 232
Skill: Conceptual
Objective: 9.4
28) Piaget regarded __________ as an important achievement of the concrete operational stage because it provides clear
evidence of __________.
A) seriation; reversibility
B) classification; hypothetico-deductive reasoning
C) conservation; operations
D) transitive inference; class inclusion
Answer: C
Page Ref: 232
Skill: Conceptual
Objective: 9.5
29) Jamal is able to think through a series of steps and then mentally return to the starting point. Therefore, Jamal is capable
of
A) reversibility.
B) decentration.
C) transitive interference.
D) class inclusion.
Answer: A
Page Ref: 232
Skill: Applied
Objective: 9.5

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

30) During a conservation-of-water task, Emme can focus on several aspects of the problem and relate them, rather than
centering on just one aspect. Therefore, Emme is capable of
A) seriation.
B) class inclusion.
C) reversibility.
D) decentration.
Answer: D
Page Ref: 232
Skill: Applied
Objective: 9.5
31) Margerite passed Piaget’s class inclusions task. This indicates that Margerite can
A) think through a series of steps and then mentally reverse direction.
B) focus on relations between a general and two specific categories at the same time.
C) solve problems using abstract reasoning.
D) order items along a quantitative dimension.
Answer: B
Page Ref: 232
Skill: Applied
Objective: 9.5
32) To test for ________, Piaget asked children to arrange sticks of different lengths from shortest to longest.
A) classification
B) spatial reasoning
C) seriation
D) decentration
Answer: C
Page Ref: 232
Skill: Factual
Objective: 9.5
33) A concrete operational child can _________ mentally, an ability called _________________.
A) conserve; seriation
B) seriate; transitive inference
C) classify; decentration
D) reverse; class inclusion
Answer: B
Page Ref: 232
Skill: Conceptual
Objective: 9.5
34) Kim Lee is able to mentally represent her neighborhood and describe it to others. Kim Lee’s representation is known as a
A) class inclusion.
B) large-scale route of travel.
C) transitive inference.
D) cognitive map.
Answer: D
Page Ref: 233
Skill: Applied
Objective: 9.5

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Test Bank for Berk / Exploring Lifespan Development, 2/e

35) According to Piaget, one limitation of concrete operational thought is that children’s mental operations work poorly with
A) everyday decision making.
B) logical constructs.
C) abstract ideas.
D) organized thoughts.
Answer: C
Page Ref: 233
Skill: Conceptual
Objective: 9.5
36) School-age children master concrete operational tasks
A) all at once.
B) gradually, in a continuum of acquisition.
C) much later than Piaget believed.
D) after they master abstract thinking.
Answer: B
Page Ref: 233
Skill: Conceptual
Objective: 9.5
37) The very experience of ____________ seems to promote mastery of Piagetian tasks.
A) aging
B) learning to read
C) going to school
D) brain lateralization
Answer: C
Page Ref: 233
Skill: Conceptual
Objective: 9.6
38) Some investigators have concluded that the forms of logic required by Piagetian tasks do not emerge spontaneously but,
rather, are
A) heavily influenced by training, context, and cultural conditions.
B) primarily developed through interaction with more expert peers.
C) part of a slow but steady stagewise transition to logical thought.
D) influenced by biological age and are mastered all at once.
Answer: A
Page Ref: 234
Skill: Conceptual
Objective: 9.6
39) In Robbie Case’s neo-Piagetian theory, repeated practice of cognitive schemes
A) requires abstract reasoning skills.
B) interferes with the acquisition of central conceptual structures.
C) decreases processing efficiency.
D) leads them to become more automatic.
Answer: D
Page Ref: 234
Skill: Conceptual
Objective: 9.6

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

40) In Case’s neo-Piagetian theory, children acquire central conceptual structures

A) in an abrupt stagewise transition to logical thought.
B) once cognitive schemes are sufficiently automatic.
C) spontaneously in a systematic transition.
D) at about the same time, regardless of experience, culture, and schooling.
Answer: B
Page Ref: 234
Skill: Conceptual
Objective: 9.6
41) Hannah listens to and tells stories but rarely draws pictures. According to Case’s neo-Piagetian theory, Hannah probably
displays
A) more advanced central conceptual structures in drawing.
B) less advanced central conceptual structures in storytelling.
C) more advanced central conceptual structures in storytelling.
D) egocentric thinking in both drawing and storytelling.
Answer: C
Page Ref: 234
Skill: Applied
Objective: 9.6
42) The information-processing perspective
A) examines separate aspects of thinking.
B) fails to consider biological influences on cognitive development.
C) applies only to children in cultures having formal schooling.
D) focuses on overall cognitive change.
Answer: A
Page Ref: 234
Skill: Conceptual
Objective: 9.7
43) Individuals skilled at ___________ can prevent their minds from straying to irrelevant thoughts.
A) organization
B) inhibition
C) metacognition
D) elaboration
Answer: B
Page Ref: 235
Skill: Factual
Objective: 9.7
44) When Taylor was given a list of ingredients to memorize, she immediately repeated the list to herself over and over.
Which memory strategy did Taylor use?
A) elaboration
B) organization
C) rehearsal
D) metacognition
Answer: C
Page Ref: 235
Skill: Applied
Objective: 9.7

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Test Bank for Berk / Exploring Lifespan Development, 2/e

45) When Mike had to learn the state capitals, he grouped the states by region to assist his memory. Which memory strategy
did Mike use?
A) elaboration
B) organization
C) rehearsal
D) metacognition
Answer: B
Page Ref: 235
Skill: Applied
Objective: 9.7
46) According to one view of attention-deficit hyperactivity disorder (ADHD),
A) all children with ADHD are hyperactive.
B) environmental factors usually cause ADHD.
C) girls are diagnosed with ADHD about four times as often as boys.
D) deficient executive processing underlies ADHD symptoms.
Answer: D
Page Ref: 236 Box: B&E: Children with Attention-Deficit Hyperactivity Disorder
Skill: Conceptual
Objective: 9.7
47) Research on the origins of attention-deficit hyperactivity disorder (ADHD) indicates that
A) ADHD is highly heritable.
B) symptoms of ADHD usually appear in infancy.
C) the disorder is usually inherited from the mother’s side of the family.
D) a stressful home life usually causes ADHD.
Answer: A
Page Ref: 236 Box: B&E: Children with Attention-Deficit Hyperactivity Disorder
Skill: Conceptual
Objective: 9.7
48) Attention-deficit hyperactivity disorder (ADHD)
A) typically diminishes by early adulthood.
B) is usually a lifelong disorder.
C) cannot be effectively treated with medication.
D) is more difficult to treat in girls than boys.
Answer: B
Page Ref: 236 Box: B&E: Children with Attention-Deficit Hyperactivity Disorder
Skill: Conceptual
Objective: 9.7
49) To help herself remember that she needed cat food and gloves at the store, Cheryl imagined a cat wearing gloves. Which
memory strategy did Cheryl use?
A) elaboration
B) organization
C) rehearsal
D) long-term retrieval
Answer: A
Page Ref: 237
Skill: Applied
Objective: 9.7

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

50) Children who are expert in an area

A) acquire new information at a slow and steady pace.
B) rarely ask how previously stored information can clarify new material.
C) do not find memory strategies useful.
D) are usually highly motivated.
Answer: D
Page Ref: 237
Skill: Conceptual
Objective: 9.7
51) Cross-cultural research on memory indicates that
A) people in non-Western cultures who lack formal schooling do not use or benefit from instruction in memory
strategies.
B) in all cultures, effective use of memory strategies is required for day-to-day problem solving.
C) people in non-Western cultures who lack formal schooling have a more difficult time than formally schooled people
using memory cues that are available in everyday life.
D) memory strategies develop in a universal sequence among all cultures studied.
Answer: A
Page Ref: 237
Skill: Conceptual
Objective: 9.7
52) Research on __________ reveals that school-age children view the mind as an active and constructive agent.
A) selectivity of attention
B) theory of mind
C) mental strategy use
D) cognitive self-regulation
Answer: B
Page Ref: 237
Skill: Conceptual
Objective: 9.8
53) Research on metacognitive development shows that preschoolers
A) use elaboration and organization more than rehearsal.
B) use memory strategies as effectively as school-age children.
C) view the mind as a passive container of information.
D) view the mind as an active agent.
Answer: C
Page Ref: 237
Skill: Conceptual
Objective: 9.8
54) Research on metacognitive development shows that by middle childhood, children know that
A) rehearsal is a more effective memory strategy than elaboration.
B) use of private speech hinders task performance.
C) doing well on a task depends on focusing attention.
D) mental interferences are often incorrect.
Answer: C
Page Ref: 237
Skill: Conceptual
Objective: 9.8

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55) Luke has a science test on Friday and knows that he needs to focus his attention during class and apply memory strategies
when studying. Luke is demonstrating
A) long-term retrieval.
B) metacognitive awareness.
C) cognitive inhibition.
D) false-belief understanding.
Answer: B
Page Ref: 237
Skill: Applied
Objective: 9.8
56) Quinn knows that he should group items when memorizing lists, but he does not always do so. Quinn is not yet good at
A) selective attention.
B) flexibility of attention.
C) metacognition.
D) cognitive self-regulation.
Answer: D
Page Ref: 238
Skill: Applied
Objective: 9.8
57) By adolescence, _________ is a strong predictor of academic success.
A) learned helplessness
B) self-regulation
C) false-belief understanding
D) interpersonal intelligence
Answer: B
Page Ref: 238
Skill: Factual
Objective: 9.8
58) Children who acquire effective self-regulatory skills develop
A) learned helplessness.
B) advanced linguistic intelligence.
C) academic self-efficacy.
D) practical intelligence.
Answer: C
Page Ref: 238
Skill: Conceptual
Objective: 9.8
59) Research on reading proficiency in middle childhood shows that improvements in __________ releases working memory
for higher-level activities.
A) memory strategies
B) visual scanning and discrimination
C) practical intelligence
D) transitive inference
Answer: B
Page Ref: 238
Skill: Conceptual
Objective: 9.9

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

60) Educators who advocate a whole-language approach argue that

A) from the beginning, children should be exposed to text in its complete form so that they can appreciate the
communicative function of written language.
B) before exposing them to written text, children should be coached on the basic rules for translating written symbols
into sounds.
C) reading aloud in the classroom helps children acquire effective reading strategies and enhances comprehension.
D) young children should be given simplified text materials to facilitate beginning reading.
Answer: A
Page Ref: 238
Skill: Conceptual
Objective: 9.9
61) Educators who advocate a phonics approach argue that
A) as long as reading is kept whole and meaningful, children will be motivated to discover the specific skills they
need.
B) from the beginning, children should be exposed to text in its complete form.
C) reading should be taught in a way that parallels natural language learning.
D) children should learn the basic rules for translating written symbols into sounds before being given reading
material.
Answer: D
Page Ref: 238
Skill: Conceptual
Objective: 9.9
62) Most reading experts believe that
A) a whole-language approach is the best method for teaching beginning reading.
B) children do not benefit from reading strategies until they have fully mastered phonics.
C) fluent readers tend to use ineffective reading strategies and have difficulty with comprehension.
D) combining phonics with whole language is the best approach for teaching beginning reading.
Answer: D
Page Ref: 238
Skill: Conceptual
Objective: 9.9
63) In learning basic math facts, poorly performing children
A) tend to experiment with too many strategies.
B) use cumbersome techniques or try to retrieve answers from memory too soon.
C) use the principle of cardinality instead of ordinality.
D) blend drill with number sense.
Answer: B
Page Ref: 239
Skill: Conceptual
Objective: 9.9
64) Which of the following contributes to the superiority of Chinese over U.S. children’s math knowledge?
A) Chinese parents provide their preschoolers with extensive practice in counting and adding.
B) Chinese schools emphasize drill in computational skills more than U.S. schools.
C) In Chinese classrooms, much less time is spent on underlying math concepts than in U.S. classrooms.
D) Compared to U.S. schools, multidigit problems are introduced later in Chinese schools, when children are more
cognitively sophisticated.
Answer: A
Page Ref: 239
Skill: Conceptual
Objective: 9.9

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65) Why do IQ scores often enter into educational decisions?

A) They help to identify strategies for teaching poorly performing students.
B) They assess a child’s ability to profit from instruction in the general education classroom.
C) They predict school performance and educational attainment.
D) They provide an accurate measure of practical intelligence.
Answer: C
Page Ref: 239
Skill: Conceptual
Objective: 9.10
66) The Stanford-Binet and the Wechsler intelligence tests
A) are used mainly for instruction planning.
B) require very little training of teachers who give them.
C) are most often used to identify students who are highly intelligent or have learning problems.
D) do not take into account the child’s behavior during the administration of the test.
Answer: C
Page Ref: 240
Skill: Factual
Objective: 9.10
67) The Stanford-Binet Intelligence Scales, Fifth Edition,
A) contains nonverbal subtests that do not require spoken language.
B) emphasizes crystallized knowledge.
C) provides separate scores for analytical, creative, and practical intelligence.
D) offers only a measure of general intelligence.
Answer: A
Page Ref: 240
Skill: Factual
Objective: 9.10
68) The basic information-processing, visual-spatial processing, and working memory factors of the Stanford-Binet
A) have only been tested on white, middle-class students.
B) measure crystallized abilities, such as pattern analysis and matrices.
C) are thought to be less culturally biased than the other factors.
D) emphasize culturally loaded, fact-oriented information.
Answer: C
Page Ref: 240
Skill: Factual
Objective: 9.10
69) The Wechsler Intelligence Scale for Children
A) is more culturally biased than the Stanford-Binet.
B) fails to account for a child’s behavior during the administration of the test.
C) was the first test designed to measure intelligence from infancy through late adulthood.
D) was the first test to be standardized on children representing the total population of the United States.
Answer: D
Page Ref: 240
Skill: Factual
Objective: 9.10

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

70) Componential analysis involves

A) examining relationships between aspects of information processing and children’s intelligence test scores.
B) determining the extent to which intelligence test scores are accurate predictors of future academic success.
C) comparing a child’s performance on an intelligence test with the performance of a specific group of children.
D) identifying cultural and educational experiences that contribute to intelligence test scores.
Answer: A
Page Ref: 240
Skill: Conceptual
Objective: 9.10
71) Componential research shows that
A) measures of basic working-memory capacity do not correlate well with mental test scores.
B) cultural and educational experiences contribute significantly to IQ.
C) individuals whose nervous systems function efficiently appear to have an edge in intellectual skills.
D) flexible attention and memory are not as important as efficient thinking in predicting IQ.
Answer: C
Page Ref: 240
Skill: Conceptual
Objective: 9.10
72) A major shortcoming of the componential approach is that it
A) overemphasizes the role of situational factors in intelligence.
B) regards intelligence as entirely due to causes within the child.
C) regards intelligence as entirely due to external forces.
D) overemphasizes the role of cultural and educational experiences in intellectual development.
Answer: B
Page Ref: 241
Skill: Conceptual
Objective: 9.10
73) In Sternberg’s triarchic theory, intelligent behavior involves balancing
A) linguistic, emotional, and practical intelligences.
B) spatial, kinesthetic, and interpersonal intelligences.
C) creative, intrapersonal, and emotional intelligences.
D) analytical, creative, and practical intelligences.
Answer: D
Page Ref: 241
Skill: Conceptual
Objective: 9.11
74) In his triarchic theory of intelligence, Sternberg argues that
A) people who are creative think more skillfully than others when faced with novelty.
B) practical intelligence reminds us that intelligent behavior is culture-free.
C) traditional mental tests overestimate the intellectual strengths of most children.
D) intelligence is entirely due to causes within the child.
Answer: A
Page Ref: 241
Skill: Conceptual
Objective: 9.11

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75) Sternberg’s triarchic theory helps explain why

A) even vastly different cultures are surprising similar in the behaviors they regard as intelligent.
B) traditional intelligence tests accurately assess the complexity of human behavior.
C) out-of-school practical forms of intelligence are vital for life success.
D) a lengthy process of education is required to transform inborn abilities into mature intelligence.
Answer: C
Page Ref: 241
Skill: Conceptual
Objective: 9.11
76) Howard Gardner argues that
A) emotional intelligence is highly correlated with general intelligence.
B) traditional intelligence tests accurately assess the complexity of human behavior.
C) all forms of intelligence follow the same course of development.
D) each intelligence has a unique biological basis and a distinct course of development.
Answer: D
Page Ref: 241
Skill: Conceptual
Objective: 9.11
77) According to Gardner’s theory of multiple intelligences,
A) all intelligences have a common “end-state” or expert performance.
B) cultural values and learning opportunities affect the extent to which a child’s intellectual strengths are realized.
C) education often interferes with the transformation of raw potential into a mature social role.
D) intelligence tests are a reliable measure of mental ability.
Answer: B
Page Ref: 241
Skill: Conceptual
Objective: 9.11
78) A major shortcoming of Gardner’s theory of multiple intelligences is that
A) neurological evidence for the independence of his abilities is weak.
B) it virtually ignores the role of cultural and learning opportunities in intellectual development.
C) it overemphasizes the idea of general intelligence.
D) it fails to account for biological contributions to intelligence.
Answer: A
Page Ref: 241–242
Skill: Conceptual
Objective: 9.11
79) Which of the following is supported by research on group differences in IQ?
A) On average, Hispanic children score slightly lower than African-American children on measures of IQ.
B) Heredity is largely responsible for individual, ethnic, and SES variations in intelligence.
C) Differences in SES do not fully explain the black–white IQ gap.
D) Differences in SES are primarily responsible for the black–white IQ gap.
Answer: C
Page Ref: 242
Skill: Conceptual
Objective: 9.12

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

80) Arthur Jensen’s 1969 monograph, “How Much Can We Boost IQ and Scholastic Achievement?” was controversial
because he argued that
A) test bias largely accounts for ethnic differences in IQ.
B) heredity is largely responsible for individual, ethnic, and SES differences in IQ.
C) the environment is largely responsible for individual, ethnic, and SES differences in IQ.
D) there are no significant individual, ethnic, or SES differences in IQ.
Answer: B
Page Ref: 242–243
Skill: Factual
Objective: 9.12
81) Herrnstein and Murray’s 1994 book, The Bell Curve, implies that
A) IQ variations are largely determined by differences in environment.
B) ethnic and social class differences in IQ are unfounded.
C) heredity plays a sizable role in individual and SES differences in IQ.
D) IQ shows significant fluctuations over the lifespan.
Answer: C
Page Ref: 243
Skill: Factual
Objective: 9.12
82) Although heritability estimates offer convincing evidence that genes contribute to IQ, they
A) do not reveal the complex process through which genes and experiences influence intelligence as children develop.
B) tend to underestimate genetic influences.
C) tend to overestimate environmental influences.
D) often rely on adoption studies, which tell us little about environmental factors that influence IQ.
Answer: A
Page Ref: 243
Skill: Conceptual
Objective: 9.12
83) Adoption studies reveal that
A) adopted children show a significant decline in IQ across middle childhood and adolescence, regardless of rearing
conditions.
B) children of low-IQ biological mothers do as well as children with high-IQ biological mothers when placed in
similar adoptive homes.
C) genetic factors play a much greater role in IQ than environmental factors.
D) when children of low-IQ mothers are adopted by parents who are above average in income and education, they
score above average in IQ.
Answer: D
Page Ref: 243
Skill: Conceptual
Objective: 9.12
84) Dr. Whittier believes that many IQ tests sample knowledge and skills that not all groups of children have had the
opportunity to learn. Dr. Whittier’s belief reflects the controversial question that ethnic differences in IQ have to do with
A) heritability.
B) multiple intelligences.
C) test bias.
D) SES.
Answer: C
Page Ref: 243
Skill: Applied
Objective: 9.12

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85) Compared with middle-SES white parents, low-SES black parents are more likely to ask their children
A) “real” questions that they themselves cannot answer.
B) knowledge-training questions.
C) objective questions.
D) classification questions.
Answer: A
Page Ref: 243
Skill: Conceptual
Objective: 9.12
86) Many ethnic minority parents without extensive schooling prefer a(n) __________ style of communication.
A) hierarchical
B) knowledge-training
C) objective
D) collaborative
Answer: D
Page Ref: 243
Skill: Conceptual
Objective: 9.12
87) Lindy directs each of her children to carry out an aspect of a task, and the children work independently. Lindy uses a
_________ style of communication.
A) hierarchical
B) convergent
C) collaborative
D) knowledge-training
Answer: A
Page Ref: 243
Skill: Applied
Objective: 9.12
88) Which of the following is supported by research on IQ test bias?
A) Attempts to change IQ tests by eliminating verbal, fact-oriented items have substantially raised the scores of low-
SES minority children.
B) Ethnic minority children, who often grow up in more “people-oriented” than “object-oriented” homes, may lack
toys and games that promote certain intellectual skills.
C) Most modern IQ tests have eliminated items that may be biased against some groups of children, particularly low-
SES ethnic minorities.
D) When children of the same age enrolled in different grades are compared, those who have been in school longer
score slightly lower on IQ tests.
Answer: B
Page Ref: 243–244
Skill: Conceptual
Objective: 9.12

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

89) Carter, an African-American boy, is told by a researcher that certain verbal tasks are “not a test.” He is told that other
verbal tasks are “a test of how good children are at school problems.” If Carter is aware of ethnic stereotypes, which of
the following is probably true?
A) He will perform better in the “test” condition.
B) He will perform similarly in both conditions.
C) He will perform far worse in the “test” condition.
D) He will answer the “test” questions, but refuse to answer the “not a test” questions.
Answer: C
Page Ref: 244
Skill: Applied
Objective: 9.12
90) Which of the following is supported by research on dynamic assessment?
A) Dynamic assessments are more culturally biased than traditional IQ tests.
B) Children’s capacity to transfer what they have learned to novel problems contributes to gains in IQ test
performance.
C) Dynamic assessments are easier to administer than traditional IQ tests.
D) Dynamic assessment underestimates the intelligence of ethnic minority children.
Answer: B
Page Ref: 244
Skill: Conceptual
Objective: 9.12
91) American education
A) is adapting testing to support ethnic minority children’s learning needs.
B) places less emphasis on traditional test scores.
C) is replacing high-stakes testing with dynamic assessment.
D) places greater emphasis on traditional test scores.
Answer: D
Page Ref: 244
Skill: Factual
Objective: 9.12
92) Studies suggest that the high-stakes testing mandated by the U.S. No Child Left Behind Act
A) allows teachers to emphasize teaching for deeper understanding.
B) has improved the quality of the public educational system, particularly for minority youths.
C) has served to decrease the achievement gap between black and white students.
D) often undermines the quality of education by using fear of failure to motivate performance.
Answer: D
Page Ref: 245 Box: SI: High-Stakes Testing
Skill: Conceptual
Objective: 9.12
93) Which of the following statements is true about high-stakes testing?
A) High-stakes testing upgrades the quality of education.
B) Many U.S. public schools are replacing high-stakes testing with dynamic assessment.
C) Some teachers are narrowing the scope of what they teach to strings of facts to be memorized for high-stakes tests.
D) High-stakes test scores are a better measure of a child’s true abilities than teacher-assigned grades.
Answer: C
Page Ref: 245 Box: SI: High-Stakes Testing
Skill: Conceptual
Objective: 9.12

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94) School-age children’s attitude toward language undergoes a fundamental shift when they
A) develop language awareness.
B) use private speech.
C) are exposed to bilingual education.
D) use reflective speaking.
Answer: A
Page Ref: 246
Skill: Conceptual
Objective: 9.13
95) Which of the following is true about language development during middle childhood?
A) Vocabulary growth is much slower in middle childhood than in early childhood.
B) School-age children’s more reflective and analytical approach to language permits them to appreciate the multiple
meanings of words.
C) English-speaking children use the active voice more frequently than the passive voice during the school years.
D) Children’s use of the passive voice leads to a change in their humor.
Answer: B
Page Ref: 246
Skill: Conceptual
Objective: 9.13
96) African-American children’s narratives are usually longer and more complex than those of white children because
African-American children
A) tend to use a topic-focused narrative style.
B) rarely use a classic form narrative style.
C) tend to use a topic-associating narrative style.
D) are more advanced in language and literacy development.
Answer: C
Page Ref: 247
Skill: Conceptual
Objective: 9.13
97) Children of bilingual parents who teach them both languages in infancy and early childhood
A) generally take five to seven years to attain speaking and writing skills on par with those of monolingual agemates.
B) attain language milestones in both languages far later than monolingual agemates.
C) have a much smaller and less sophisticated vocabulary than monolingual children.
D) separate the language systems from the start and attain early language milestones according to a typical timetable.
Answer: D
Page Ref: 247
Skill: Conceptual
Objective: 9.13
98) Which of the following is true about bilingual development?
A) As with first-language development, a sensitive period for second-language development exists.
B) Unlike first-language development, there is no sensitive period for second-language development.
C) Bilingual children do poorly on tests of selective attention and tend to have lower academic achievement than
monolingual agemates.
D) Bilingual children cannot transfer their phonological awareness skills in one language to the other.
Answer: A
Page Ref: 247
Skill: Conceptual
Objective: 9.13

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

99) Research on bilingual education shows that

A) non-English-speaking minority children acquire English more easily in English-only classrooms.
B) providing instruction in two languages prevents adequate proficiency in both languages.
C) a strategy that promotes children’s native-language skills while they learn English is most effective for non-
English-speaking minority children.
D) providing instruction in two languages hinders children’s cognitive and linguistic development.
Answer: C
Page Ref: 247
Skill: Conceptual
Objective: 9.13
100) Research on educational philosophies indicates that
A) constructive classrooms tend to undermine academic motivation and achievement, especially in low-SES children.
B) children in constructive classrooms have a slight edge in academic achievement over those in traditional
classrooms.
C) constructivist classrooms are associated with gains in critical thinking and greater social and moral maturity.
D) constructive classrooms rely on passive student listening and completion of teacher-assigned tasks.
Answer: C
Page Ref: 248
Skill: Conceptual
Objective: 9.14
101) In social-constructivist classrooms,
A) students are encouraged to construct their own knowledge through independent learning activities.
B) the teacher is the sole authority for knowledge and decision making.
C) peer collaboration is discouraged.
D) students’ learning is jointly constructed with the teacher and peers.
Answer: D
Page Ref: 248
Skill: Factual
Objective: 9.14
102) Which of the following is true about cooperative learning?
A) Children profit more when their peer partner is an “expert.”
B) Western children typically require little guidance to succeed at cooperative learning.
C) The benefits of cooperative learning are limited to young school-age children.
D) Cooperative learning groups tend to be a powerful source of educational self-fulfilling prophecies.
Answer: A
Page Ref: 249
Skill: Conceptual
Objective: 9.14
103) Studies show that educational self-fulfilling prophecies are especially likely to occur
A) in open classrooms.
B) in social-constructivist classrooms.
C) when teachers rely on cooperative learning techniques.
D) when teachers emphasize competition and publicly compare children.
Answer: D
Page Ref: 250
Skill: Conceptual
Objective: 9.14

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104) Which of the following statements about inclusion is true?

A) Inclusive classrooms enhance academic achievement for nearly all students with special needs.
B) Children with special needs often do best when they receive instruction in a resource room for part of the day and in
the regular classroom for the remainder.
C) Most children with special needs function best when they receive all of their instruction in a resource room.
D) Full inclusion is the most effective approach for educating children with special needs.
Answer: B
Page Ref: 250
Skill: Conceptual
Objective: 9.15
105) Rochelle is taking a test in which she is asked to come up with as many different ways as possible to make use of a straw.
This is most likely a test of
A) convergent thinking.
B) divergent thinking.
C) practical intelligence.
D) analytic intelligence.
Answer: B
Page Ref: 251
Skill: Applied
Objective: 9.16
106) Research on giftedness indicates that
A) many gifted children and adolescents are socially isolated.
B) most gifted children have high self-esteem.
C) the vast majority of gifted children have IQ scores of 150 points or higher.
D) most gifted children show an evenly high ability across academic subjects.
Answer: A
Page Ref: 251
Skill: Conceptual
Objective: 9.16
107) Which of the following is true about gifted education?
A) Low-SES and ethnic minority children are overrepresented in school programs for the gifted.
B) Overall, gifted children do not fare well socially when they are advanced to a higher grade.
C) Gardner’s theory of multiple intelligences has inspired several model programs that provide enrichment to all
students in diverse disciplines.
D) Programs designed to provide enrichment in the regular classrooms are the most common practice in gifted
education.
Answer: C
Page Ref: 252
Skill: Conceptual
Objective: 9.16
108) In international studies of reading, mathematics, and science achievement, U.S. students
A) have experienced a significant rise in academic achievement, enhancing their standing internationally.
B) are currently performing well above the international average.
C) typically perform at the international average, and sometimes below it.
D) typically perform well below the international average.
Answer: C
Page Ref: 252
Skill: Factual
Objective: 9.17

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 Chapter 9 Physical and Cognitive Development in Middle Childhood

109) Cross-cultural research shows that

A) compared to Western countries, Japan, Korea, and Taiwan devote fewer resources to education.
B) Japanese, Korean, and Taiwanese parents and teachers regard native ability as key to academic success.
C) in Japan, Korea, and Taiwan, the school year is more than 50 days longer than in the United States.
D) Asian schools are far more regimented than U.S. schools.
Answer: C
Page Ref: 252
Skill: Factual
Objective: 9.17

ESSAY
110) During middle childhood, children show gains in four basic motor capacities. Describe these gains, and list some athletic
skills related to each.
Answer: Flexibility: Compared with preschoolers, school-age children are physically more pliable and elastic, a
difference that can be seen as they swing bats, kick balls, jump over hurdles, and execute tumbling routines.
Balance: Improved balance supports many athletic skills, including running, hopping, skipping, throwing,
kicking, and the rapid changes of direction required in many team sports.
Agility: Quicker and more accurate movements are evident in the fancy footwork of dance and cheerleading and
in the forward, backward, and sideways motions used to dodge opponents in tag and soccer.
Force: Older youngsters can throw and kick a ball harder and propel themselves farther off the ground when
running and jumping than they could at earlier ages.
Page Ref: 228–229
111) Cite strategies that athletic leagues can use to facilitate positive learning experiences in school-age children, including the
benefits of participation.
Answer: For most children, playing on a community athletic team is associated with increased self-esteem and social
competence. By permitting children to select an appropriate sport on the basis of their interests, encouraging
them to contribute to rules and strategies, and emphasizing effort, skill gains, and teamwork rather than
winning, adults can ensure that athletic leagues provide positive learning experiences. Children who view
themselves as good at sports are more likely to continue playing on teams in adolescence, which predicts greater
participation in sports and other physical fitness activities in early adulthood. Conversely, youth sports
overemphasize competition and adult control. Coaches and parents who criticize and react angrily to defeat can
prompt intense anxiety in some children, setting the stage for emotional difficulties and early athletic dropout.
Page Ref: 230
112) What memory strategies do children use to store and retain information? Provide examples of each strategy.
Answer: The first memory strategy, rehearsal, is common in the early grade school years. When a child has a list of
things to learn, she uses rehearsal by repeating the list to herself. Soon after, a second strategy, organization,
becomes common. Using organization, a child groups related items together. For example, all state capitals in
the same part of the country. Organization improves recall dramatically. The more strategies children apply
simultaneously and consistently, the better they remember. Younger school-age children often try out various
memory strategies, but they use them less systematically than older children. By the end of middle childhood,
children start to use elaboration—creating a relationship, or shared meaning, between two or more pieces of
information that do not belong to the same category. For example, if two of the words on a child’s list are cat
and hat, the child might generate the mental image of a cat wearing a hat. Elaboration is a highly effective
memory technique that requires considerable effort and space in working memory. It becomes increasingly
common in adolescence and early adulthood. Because organization and elaboration combine items into
meaningful chunks, they permit children to hold onto much more information and, as a result, further expand
working memory. In addition, when children link a new item to information they already know, they can
retrieve it easily by thinking of the other items associated with it. This also contributes to improved memory
during the school years.
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113) Describe the development of cognitive self-regulation during the school years, including factors that contribute to its
improvement.
Answer: School-age children are not yet good at cognitive self-regulation, the process of continuously monitoring
progress toward a goal, checking outcomes, and redirecting unsuccessful efforts. For example, they do not
always use a mental strategy in situations when it could be helpful. By second grade, the more children know
about memory strategies, the more they recall—a relationship that strengthens over middle childhood. And
when children apply a strategy consistently, their knowledge of strategies strengthens, resulting in a
bidirectional association between metacognition and strategy use that enhances self-regulation.
Cognitive self-regulation develops gradually over middle childhood and adolescence. Monitoring learning
outcomes is cognitively demanding, requiring constant evaluation of effort and progress. By secondary school,
it is a strong predictor of academic success. Students who do well in school know when their learning is going
well and when it is not. If they encounter obstacles, they take steps to address them. This active, purposeful
approach contrasts sharply with the passive orientation of students who achieve poorly.
Parents and teachers can foster children’s self-regulation by patiently pointing out the special demands of
tasks, encouraging the use of strategies, and emphasizing the value of monitoring their own performance. In
addition, training that emphasizes why a strategy is effective enhances children’s use of it in similar situations.
Children who acquire effective self-regulatory skills develop a sense of academic self-efficacy—confidence
in their own ability—which supports the use of self-regulation in the future. Unfortunately, some children
receive messages from parents and teachers that seriously undermine their academic self-esteem and self-
regulatory skills.
Page Ref: 238
114) Describe the whole-language and phonics approaches to teaching reading. Which approach should elementary teachers
use to ensure effective reading instruction?
Answer: Advocates of the whole-language approach argue that reading should be taught in a way that parallels natural
language learning. From the beginning, children should be exposed to text in its complete form—stories,
poems, letters, posters, and lists—so that they can appreciate the communicative function of written language.
According to this view, as long as reading is kept whole and meaningful, children will be motivated to discover
the specific skills they need. Other experts advocate a phonics approach, believing that children should first be
coached on phonics—the basic rules for translating written symbols into sounds. Only after mastering these
skills should they get complex reading materials.
Many studies show that children learn best with a mixture of whole language and phonics. In the early
primary grades, phonics instruction boosts reading scores, especially for children who lag behind in reading
progress. And when teachers combine real reading and writing with teaching of phonics and encourage children
to tackle reading challenges and integrate reading into all school subjects, they show far greater literacy
progress.
Research also shows that learning relationships between letters and sounds enables children to decipher
words they have never seen before, thus promoting children’s belief that they can succeed at challenging
reading tasks. Yet too much emphasis on basic skills many cause children to lose sight of the goal of reading:
understanding. Providing instruction aimed at increasing knowledge and use of reading strategies enhances
reading performance from third grade on.
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 Chapter 9 Physical and Cognitive Development in Middle Childhood

115) Describe the U.S. No Child Left Behind Act, and discuss the pros and cons of high-stakes testing.
Answer: The U.S. No Child Left Behind Act uses high stakes-testing to identify “passing” and “failing” schools. The law
requires states to evaluate every public school through achievement testing. Schools that have a high percentage
of failing students must give parents options for upgrading their children’s education, such as transfers to
nearby, higher-performing schools or enrollment in remedial classes. Some states offer schoolwide rewards for
high scores, including official praise and financial bonuses to school staff. Penalties imposed for low scores
include withdrawal of accreditation, state takeover, and closure.
Many U.S. states have mandated that students pass exams for high school graduation. Some states and
school districts also made grade promotion and secondary-school academic course credits contingent on test
scores.
Proponents of high-stakes testing believe that it introduces greater rigor into classroom teaching, improves
student motivation and achievement, and either turns around poor-performing schools or protects students from
being trapped in them.
Opponents believe that high-stakes testing often undermines the quality of education. Some teachers are
narrowing the scope of what they teach to strings of facts to be memorized for the test. Low-income and ethnic
minority children are especially likely to be exposed to narrowly focused, regimented teaching. Simultaneously,
the education needs of gifted students are neglected. Research confirms that high-stakes testing requirements
have contributed to the high U.S. dropout rates among inner-city minority youths. An additional concern is that
high-stakes testing promotes fear, which is a poor motivator for upgrading teaching and learning. Fear of losing
funding and jobs has sparked unprecedented levels of adult cheating and other educationally detrimental
behaviors ranging from changing test scores to suspending students likely to perform poorly just before test
administration.
Page Ref: 245
116) Describe the characteristics and signs of high-quality education in elementary school.
Answer: Class size: Optimum class size is no larger than 18 children.
Physical setting: Space is divided into richly equipped activity centers—for reading, writing, playing math
or language games, exploring science, using computers, and other academic pursuits. Spaces are used flexibly
for individual and small-group activities and whole-class gatherings.
Curriculum: The curriculum helps children both achieve academic standards and make sense of their
learning. Subjects are integrated so that children apply knowledge in one area to others. Learning activities are
responsive to children’s interests, ideas, and everyday lives, including their cultural backgrounds.
Interactions between teachers and children: Teachers foster each child’s progress and use intellectually
engaging strategies, including posing problems, asking thought-provoking questions, discussing ideas, adding
complexity to tasks, and encouraging cooperative learning. They also demonstrate, explain, coach, and assist in
other ways, depending on each child’s learning needs.
Evaluation of progress: Teachers regularly evaluate children’s progress through written observations and
work samples, which they use to enhance and individualize teaching. They help children reflect on their work
and decide how to improve it. They also seek information and perspectives from parents on how well children
are learning and include parents’ views in evaluations.
Relationship with parents: Teachers forge partnerships with parents. They hold periodic conferences and
encourage parents to visit the classroom anytime, to observe and volunteer.
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