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Full Childrens Thinking Cognitive Development and Individual Differences 6Th Edition Bjorklund Test Bank Online PDF All Chapter
Full Childrens Thinking Cognitive Development and Individual Differences 6Th Edition Bjorklund Test Bank Online PDF All Chapter
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Instructor Resource
Bjorklund and Causey, Children’s Thinking: Cognitive Development and Individual Difference, 6th edition
SAGE Publishing, 2018
Chapter 6: Development of Folk Knowledge
Test Bank
Multiple Choice
1. Wellman (1990) believes that adults’ theory of mind is based on belief-desire reasoning which
is:
A. how we explain and predict what people do based on what we understand their desires and
beliefs to be—that is by referring to their wants, wishes, hopes, and goes (their desires) and to
their knowledge, ideas, opinions, and suppositions (their beliefs).
B. how we explain what people hope for in the future by predicting their ongoing thought
processes.
C. how we acknowledge people’s dreams at the point of them having particular dreams and
goals.
D. the fostering of motivational techniques in order to ensure people achieve life’s goals.
Ans: A
Learning Objective:
Cognitive Domain: Comprehension
Answer Location: Folk Psychology: Developing a Theory of Mind
Difficulty Level: Easy
2. Which of the following is not one of the elements of the child’s theory of mind as proposed by
Wellman:
A. Children’s perception of the world affects their knowledge, or beliefs.
B. Children’s emotions influence their wants and desires.
C. Beliefs and desires, motivate one’s actions.
D. Children’s emotions do influence their wants only their desires and not one’s actions either.
Ans: D
Learning Objective:
Cognitive Domain: Knowledge
Answer Location: Folk Psychology: Developing a Theory of Mind
Difficulty Level: Easy
3. What are the two most elementary social-cognitive abilities required for a theory of mind?
A. viewing others as non-intentional agents lacking the ability to take the perspective of another.
B. viewing oneself and other individuals as intentional agents and the ability to take the
perspective of another.
C. viewing others as oneself and being aware of the social environment.
D. understanding the cognitive abilities that people lack and the ability to acquire those later in
life.
Ans: B
Learning Objective:
Cognitive Domain: Knowledge
Answer Location: Basic Social-Cognitive Skills Underlying Theory of Mind
Difficulty Level: Easy
4. In research conducted by Sodian and Kristen-Antonov (2015) which provided evidence
consistent with the position that joint attention and referential communication are necessary
skills in the development of more advanced forms of theory of mind. What was indicated in their
short-term longitudinal study where they assessed infants on a series of social-cognitive tasks
from 12 to 50 months?
Instructor Resource
Bjorklund and Causey, Children’s Thinking: Cognitive Development and Individual Difference, 6th edition
SAGE Publishing, 2018
A. They reported that 12-month-old infants’ imperative pointing predicted children’s performance
well before 50 months.
B. Tasks garnered at 50 months were a direct result of the infants’ ability to predict how well
they imperatively point.
C. They reported that 12-month-old infants’ declarative pointing—intended to convey
information about a target object and thus a form of referential communication—predicted
children’s performance on theory-of-mind tasks at 50 months.
D. Nothing could be determined with regard to social-cognitive tasks as this does not appear
until after the age of 60 months.
Ans: C
Learning Objective:
Cognitive Domain: Analysis
Answer Location: Basic Social-Cognitive Skills Underlying Theory of Mind
Difficulty Level: Difficult
5. Young children’s problem with false-belief tasks is not one of general memory. Which of the
following wound not be indicative of what can account for their poor performance?
A. Three-year-old children lack the conceptual structures necessary to solve problems dealing
with beliefs.
B. Three-year-old children have a representational deficit and do not possess a true theory of
mind.
C. Young children have difficulty with contradictory evidence; they cannot deal with two
representations of a single object simultaneously.
D. Young children do not lack the conceptual structures necessary to solve problems dealing
with the theory of mind.
Ans: D
Learning Objective:
Cognitive Domain: Analysis
Answer Location: False Belief
Difficulty Level: Medium
6. What was shown by Chandler and colleagues (1989) with regard to the percentage of 2-, 3-,
and 4-year-old children using various deceptive strategies?
A. These findings leave little room for doubt that even children as young as 2.5 are already
capable of engaging in a variety of well-crafted deceptive practices, best interpreted as
strategies aimed at instilling false beliefs in others.
B. Children of all ages in the study do not use deception.
C. These findings suggest that only 4-year-old children are capable of deception.
D. These findings suggested that if the children’s parents were using deceptive strategies
themselves then the children would follow suit but only at 3 years of age.
Ans: A
Learning Objective:
Cognitive Domain: Application
Answer Location: Deception
Difficulty Level: Medium
7. What are the two complementary systems of interacting modules involved in mind reading
that develop during infancy and early childhood according to Baron–Cohen (1995, 2005)?
A. the mind-reading system and the dual process system
B. the mind-reading system and the empathizing system
C. the mind-reading system and the sympathizing system
Instructor Resource
Bjorklund and Causey, Children’s Thinking: Cognitive Development and Individual Difference, 6th edition
SAGE Publishing, 2018
D. the mind-reading system and the infant bound strategy system
Ans: B
Learning Objective:
Cognitive Domain: Comprehension
Answer Location: Deception
Difficulty Level: Medium
8. A preschool-age child who, upon being asked where the rain comes from, answers that the
rainmaker in the sky pushes the button to make the rain fall down, is an example of what
concept?
A. finalism
B. intuitivism
C. artificialism
D. promiscuous teleology
Ans: C
Learning Objective:
Cognitive Domain: Comprehension
Answer Location: Finalism, Promiscuous Teleology, and Artificialism
Difficulty Level: Easy
9. Which of the following is not true of the concept of children as intuitive theists?
A. They believe in the existence of supernatural beings.
B. They attribute belief-desire reasoning to such characters.
C. They assume everything happens for a reason.
D. They come into the world with a concept of God.
Ans: D
Learning Objective:
Cognitive Domain: Comprehension
Answer Location: Children as Intuitive Theists
Difficulty Level: Medium
True/False
1. Core-knowledge theorists argue that infants possess knowledge about aspects of their
physical and social environments from birth or shortly thereafter and upon which new and
flexible skills and belief systems are built.
Ans: T
Learning Objective:
Cognitive Domain: Comprehension
Answer Location: Development of Folk Knowledge
Difficulty Level: Medium
2. Shared attention refers to the triadic interaction between two social partners and a third
object.
Ans: T
Learning Objective:
Cognitive Domain: Comprehension
Answer Location: Basic Social-Cognitive Skills Underlying Theory of Mind
Difficulty Level: Medium
Instructor Resource
Bjorklund and Causey, Children’s Thinking: Cognitive Development and Individual Difference, 6th edition
SAGE Publishing, 2018
3. Children’s tendencies to tell lies decrease over the preschool years but increase in middle
childhood and are related to their improved executive function but not their theory-of-mind skills.
Ans: F
Learning Objective:
Cognitive Domain: Analysis
Answer Location: Deception
Difficulty Level: Medium
4. Baron–Cohen claims that children with autism spectrum disorder have an inability to read
minds, or what he calls mindblindness.
Ans: T
Learning Objective:
Cognitive Domain: Knowledge
Answer Location: Mindblindness
Difficulty Level: Easy
5. Teleology refers to the tendency to reason about events and objects in terms of
objectification—why they “exist”.
Ans: F
Learning Objective:
Cognitive Domain: Knowledge
Answer Location: Finalist, Promiscuous Teleology, and Artificialism
Difficulty Level: Medium
6. Artificialism is the belief that everything that exists was constructed by people (or God) for
specific purposes, much as artifacts (e.g., tools, tables, automobiles) are constructed.
Ans: T
Learning Objective:
Cognitive Domain: Knowledge
Answer Location: Finalism, Promiscuous Teleology, and Artificialism
Difficulty Level: Medium
Essay
1. Explain in detail how theory theorists see cognitive development as being a constructive
process.
Ans: First, they argue that children’s theories have a distinctive structure involving coherent,
abstract representations of the world similar to the schemas described by Piaget. These
representations are like hypotheses about objects or people, for instance. As such, they allow
for predictions about what may happen in the future and influence a child’s interpretations of his
or her present and past experiences. Second, children’s theories have dynamic features,
reflecting the interaction between hypotheses and data, similar to Piaget’s ideas of
accommodation and assimilation.
Learning Objective:
Cognitive Domain: Analysis
Answer Location: Theory Theories of Cognitive Development
Difficulty Level: Difficult
3. Why is performance on false-belief tasks in 3- and 4-year-old children related to family size?
Ans: Children from larger families perform false-belief tasks better than do children from smaller
families. One explanation has to do with the role of siblings. The type of interaction provided by
siblings facilitates developing a sophisticated theory of mind. Jenkins and Astingtzon (1996)
showed that family size is particularly important for children with low linguistic skills. Apparently,
having siblings can compensate for delayed language development in influencing performance
on false-belief tasks.
Learning Objective:
Cognitive Domain: Comprehension
Answer Location: False Belief
Difficulty Level: Medium
10. Deze Zoon van God is mensch geworden naar de leer der H.
Schrift door ontvangenis van den H. Geest en door geboorte uit de
maagd Maria. De bovennatuurlijke ontvangenis werd oudtijds reeds
ontkend door de Joden, Eisenmenger, Entd. Judenthum I 105 f.,
door de Ebionieten, door Cerinthus, Carpocrates, Celsus, cf. Moor III
722, deisten en rationalisten in de vorige eeuw, zooals Morgan,
Chubb, cf. Bretschneider, Entw. 567, door de nieuwere critici zooals
Strauss, Bruno Bauer, Renan enz., en in den jongsten tijd door
Harnack, Das apost. Glaubensbekenntniss, Berlin 1892; zijn oordeel,
dat de woorden: ontvangen van den H. Geest en geboren uit de
maagd Maria geen bestanddeel uitmaakten van de oorspronkelijke
verkondiging van het evangelie gaf tot een ernstigen strijd
aanleiding, waarbij velen zich aan zijne zijde schaarden, zooals
Achelis, Zur Symbolfrage Berlin 1892, Herrmann, Worum handelt es
sich in dem Streit um das Apostolikum? Leipzig 1893. Hering, Die
dogm. Bedeutung und der relig. Werth der übernat. Geburt Christi,
Zeits. f. Th. u. Kirche von Gottschick, 1895, S. 58-91. Lobstein, Die
Lehre v. der übernat. Geburt Christi, 2e Aufl. 1896, maar anderen
ook beslist zich tegenover hem stelden, vooral Wohlenberg,
Empfangen vom h. Geist, geboren von der Jungfrau Maria 1893.
Cremer, Zum Kampf um das Apostolikum, Berlin 1892, Th. Zahn,
Das apost. Symbolum, Erl. u. Leipzig 1893. Deze strijd kreeg nog
meer belang door de vondst van eene syrische vertaling der
evangeliën door Mrs. Lewis en hare zuster Mrs. Gibson in een
palimpsest van het Katharinaklooster op den Sinai in den zomer van
1892, The four gospels in Syriac, transscribed from the Sinaitic
palimpsest. By the late Robert L. Bensley and by J. Rendel Harris
and by F. Crawford Burkitt. With an introd. by Agnes Smith Lewis,
Cambridge 1894. Mt. 1:16 luidt toch in deze syrische vertaling aldus:
Jozef, aan wien de maagd Maria verloofd was, gewon Jezus, die
Christus genoemd wordt, cf. Theol. Tijdschr. Mei 1895 bl. 258v. Gids,
Juli 1895 bl. 88-104. Maar al zou deze Syr. vertaler de