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Chapter 6
Theories of Cognitive Development
MULTIPLE CHOICE QUESTIONS
6.1 Piaget was trained as a

a. psychologist. c. biologist.
b. medical doctor. d. neurologist.
Chapter Module: Setting the Stage: Piaget’s Theory

Answer: c Page(s): 171 Skill: Remember the Level: 1-Easy
Facts
Rationale: Piaget was trained as a biologist.
6.2 Piaget’s primary approach to investigating the origins of knowledge involved

a. debate. c. experiments with children.
b. introspection. d. discussion with other scientists.

Facts
Rationale: Piaget conducted experiments with children as he developed his theory of cognitive
development.
6.3 According to Piaget

a. children will not be curious unless parents provide a stimulating environment.
b. children create theories about how the world works.
c. children are capable of abstract thought from the time they are born.
d. children’s thinking is very similar to adult’s thinking.

Answer: b Page(s): 172 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Piaget thought children were like scientists, creating theories about how the world works.
LO1 What are the key ideas in Piaget’s theory of cognitive development?
6.4 Piaget thought children were like

a. little scientists. c. blank slates.
b. miniature adults. d. computers.

Answer: a Page(s): 172 Skill: Understand the Level: 1-Easy
Concepts
Rationale: Piaget thought children were like scientists, creating theories about how the world works.
6.5 Six-month-old Nydia has been exclusively breastfed since birth. Thus, she has never drunk from a bottle.
The first time Nydia is offered the bottle, she tries to suck on it the same way she is used to sucking.
However, her old sucking behavior is not successful with the bottle. She has to adapt her sucking in order
to get sufficient milk from the bottle. Nydia’s new understanding of how to suck on the bottle is an
indication that she has engaged in which of the following Piagetian processes?
a. accommodation c. schemes
b. assimilation d. conservation
1
Copyright © 2015, 2012, 2010 Pearson Education, Inc. All rights reserved.
Answer: a Page(s): 172 Skill: Apply What You Level: 3-Difficult
Know
Rationale: Accommodation occurs when a child’s theories are modified based on experience.
6.6 According to Piaget, more advanced mental structures would not develop without
a. reinforcement. c. imitation.
b. short-term storage space. d. disequilibrium.

Answer: d Page(s): 173 Skill: Understand the Level: 3-Difficult
Concepts
Rationale: Development occurs when there is disequilibrium between assimilation and accommodation
and the brain works to regain equilibrium.
6.7 Who is experiencing disequilibrium?

a. Becky, who is doing much more accommodating than assimilating
b. Sandy, who is doing more assimilating than accommodating
c. Jane, who is doing equal amounts of assimilating and accommodating
d. Carla, who is not doing any assimilating or accommodating

Answer: a Page(s): 173 Skill: Apply What You Level: 2-Medium
Know
Rationale: Disequilibrium occurs when a child is doing much more assimilation than accommodation.
6.8 Which of the following is the correct order of Piaget’s stages?

a. sensorimotor, concrete operational, preoperational, and formal operational
b. sensorimotor, preoperational, concrete operational, and formal operational
c. sensorimotor, preoperational, formal operational, and concrete operational
d. the order varies from individual to individual

Answer: b Page(s): 173 Skill: Remember the Level: 1-Easy
Facts
Rationale: The stages, in order, are sensorimotor, preoperational, concrete operational, and formal
operational.
LO2 How does thinking change as children move through Piaget’s four stages of development?
6.9 Each new stage of cognitive development

a. is fundamentally the same as the previous stage.
b. is marked by a distinctive way of thinking about and understanding the world.
c. occurs every two years during childhood.
d. can be skipped by children who are smarter than their peers.

Concepts
Rationale: There are qualitative differences between the stages, so each one is marked by a distinctive
way of thinking about the world.
2
6.10 According to Piaget, preschoolers are in the __________ period of cognitive development.
a. preoperational c. sensorimotor
b. concrete operational d. formal operational

Answer: a Page(s): 175 Skill: Remember the Level: 1-Easy
Facts
Rationale: Children between the ages of 2 and 7, which encompasses the preschool age, are in the
preoperational stage.
6.11 According to Piaget, a 7- to 11-year-old child is in the __________ period.

a. preoperational c. formal operational
b. conservational d. concrete operational

Answer: d Page(s): 175 Skill: Remember the Level: 1-Easy
Facts
Rationale: Children between the ages of 7 and 11 are in the concrete operational stage.
6.12 Which of the following would violate the principles of Piaget’s theory?
a. if identical twins reached the preoperational stage at different times
b. if more intelligent children went through the stages faster than less intelligent children
c. if a gifted child skipped the concrete operational stage and went directly to the formal operational stage
d. if a child went through a revolutionary change of thought at 2 years of age

Answer: c Page(s): 173 Skill: Understand the Level: 3-Difficult
Concepts
Rationale: Piaget did not believe that children could skip stages, so if a gifted child skipped a stage, that
would violate the universal principals of his theory.
6.13 Moses knows that even though he cannot see his favorite blanket, it still exists. Moses understands the
concept of
a. assimilation. c. object permanence.
b. accommodation. d. equilibrium.

Answer: c Page(s): 174 Skill: Apply What You Level: 2-Medium
Know
Rationale: Knowing that an object continues to exist even if you cannot see it is called object
permanence.
6.14 According to Piaget, infants do not have a full understanding of object permanence until
a. 6 month of age. c. 12 months of age.
b. 9 months of age. d. 18 months of age.

Answer: d Page(s): 174 Skill: Remember the Level: 2-Medium
Facts
Rationale: Object permanence begins to develop around 8 months and is fully understood by about 18
months of age, according to Piaget.
3
6.15 According to textbook, most infants begin to use symbols at about

a. birth to 1 month. c. 8 months.
b. 4 months. d. 18 months.

Facts
Rationale: Infants begin using symbols at about 18 months, which marks the end of the sensorimotor
period and the beginning of the preoperational period at around 24 months.
6.16 Which of the following abilities marks the end of the sensorimotor period?
a. the ability to use mental symbols c. the ability to talk
b. the ability to walk without holding a hand d. the decline of egocentrism

Answer: a Page(s): 175 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Infants begin using symbols at about 18 months, which marks the end of the sensorimotor
period and the beginning of the preoperational period at around 24 months.
6.17 When infants begin using __________, they are then able to mentally anticipate consequences, rather than
having to perform them.
a. object permanence c. means to achieve ends
b. reflexes d. symbols

Answer: d Page(s): 175 Skill: Understand the Level: 2-Medium
Concepts
Rationale: The use of symbols means that infants can mentally anticipate consequences, rather than
having to perform them.
6.18 Which infant is using mental symbols?

a. Eric, who is kicking his leg over and over
b. Dan, who is squeezing different toys to see if they squeak
c. Roger, who is climbing up on a chair to reach a toy on a shelf
d. Peter, who is saying “Vrrrrroooommm!” and moving his hand like a car

Answer: d Page(s): 175 Skill: Apply What You Level: 2-Medium
Know
Rationale: Peter is using symbols — sounds and his hand to represent a car — during his make-believe
play.
6.19 If an infant watches while a toy that has been hidden in one location is then hidden in a new location, most
8- to 10-month-olds
a. cannot find the toy.
b. cannot decide whether to look for the toy in the old or the new location.
c. look for the toy in the old location, indicating that they do not understand that objects exist
independently.
4
d. look for the toy in the new location, indicating that they understand that objects exist independently.

Answer: c Page(s): 175 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Eight to 10-month olds do not have a fully developed sense of object permanence, so they
will often look for the toy in the old location — known as the “A not B error.”
6.20 Piaget’s __________ stage is characterized by the child’s use of symbols to represent objects and events.
a. formal operational c. concrete operational
b. sensorimotor d. preoperational

Answer: d Page(s): 175 Skill: Understand the Level: 1-Easy
Concepts
Rationale: While the use of symbols begins late in the sensorimotor stage, the use of symbols really
characterizes the preoperational stage, as children begin to use letters and numbers.
6.21 The inability of the young child to grasp the fact that his or her view of the world, both literally and
figuratively, may be but one of many is known as
a. animism. c. egocentrism.
b. conservation. d. intellectual realism.

Answer: c Page(s): 175 Skill: Understand the Level: 1-Easy
Concepts
Rationale: This definition is given in the text.
6.22 When preoperational children are asked to identify different perspectives of model mountains on a table,
which of the following characteristics of preoperational thought do they demonstrate?
a. egocentrism c. centration
b. animism d. intellectual realism

Answer: a Page(s): 175-176 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Preoperational children demonstrate egocentrism in the three mountains task, as they are
unable to take another point of view (literally) than their own.
6.23 Jacob and his mother are driving home from school. Jacob, who is sitting in the back seat behind his
mother, is telling a story about his foot getting hurt. Of course, his mother, who is driving, cannot see his
foot, but Jacob keeps pointing to his foot, saying, “Mommy, see where I have my boo-boo?” Jacob is
suffering from
a. conservation. c. centration.
b. a lack of object permanence. d. egocentrism.

Know
Rationale: Egocentrism would lead Jacob to think that because he can see his foot so can his mother.
5
6.24 “The swings are sad today because I couldn’t play on them because it is raining.” This statement is an
example of what Piagetian concept that is typical of preoperational children?
a. animism c. mental operations
b. centration d. accommodation

Know
Rationale: Preoperational children sometimes credit inanimate objects with life and lifelike properties, a
phenomenon known as animism.
6.25 __________ is like tunnel vision.

a. Egocentrism c. Centration
b. Symbolic processing d. Animism

Concepts
Rationale: Centration is concentrating on one aspect of a problem, but totally ignoring other, equally
relevant aspects.
6.26 Centration is characterized by

a. difficulty in seeing the world from another’s outlook.
b. crediting inanimate objects with real-life properties.
c. believing an object’s appearance tells what the object is really like.
d. focusing on one aspect of a problem, while ignoring other relevant aspects of the problem.

Concepts
Rationale: Centration is Piaget’s term for narrowly focused thought that characterized preoperational
youngsters.
6.27 Piaget used __________ experiments to see whether children realized that characteristics of objects
remained the same despite changes in physical appearance.
a. circular reaction c. deductive reasoning
b. conservation d. equilibration

Concepts
Rationale: Piaget used a series of conservation experiments to determine whether children realized that
certain characteristics of objects remain the same despite changes in appearance.
6.28 In a conservation of liquid experiment, Victoria is shown two identical beakers filled with the same amount
of juice. The juice from one of the beakers is poured into a taller, thinner beaker. Victoria now thinks there
is more juice in the tall, thin beaker than in the original beaker. Victoria appears to be in Piaget’s
__________ stage of cognitive development.
a. preoperational c. sensorimotor
b. concrete operational d. formal operational
6
Concepts
Rationale: Children in the preoperational stage demonstrate an inability to correctly perform
conservation experiments, such as the liquid task.
6.29 Preoperational children’s incorrect responses on conservation tasks are best explained by the __________,
which is characteristic of their thought.
a. egocentrism c. centered thinking
b. deductive reasoning d. animism

Answer: c Page(s): 176-177 Skill: Understand the Level: 3-Difficult
Concepts
Rationale: Centration (centered thinking) best explains why preoperational children have difficulty with
conservation tasks, as they cannot focus on more than one aspect of the object at a time.
6.30 According to Piaget, the concrete operational child

a. cannot reverse mental operations.
b. cannot solve conservation tasks.
c. thinks in a way that is limited to the tangible and real.
d. does not know that appearances can be deceiving.

Concepts
Rationale: In the concrete operational stage, children are able to reverse mental operations and solve
conservation tasks, but their thinking is not yet abstract — it is limited to the tangible and real.
6.31 During Piaget’s __________ stage, children begin using mental operations to solve problems.
a. formal operational c. sensorimotor
b. concrete operational d. preoperational

Answer: b Page(s): 177 Skill: Understand the Level: 1-Easy
Concepts
Rationale: In the concrete operational stage, children begin using mental operations to solve problems,
and these strategies and rules make thinking more systematic and powerful.
6.32 __________ are strategies and rules that make thinking more systematic and more powerful.
a. Circular reactions c. Mental operations
b. Symbolic processes d. Scaffolds

Concepts
Rationale: In the concrete operational stage, children begin using mental operations to solve problems,
and these strategies and rules make thinking more systematic and powerful.
7
6.33 Which characteristic of the concrete operational child’s thinking allows him or her to solve Piaget’s
conservation problem?
a. reversible mental operations c. egocentrism
b. hypothetical thinking d. animism

Concepts
Rationale: Being able to reverse mental operations (e.g., to pour the liquid back from the new container
to the original container) allows children to solve Piaget’s conservation tasks.
6.34 __________ thought is rule-oriented and logical, but limited to the tangible and real.
a. Sensorimotor c. Preoperational
b. Formal operational d. Concrete operational

Concepts
Rationale: In the concrete operational stage, children begin using strategies and rules making thinking
more systematic and powerful, but it is limited to the tangible and real, as thinking is not yet abstract.
6.35 During Piaget’s __________ stage, individuals become capable of abstract, hypothetical thought and
deductive reasoning.
a. concrete operational c. preoperational
b. formal operational d. sensorimotor

Concepts
Rationale: Abstract thinking and deductive reasoning develop during the formal operational stage.
6.36 Who is likely to be able to answer a hypothetical question such as, “What would happen if no one had to
work anymore?”
a. preoperational thinkers only c. concrete operational thinkers only
b. formal operational thinkers only d. concrete operational and formal operational thinkers

Answer: b Page(s): 177-178 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Because this is an abstract question, only formal operational thinkers would be likely to
answer it.
6.37 The formal operational child approaches problems by

a. forming hypotheses and systematically evaluating all possibilities.
b. trial-and-error.
c. relying on past experience.
d. using centration.

Concepts
8
Rationale: Formal operational children, who are capable of abstract thought and deductive reasoning,
are able to form hypotheses to systematically evaluate all possibilities.
6.38 When formal operational thinkers are faced with a problem, such as figuring out what combination of clear
liquids will produce a blue liquid, they will
a. haphazardly mix liquids to find the correct combination.
b. become confused and irritated.
c. systematically test hypotheses about different combinations of liquids.
d. concentrate on trying to pour the liquids without spilling them.

Concepts
Rationale: Formal operational children, who are capable of abstract thought and deductive reasoning,
are able to form hypotheses to systematically test different combinations of liquids.
6.39 When concrete operational and formal operational thinkers are asked to combine a number of clear liquids
to produce a blue liquid
a. neither the concrete operational child, nor the formal operational adolescent, test the combinations of
liquids in a systematic manner.
b. only the concrete operational child tests the combinations of liquids in a systematic manner.
c. only the formal operational child tests the combinations of liquids in a systematic manner.
d. both the concrete operational child and the formal operational adolescent test the combinations of liquids
in a systematic manner.

Answer: c Page(s): 178 Skill: Understand the Level: 3-Difficult
Concepts
Rationale: Concrete operational children mix liquids haphazardly while formal operational children will
form hypotheses and systematically test different combinations of liquids.
6.40 Two children are asked the following question: If you could jump into a swimming pool filled with any
substance, what substance would you want the pool to be filled with? Vincent answers: “Water — that’s
what pools are filled with.” Ted, on the other hand, answers: “Cool — I would want the pool filled with
red Jello.” Which of the following statements is correct regarding Vincent and Ted?
a. Ted and Vincent are both in the concrete-operational stage.
b. Ted and Vincent are both in the formal-operational stage.
c. Ted is in the concrete-operational stage and Vincent is in the formal-operational stage.
d. Vincent is in the concrete-operational stage and Ted is in the formal-operational stage.

Know
Rationale: Reality is the foundation of concrete operational thinking. In contrast, formal operational
adolescents use hypothetical reasoning to answer questions.
6.41 Which of the following is characteristic of formal operational thought?

a. animism c. deductive reasoning
b. centration d. reasoning that is limited to the tangible and real
9
Concepts
Rationale: Only c is an example of formal operational thought — the rest represent earlier stages.
6.42 Consider the following:

Premise 1: If an animal barks, it is a dog.
Premise 2: A snail barks.
The concrete operational child would fail to draw the conclusion that “a snail is a dog” because his or her
conclusions are based on
a. tertiary circular reactions. c. deductive reasoning.
b. experience. d. egocentrism.

Answer: b Page(s): 178-179 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Because they cannot think abstractly and their thinking is linked to tangible and real
experiences, concrete operational children would fail to draw the conclusion that a “snail is a dog.”
6.43 Suppose a child is given these two facts: (1) If you hit a glass with a feather — the glass will break, and (2)
Jason hit a glass with a feather. Which of the following statements is CORRECT?
a. Children in both the concrete- and formal-operational periods will come to the correct conclusion — “the
glass broke.”
b. A child in the concrete-operational period will come to an incorrect conclusion (“the glass didn’t break
because feathers can’t break glass”) whereas a child in the formal-operational period will come to a
correct conclusion (“the glass broke”).
c. A child in the formal-operational period will come to an incorrect conclusion (“the glass didn’t break
because feathers can’t break glass”) whereas a child in the concrete-operational period will come to a
correct conclusion (“the glass broke”).
d. Children in both the concrete- and formal-operational periods will come to an incorrect conclusion —
“the glass didn’t break because feathers can’t break glass.”

Answer: b Page(s): 178-179 Skill: Understand the Level: 3-Difficult
Concepts
experiences, concrete operational children would fail to draw the conclusion that “the glass broke.”
Formal-operational thinkers have the ability to draw appropriate conclusions from facts.
6.44 In contrast to concrete operational thinkers, formal operational thinkers

a. can reach counterfactual conclusions. c. do not confuse appearances with reality.
b. can use mental operations. d. are not centered in their thinking.

6.45 LAnswer: a Page(s): 178-179 Skill: Understand the Level: 3-Difficult
W Concepts
Lexperiences, concrete operational children would fail to draw counterfactual conclusions.
6.46 Which of the following is NOT characteristic of formal operational thinking?

a. abstract thinking c. deductive reasoning
b. hypothetical reasoning d. centration
10
Answer: d Page(s): 178-179 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Centration is a characteristic of thinking in the preoperational stage.
6.47 According to Piaget, cognitive development is complete when the __________ period is reached.
a. concrete operational c. formal operational
b. preoperational d. sensorimotor

Facts
Rationale: Piaget’s final stage is the formal operational stage, when thinking becomes more adult-like in
nature
6.48 Piaget’s theory

a. stimulated research in the area of cognitive development.
b. viewed children as playing a passive role in their development.
c. does not provide useful ideas for fostering children’s development.
d. has not had a lasting impact on the field of child development research.

Answer: a Page(s): 179 Skill: Remember the Level: 3-Difficult
Facts
Rationale: Piaget viewed children as active, and his theory has had long-lasting impact and provided
useful ideas, particularly in the field of education. So, a is the correct answer.
LO3 What are the last contributions of Piaget’s theory? What are some of the shortcomings?
6.49 The view of children as active participants in their own development who systematically create ever more
sophisticated understandings of their worlds is referred to as
a. the zone of proximal development. c. constructivism.
b. the core knowledge hypothesis. d. the theory of mind.

Answer: c Page(s): 179-180 Skill: Remember the Level: 2-Medium
Facts
Rationale: Constructivism is the view that children are active participants in their own development.
This view began with Piaget.
6.50 Piaget’s view of cognitive development has some straightforward implications for teaching practices.
Which teaching strategy is NOT an application of Piaget’s theory?
a. Teachers should provide children with materials that will allow them to discover for themselves how the
world works.
b. Teachers should tailor instruction to individual students.
c. Teachers should correct children’s mistakes directly, so that children don’t waste time worrying about
their errors.
d. Teachers should provide children with educational experiences that are slightly ahead of the children’s
current level of thinking.

Answer: c Page(s): 180 Skill: Apply What You Level: 3-Difficult
Know
11
Rationale: Application of Piaget’s theory would suggest that teachers encourage children to look at the
consistency of their thinking and let children take the lead in sorting out inconsistencies. Children
should be encouraged to look at their errors to discover what they are doing wrong.
6.51 Teaching suggestions based on Piaget’s theory include

a. teaching at a level slightly ahead of children’s current level of thinking.
b. using lectures to tell children how the world works.
c. not allowing children to see their mistakes.
d. using flashcards to drill facts.

Know
Rationale: According to Piaget, children learn best when they are active, hands-on constructors of their
own knowledge, and when the instruction level is slightly ahead of the child’s current level of thinking.
6.52 Which of the following is an implication of Piaget’s theory for teaching practices?
a. Teachers should tell children facts that they can absorb passively.
b. Children should be encouraged to look at the consistency of their own thinking and to sort out any
inconsistencies.
c. The best teaching experiences are slightly behind a child’s current level of thinking.
d. Teachers should construct a child’s understanding of the world.

Answer: b Page(s): 180 Skill: Apply What You Level: 3-Difficult
Know
Rationale: According to Piaget, children learn best when they are active, hands-on constructors of their
own knowledge, and when the instruction level is slightly ahead of the child’s current level of thinking.
They should be encouraged to sort out any inconsistencies in their own thinking as part of the process of
equilibration.
6.53 According to Piaget, each stage of cognitive development involves consistent thought across different
tasks. Recent research has found
a. very consistent performance across tasks as Piaget would predict.
b. very consistent performance across tasks only in concrete operational children.
c. inconsistent performance across tasks only in formal operational adolescents.
d. inconsistent performance across tasks contrary to Piaget’s predictions.

Concepts
Rationale: Contrary to Piaget’s beliefs, children’s performance across tasks is not always consistent.
Piaget’s stage model does not account for variability in children’s performance.
6.54 Which of the following is NOT a weakness of Piaget’s theory?

a. Piaget’s theory overestimates cognitive competencies in infants and young children and underestimates
cognitive competencies in adolescents.
b. Piaget’s theory is vague with respect to processes and mechanisms of change.
c. Piaget’s stage model does not account for variability in children’s performance.
d. Piaget’s theory undervalues the influence of sociocultural environment on cognitive development.
12
Concepts
Rationale: Piaget’s theory actually underestimates cognitive competence in infants and young children
and overestimates cognitive competence in adolescents.
6.55 According to Vygotsky, development is optimal when

a. the child learns independently.
b. a child is guided by someone with more skill.
c. someone with more skill does NOT interfere by trying to structure a task for the child.
d. the amount of assistance given exceeds the amount that the child needs.
Chapter Module: Modern Theories of Cognitive Development

Answer: b Page(s): 183 Skill: Remember the Level: 2-Medium
Facts
Rationale: Vygotsky believed that development was optimized when a more skilled learner was
available to help guide the child.
LO4 In Vygotsky’s sociocultural theory, how do adults and other people contribute to children’s
cognitive development?
6.56 When Gavin and his father solve puzzles together, they share an understanding of the goals of the activity
and their roles in solving the puzzles. This illustrates the concept of
a. intersubjectivity. c. zone of proximal development.
b. deductive reasoning. d. guided participation.

Know
Rationale: The social nature of cognitive development is captured in the concept of intersubjectivity,
which refers to mutual, shared understanding among participants in an activity.
6.57 The zone of proximal development refers to

a. the highest level of achievement a child can reach by himself.
b. the difference between what a child can do with and without help.
c. a teaching style that matches the amount of assistance to the learner’s need.
d. comments not intended for others, but intended to help children regulate their own behavior.

Concepts
Rationale: The difference between what a child can do with assistance and what he can do alone defines
the zone of proximal development.
6.58 __________ refers to a teaching style that matches the amount of assistance to the learner’s needs.
a. The zone of proximal development c. Scaffolding
b. Private speech d. Hypothetical reasoning

Concepts
13
Rationale: Early in learning a new task, when a child knows little, teachers provide a lot of direct
instruction. As the child begins to catch on to the task, the teacher provides less instruction, only
occasional reminders.
6.59 Which of the following is the best example of scaffolding?

a. Marco decides not to ask his son for help, because he knows his son does not have much patience.
b. Linda makes her son, Paul, go to bed early because Paul swore at school.
c. Roberto buys his daughter ice cream when she rides her two-wheel bike successfully.
d. Aubrey helps her daughter prepare meatloaf for dinner — she gives her specific instructions and
simplifies whenever possible.

Know
Rationale: Scaffolding refers to a teaching style that matches the amount of assistance to the learner’s
needs.
6.60 Private speech

a. eventually becomes inner speech.
b. involves talking aloud to others.
c. is more likely to occur while performing easy tasks than difficult tasks.
d. occurs before children’s behavior is regulated by speech from other people.

Answer: a Page(s): 185 Skill: Remember the Level: 2-Medium
Facts
Rationale: As children get older, private speech evolves into inner speech.
6.61 A child coloring in a coloring book says out loud to herself, “Stay inside the lines. Water is blue and the
fish are red.” This is an example of
a. the zone of proximal development. c. scaffolding.
b. private speech. d. inner speech.

Concepts
Rationale: Private speech is comments not directed to others, but intended to help children regulate
their own behavior.
6.62 According to Vygotsky’s theory, teachers should place an emphasis on learning as a cooperative activity.
Given this, which of the following should teachers avoid?
a. Teachers should provide students with opportunities for peer tutoring.
b. Teachers should encourage students to work together on group projects.
c. Teachers should encourage students to work together to achieve common goals.
d. Teachers should direct their students’ learning.
14
Know
Rationale: Teachers should provide an environment that will allow students to learn on their own. They
main mission is to scaffold student’s learning, not direct it.
6.63 The concepts of scaffolding, private speech, and the zone of proximal development are most closely
associated with
a. Piaget. c. neo-Piagetian theories.
b. Vygotsky. d. the theory of mind.

Answer: b Page(s): 182-186 Skill: Understand the Level: 1-Easy
Concepts
Rationale: Vygotsky gave us the concepts of scaffolding, private speech and the zone of proximal
development.
6.64 The computer is used as a metaphor for the mind in which theory?
a. learning theory c. psychodynamic theory
b. information processing theory d. Piaget’s theory

Concepts
Rationale: In the 1970s, information processing theory was developed. It is a theory that uses the
computer as a metaphor for the mind.
LO5 According to information-processing psychologists, how does thinking change with development?
6.65 Information-processing theorists use a __________ as a model for human cognition.

a. black box c. computer
b. microsystem d. macrosystem

Concepts
Rationale: In the 1970s, information processing theory was developed. It is a theory that uses the
computer as a metaphor for the mind.
6.66 Information-processing theorists believe that the development of thinking is a result of

a. improvements in mental hardware only that occur with age.
b. improvements in mental software only that occur with age.
c. improvements in both mental hardware and software that occur with age.
d. more sophisticated theories that children create.

Concepts
Rationale: Development of thinking results from improvements in both the mental hardware (cognitive
structures) and the mental software (cognitive processes).
15
6.67 Information-processing theorists refer to sensory memory, working memory, and long-term memory
as mental
a. software. c. strategies.
b. hardware. d. operations.

Concepts
Rationale: The mental hardware (cognitive structures) is composed of the sensory memory, working
memory, and long-term memory.
6.68 Sensory memory

a. holds raw, unanalyzed information. c. passes information to long-term memory.
b. is limitless and permanent. d. holds information for many days.

Concepts
Rationale: The sensory memory is the lowest level of memory, where raw, unanalyzed information is
held briefly (a few seconds).
6.69 You clench your fist, rapidly open your hand, then rapidly re-clench your fist. After you re-clench your fist,
you momentarily see an image of your fingers extended. That image is stored in
a. working memory. c. sensory memory.
b. long-term memory. d. the information processor.

Know
Rationale: The sensory memory is the lowest level of memory, where raw, unanalyzed information is
held briefly (a few seconds).
6.70 Working memory

a. holds visual images for a few seconds.
b. is a limitless, permanent storehouse of knowledge.
c. is like a computer’s hard drive.
d. is the site of ongoing cognitive activity.

Answer: d Page(s): 186 Skill: Understand the Level: 1-Easy
Concepts
Rationale: Working memory includes both ongoing cognitive processes and the information that they
require.
6.71 As you read and think about this test question, it is stored in
a. long-term memory. c. sensory memory.
b. working memory. d. the information processor.

Answer: b Page(s): 186 Skill: Apply What You Level: 2-Medium
Know
16
Rationale: Working memory is the site of ongoing cognitive activity, so as you think about things, you
store those thoughts in the working memory, which functions much like a computer’s RAM.
6.72 Which is most like a computer’s RAM (Random Access Memory)?

a. a memory strategy c. sensory memory
b. long-term memory d. working memory

Concepts
Rationale: Working memory is the site of ongoing cognitive activity, so as you think about things, you
store those thoughts in the working memory, which functions much like a computer’s RAM.
6.73 Long-term memory

a. is a permanent storehouse of information.
b. is like a computer’s random-access memory (RAM).
c. holds raw, unanalyzed information.
d. is the site of ongoing cognitive activity.

Concepts
Rationale: Long-term memory is like a computer’s hard drive, a fairly permanent storehouse of
programs and data.
6.74 Before you read this question, the name of the first president of the United States was most likely stored
in your
a. information processor. c. long-term memory.
b. sensory memory. d. working memory.

Know
Rationale: Your permanent storehouse of information is your long-term memory.
6.75 The limitless, permanent storehouse of knowledge in the world is called

a. long-term memory. c. working memory.
b. sensory memory. d. the information processor.

Concepts
Rationale: Your permanent storehouse of information is your long-term memory.
6.76 The _______________ moves information from working memory to long-term memory, selects strategies
that are needed to accomplish particular goals, and performs needed responses.
a. central executive. c. inhibitory processor.
b. sensory memory. d. information processor.
17
Concepts
Rationale: The central executive is like the computer’s operating system, coordinating all activities.
6.77 Information-processing theorists believe that developmental change occurs

a. as a result of equilibration.
b. in several different forms, rather than by a single mechanism.
c. when mental structures are massively reorganized.
d. in a social context.

Concepts
Rationale: Answers a and c are Piaget, d is Vygotsky, and b is representative of information processing.
6.78 How is the cognitive functioning of Rachel, an 8-year-old, likely to compare with Bethany, a 16-year-old?
a. Rachel will use less efficient strategies.
b. Rachel and Bethany will have the same amount of working memory.
c. Rachel will use more automatic processes.
d. Bethany will process information more slowly.

Know
Rationale: Information processing theorists believe that there are quantitative (rather than qualitative)
changes in cognitive functioning, so Rachel, the younger sister, is likely to use less efficient strategies.
6.79 Compared to an older child, a younger child is likely to use problem-solving strategies that are
a. faster. c. more accurate.
b. less efficient. d. easier.

Concepts
Rationale: Information processing theorists believe that there are quantitative (rather than qualitative)
changes in cognitive functioning, so younger children are likely to use less efficient strategies.
6.80 How do children learn more effective problem-solving strategies?

a. Parents and teachers show children more effective strategies.
b. Children learn strategies by watching more skilled children.
c. Children learn new strategies on their own.
d. Children learn new strategies by instruction from others, observation of others, and self-discovery.

Concepts
Rationale: Children learn more efficient strategies through direct instruction, observational learning,
and self-discovery.
6.81 Compared to younger children, older children
18
a. have more working memory. c. have the same amount of working memory.
b. have less working memory. d. use working memory space less efficiently.

Concepts
Rationale: According to information processing theory, older children have more working memory than
younger children.
6.82 Inhibitory processes

a. prevent task-irrelevant information from entering working memory.
b. decrease steadily during childhood.
c. increase the number of disruptions from irrelevant information.
d. bring the mental tools to mind that are needed for a current task.

Facts
Rationale: Inhibitory processes stop irrelevant and unwanted ideas from intruding on our thinking.
6.83 ________ prevent(s) task-irrelevant information from entering working memory.

a. Automatic processes c. Infantile amnesia
b. Inhibitory processes d. Mental hardware

Answer: b Page(s): 188 Skill: Remember the Level: 1-Easy
Facts
Rationale: Inhibitory processes stop irrelevant and unwanted ideas from intruding on our thinking.
6.84 Cognitive activities that require very little effort are referred to as
a. working memory. c. mental software.
b. mental hardware. d. automatic processes.

Answer: d Page(s): 189 Skill: Remember the Level: 1-Easy
Facts
Rationale: Automatic processes are cognitive activities that require virtually no effort.
6.85 When Cookie first started golfing, she had to think about every part of her swing. Now that she’s been
golfing for years, she swings her club without even thinking about it. For Cookie, swinging a golf club
has become
a. an automatic process. c. a complex task.
b. a sensory memory. d. a working memory.

Know
Rationale: Cognitive activities that require virtually no effort are known as automatic processes.
6.86 Skills that are automatic require
19
a. less long-term memory. c. less working memory.
b. more sensory memory. d. more working memory.

Answer: c Page(s): 189 Skill: Remember the Level: 2-Medium
Facts
Rationale: Once a skill becomes automatic, it requires much less space in working memory.
6.87 Information-processing theorists believe one reason older children outperform younger children cognitively
is that older children
a. are less likely to use strategies. c. have fewer automatic processes.
b. can process information more slowly. d. use less working memory.

Facts
Rationale: Once a skill becomes automatic, it requires much less space in working memory, so older
children who have more automatic processes also use less working memory.
6.88 According to an information-processing theorist, which of the following is an explanation for cognitive
development?
a. As children develop, their strategy use becomes slower and less accurate.
b. As children develop, speed of processing slows down.
c. As children grow, more cognitive activities become automatic.
d. As children grow, the capacity of working memory decreases.

Answer: c Page(s): 189-190 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Once a skill becomes automatic, it requires much less space in working memory, so older
children who have more automatic processes also use less working memory.
6.89 Compared to adults, when children perform complex tasks they

a. use less working memory.
b. are likely to perform fewer processes automatically.
c. are unlikely to exceed the capacity of their working memory.
d. use more sensory memory.

Answer: b Page(s): 189-190 Skill: Remember the Level: 2-Medium
Facts
Rationale: Younger children have and use less automatic processes, so their speed of processing is
slower than that of an older child or an adult.
6.90 As children get older, their speed of processing

a. speeds up. c. cycles up and down.
b. slows down. d. does not change.

Facts
20
Rationale: Speed of processing increases with age, as more processes become automatic.
6.91 Compared to Piaget’s theory, information-processing theory

a. puts more emphasis on qualitative changes in thought.
b. is more unified into a single comprehensive theory.
c. emphasizes the “whole” more than the “parts” of cognition.
d. describes the specific components of cognition in greater detail.

Answer: d Page(s): 190, 192 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Piaget’s theory is somewhat vague, while information processing describes the specific
components of cognition in greater detail.
6.92 Professor Garrett tells his class, “Children’s cognition develops continuously and gradually. There are no
abrupt changes in thought. There are no distinct stages of cognitive development.” Professor Garrett sounds
most like
a. an information-processing theorist. c. Kohlberg.
b. Piaget. d. a psychodynamic theorist.

Know
Rationale: Information processing theorists believe in continuous, quantitative change.
6.93 ________________ propose(s) distinctive domains of knowledge, some of which are acquired very early
in life.
a. Information processing theory c. Cognitive-developmental theory
b. Core-knowledge theories d. Sociocultural theory

Concepts
Rationale: This is the definition given in the text.
LO6 What naïve theories do children hold about physics, psychology, and biology?
6.94 Core knowledge views cognitive development as an innate capability to easily acquire knowledge in
specialized domains of evolutionary importance, such as
a. language. c. understanding people.
b. knowledge of objects. d. all of these answers

Facts
Rationale: Core knowledge theorists view cognitive development as an innate capability to easily
acquire knowledge in such specialized domains of evolutionary importance as language, knowledge of
objects, and understanding people.
21
6.95 Renee Baillargeon studied object permanence by showing infants possible events and impossible events. In
the possible event, a screen rotated until it made contact with a box, at which point it began rotating
backwards. In the impossible event, when the rotating screen reached the box, it continued to rotate, the box
appeared to disappear, and the box reappeared after the screen rotated past it. She found that 4 ½-month-old
infants looked
a. longer at the impossible event than the possible event, suggesting they understood object permanence.
b. longer at the possible event than the impossible event, suggesting they understood object permanence.
c. at both events equally, suggesting they understood object permanence.
d. at both events equally, suggesting they did not understand the concept of object permanence.
Chapter Module: Understanding in Core Domains

Answer: a Page(s): 194-195 Skill: Remember the Level: 2-Medium
Facts
Rationale: Baillargeon found that infants as young as 4 ½ months understood object permanence, as
demonstrated by their looking longer at the impossible event than the possible event.
LO7 What do infants understand about the nature of objects?
6.96 Baillargeon’s studies of object permanence using possible events and impossible events suggest that the
concept of object permanence is
a. acquired earlier than Piaget believed.
b. acquired at the same age as suggested by Piaget.
c. acquired later than Piaget suggested.
d. not really understood by infants of any age.

Answer: a Page(s): 194-195 Skill: Remember the Level: 2-Medium
Facts
Rationale: Piaget believed that infants begin acquiring object permanence at 8 to 10 months, while
Baillargeon found that children have an understanding of object permanence by 4 ½ months.
6.97 Which of the following is TRUE concerning infants’ naïve theories of physics?
a. Infants do not appear surprised when a tall object is completely hidden when placed behind a
shorter object.
b. Infants expect unsupported objects to fall.
c. Infants assume that objects move in discontinuous, disconnected paths.
d. Infants believe that objects are able to move through other objects.

Answer: b Page(s): 196 Skill: Remember the Level: 2-Medium
Facts
Rationale: Infants have a naïve theory of physics that lets them know that unsupported objects will fall.
6.98 Which of the following is NOT TRUE concerning infants’ understanding of liquids and solids?
a. By 5 months, infants are surprised when shown a “solid” being poured from one cup into another and
when shown a “liquid” being slid from one cup into another.
b. By 5 months, infants understand that solids keep their shape when moved, but that liquids do not.
c. By 5 months, infants are capable of noticing the characteristic differences between the movement of
liquids and solids.
d. By 5 months, infants believe that both liquids and solids can be carried in containers that holes.

Answer: b Page(s): 195-196 Skill: Remember the Level: 2-Medium
Facts
22
Rationale: Rigid versus changing shape is one property that distinguishes solids and liquids. Based on
the research of Hespos, Perry, and Rips (2009) 8-month-olds understand this property of liquids and
solids.
6.99 Juliann is 4. If she is like most 4-year-olds, her naïve theory of biology will include the belief that
a. animals can move by themselves, but inanimate objects can only be moved by other people or objects.
b. both animals and inanimate objects grow bigger and physically more complex.
c. the insides of both animate and inanimate objects contain the same kinds of materials.
d. when inanimate objects get damaged, they will heal by themselves, but when animate things are injured
they must be fixed by humans.

Answer: a Page(s): 192, 197-198 Skill: Apply What You Level: 3-Difficult
Know
Rationale: Four-year-olds have a naïve theory of biology that helps them know that animals can move
themselves, but that inanimate objects can only be moved by people or other objects.
LO8 When and how do young children distinguish between living and nonliving things?
6.100 Many 4-year-olds believe that

a. inanimate objects move by themselves.
b. only living things have offspring.
c. inanimate objects can grow.
d. the internal parts of animate and inanimate objects are the same.

Answer: b Page(s): 198-199 Skill: Apply What You Level: 2-Medium
Know
Rationale: Four-year-olds know that inanimate objects don’t move by themselves, that they can’t grow,
and that their internal parts are different from animate objects. They know that only living things have
offspring.
6.101 When talking to his dad, Nicholas says, “See that fish. It has smooth skin so that it won’t cut other fish
when it swims with them.” Nicholas is demonstrating
a. a commitment to teleological explanations.
b. his understanding of essentialism.
c. theory of mind.
d. his sophisticated understanding of animals.

Answer: a Page(s): 198 Skill: Apply What You Level: 3-Difficult
Know
Rationale: A fundamental part of young children’s theory of living things is a commitment to
teleological explanations —children believe that living things and parts of living things exist for a
purpose.
6.102 Juan believes that a watermelon seed planted in a cornfield will produce watermelons. Juan believes that
all watermelons share a “watermelon-ness” which makes them different from corn. Juan’s understanding
demonstrates
a. his belief that all living things have a purpose.
b. his belief that all living things have an essence that can’t be seen, but gives a living thing its identity.
c. his belief that objects move along connected, continuous paths.
d. his belief that objects cannot move through other objects.
23
Answer: b Page(s): 198 Skill: Apply What You Level: 3-Difficult
Know
Rationale: Young children’s theories of living things are rooted in essentialism — children believe that
all living things have an essence that can’t be seen, but gives a living thing its identity.
6.103 Preschool children get their knowledge of living things from many sources. Which of the following is
NOT one of these sources?
a. from watching animals
b. from reading books about animals
c. from talking with their parents about animals
d. from an innate understanding of biology

Concepts
Rationale: Children learn from watching animals and by interacting with their parents — reading about
and discussing the properties of animals. Children are not born with an understanding of living things.
This knowledge is learned.
6.104 A person’s beliefs about connections between mind and behavior are central to
a. Piaget’s theory. c. information processing theories.
b. theory of mind. d. Vygotsky’s theory.

Concepts
Rationale: These are all central to the theory of mind.
LO9 How do young children acquire theory of mind?
6.105 According to theory of mind, at 3 years of age children do not

a. understand that they and other people have desires.
b. understand that desires can cause behavior.
c. emphasize desires when trying to explain other people’s behavior.
d. understand that other people’s behavior is based on beliefs.

Facts
Rationale: By 3 years of age, children do not understand that other people’s behavior is based on
beliefs.
6.106 A developmental psychologist is most likely to use a false belief task to study
a. theory of mind. c. animism.
b. egocentrism. d. attention.

Concepts
Rationale: False belief tasks are used to test children’s theory of mind.
24
6.107 Some researchers believe the absence of a theory mind, called ________________, is the defining
characteristic of Autism Spectrum Disorders (ASD).
a. mindblindness. c. animism.
b. egocentrism. d. attention.

Concepts
Rationale: Children with ASD grasp false belief slowly possibly because they are missing a theory of
mind. Some researchers believe that mindblindness is a by-product of other deficits and not the cause of
the symptoms associated with ASD.
6.108 Children’s naïve psychology flourishes in

a. infancy. c. the elementary-school years.
b. the preschool years. d. adolescence.

Concepts
Rationale: Children in the preschool years see that other people’s behavior is not unpredictable, but
follows regular patterns.
TRUE/FALSE QUESTIONS
6.109 For Piaget, children at all ages are like scientists in that they create theories about how the world works.

Answer: True Page(s): 172 Skill: Understand the Level: 1-Easy
Concepts
Rationale: Piaget believed that children are naturally curious.
6.110 Assimilation occurs when a child’s theories are modified based on experience.

Answer: False Page(s): 172 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Assimilation occurs when new experiences are readily incorporated into a child’s existing
theories. Accommodation occurs when a child’s theories are modified based on experience.
6.111 Assimilation and accommodation are usually in balance, or equilibrium.

Answer: True Page(s): 173 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Children find they can readily assimilate most experiences into their existing theories, but
occasionally they need to accommodate their theories to adjust to new experiences.
6.112 According to Piaget, cognitive development occurs in eight stages.
25
Answer: False Page(s): 173 Skill: Remember the Level: 1-Easy
Facts
Rationale: According to Piaget, cognitive development occurs in four stages.
6.113 Smart children can skip one of Piaget’s stages.

Concepts
Rationale: Stages are set and universal — all children progress through all of them in the same order.
6.114 Some children move through the stages more rapidly than others, depending on their ability and
experiences.

Concepts
Rationale: All children go through the four stages in exactly the same sequence. However, the ages for
each stage are only approximate.
6.115 The first indication of purposeful, goal-directed behavior occurs during infancy at around 8 months of age.

Answer: True Page(s): 174 Skill: Remember the Level: 2-Medium
Facts
Rationale: The onset of deliberate, intentional behavior occurs at about 8 months.
6.116 According to Piaget, infants are born with object permanence, the ability to understand that objects exist
independently.

Answer: False Page(s): 174 Skill: Remember the Level: 2-Medium
Facts
Rationale: According to Piaget, infants lack an understanding of object permanence for much of the first
year.
6.117 Common symbols used by children in the preoperational stage include words, gestures, graphs, maps,
and models.

Concepts
Rationale: Preschool children gradually become proficient at using common symbols, such as words,
gestures, graphs, maps and models.
6.118 Preoperational children typically believe that others see the world, both literally and figuratively, exactly as
they do, a concept known as egocentrism.
26
Concepts
Rationale: Egocentrism refers to young children’s difficulty in seeing the world from another’s
viewpoint.
6.119 Preoperational children are able to juggle multiple aspects of a problem at the same time, thus correcting
the centration that is seen in the sensorimotor stage.

Concepts
Rationale: The correction of centration does not occur until the concrete operational stage.
6.120 Concrete operational children sometimes credit inanimate objects with life and lifelike properties.

Concepts
Rationale: Animism is a problem that occurs with preoperational children not concrete operational
children.
6.121 Concrete operational children are able to reverse their thinking, which allows them to perform conservation
tasks that preoperational children cannot.

Concepts
Rationale: In the concrete operational stage, children first use mental operations to solve problems and
to reason. These mental operations are strategies and rules that make thinking more systematic.
6.122 Concrete operational thinking is identical to adult thinking in that children are able to think abstractly and
hypothetically for the first time.

Concepts
Rationale: Abstract, hypothetical thinking does not occur until the formal operational stage.
6.123 Formal operational thinkers can envision alternate realities and examine their consequences. They can
create hypotheses and test them.

Answer: True Page(s): 177-178 Skill: Understand the Level: 2-Medium
Concepts
Rationale: Formal operations allow adolescents to take a different, more sophisticated approach to
problem solving.
27
6.124 According to Piaget, adolescents and adults acquire more knowledge as they grow older, but their
fundamental way of thinking remains unchanged.

Facts
Rationale: With the achievement of formal operations, cognitive development is over in Piaget’s theory.
Adolescents and adults acquire more knowledge as they grow older, but their fundamental thinking
remains unchanged.
6.125 One of Piaget’s greatest contributions to teaching was constructivism, the view that children are active
participants in their own development.

Facts
Rationale: Piaget emphasized constructivism, the view that children are active participants in their own
development who systematically construct ever-more sophisticated understandings of their worlds.
6.126 Educational applications of Piaget’s theory include facilitating, rather than directing children’s learning,
sensitivity to children’s readiness to learn, and emphasis on discovery learning.

Answer: True Page(s): 180 Skill: Apply What You Level: 2-Medium
Know
Rationale: According to Piaget, cognitive growth occurs as children construct their own understanding
of the world.
6.127 According to Piaget, cognitive growth can be particularly rapid if children are encouraged to look at the
inconsistencies and errors in their own thinking.

Answer: True Page(s): 180 Skill: Apply What You Level: 3-Difficult
Know
Rationale: Teachers should encourage children to look at the consistency of their thinking, but then let
children take the lead in sorting out the inconsistencies.
6.128 One of the weaknesses of Piaget’s theory is that it overestimates cognitive competence in infants and young
children and underestimates cognitive competence in adolescents.

Answer: False Page(s): 180-181 Skill: Remember the Level: 2-Medium
Facts
Rationale: One of the weaknesses of Piaget’s theory is that it underestimates cognitive competence in
infants and young children and overestimates cognitive competence in adolescents.
6.129 A weakness of Piaget’s theory is that it undervalues the influence of the sociocultural environment on
cognitive development.
28
Answer: True Page(s): 181 Skill: Remember the Level: 1-Easy
Facts
Rationale: A child’s effort to understand her world is a far more social enterprise than Piaget described.
6.130 According to the sociocultural perspective, children are products of their culture.

Concepts
Rationale: According to the sociocultural approach, children’s cognitive development is not only
brought about by social interaction, it is inseparable from the cultural context in which children live.
6.131 According to Vygotsky, children’s cognitive development progresses more rapidly when they walk hand in
hand with an expert partner.

Facts
Rationale: For Vygotsky and other sociocultural theories, the social nature of cognitive development is
captured in the concept of intersubjectivity, which refers to mutual, shared understanding among
participants in an activity.
6.132 When Victoria and her father solve puzzles together, they share an understanding of the goals of their
activity and of their roles in solving the puzzles. Their relationship illustrates the concept of guided
participation.

Concepts
Rationale: Such shared understanding is the concept of intersubjectivity. These interactions between
Victoria and her father typify guided participation in which cognitive growth results from children’s
involvement in structured activities with others who are more skilled than they.
6.133 Scaffolding refers to the difference between the level of performance a child can achieve when working
independently and the higher level of performance that is possible when working under the guidance of
more skilled adults or peers.

Concepts
Rationale: The difference between what a child can do with assistance and what she can do alone
defines the zone of proximal development.
6.134 Scaffolding matches the amount of assistance to the learner’s needs.
29
Concepts
Rationale: Experienced teachers provide much direct instruction as children first encounter a task, then
provide less instruction as children “catch on.” This is scaffolding.
6.135 Cross-cultural studies have shown that scaffolding occurs only in industrialized nations.

Answer: False Page(s): 184 Skill: Remember the Level: 3-Difficult
Facts
Rationale: Scaffolding occurs universally and is not just limited to industrialized nations.
6.136 Vygotsky viewed inner speech as an intermediate step toward self-regulation of cognitive skills.

Answer: False Page(s): 185 Skill: Understand the Level: 3-Difficult
Concepts
Rationale: Private speech was viewed as the intermediate step. Inner speech is Vygotsky’s term for
thought, which occurs when children have gained greater skill.
6.137 Sensory memory holds information the longest of the three types of memory.

Facts
Rationale: Long-term memory holds information the longest of the three types of memory.
6.138 Long-term memory is like a computer’s hard drive, a fairly permanent storehouse of programs and data.

Concepts
Rationale: Long-term memory is a limitless, permanent storehouse of knowledge of the world.
6.139 According to information-processing, as children grow, they develop better strategies, increased capacity of
working memory, and more effective executive function.

Facts
Rationale: As children get older and more knowledgeable, their mental software becomes more
sophisticated and more powerful.
6.140 Inhibitory processes prevent relevant information from entering working memory.
30
Facts
Rationale: Inhibitory processes prevent irrelevant information from entering working memory.
6.141 When a skill has been mastered, individual steps are no longer stored in working memory, which means
that more capacity is available for other activities.

Concepts
Rationale: As children gain experience, some processes become automatic, freeing working capacity for
other processes.
6.142 Younger children are less prone to interference from irrelevant stimulation.

Concepts
Rationale: Older children are less prone to interference from irrelevant stimulation and are more flexible
in their thinking.
6.143 According to core-knowledge theories, infants are endowed with specialized knowledge in domains that
were historically significant for survival.

Facts
Rationale: According to core-knowledge theorists, some forms of knowledge, such as language, are so
important for survival that specialized systems have evolved to simplify their learning.
6.144 Knowledge of people was the first core-domain identified by scientists.

Answer: False Page(s): 191 Skill: Remember the Level: 3-Difficult
Facts
Rationale: Language was the first core-domain identified by scientists.
6.145 Piaget claimed that understanding of objects develops slowly, however, modern researchers have shown
that babies understand objects much earlier than Piaget claimed.

Answer: True Page(s): 193-194 Skill: Remember the Level: 2-Medium
Facts
Rationale: Due to the development of clever procedures, modern researchers have been able to show
that babies understand objects much earlier than Piaget claimed.
6.146 Infants form categories from the important clues provided by perceptual features and the organization of
these features.
31
Facts
Rationale: Infants have the ability to recognize different instances of the same kind of thing — being
able to categorize — based on properties of the objects.
No associated learning objective.
6.147 Baillargeon found that infants as young as 2 months showed object permanence in that they consistently
looked longer at an unrealistic event than a realistic one.

Facts
Rationale: Infants as young as 4 ½ months, not 2 months, showed object permanence.
6.148 Infants are incapable of realizing that objects move along connected, continuous paths and that objects
cannot move through other objects.

Concepts
Rationale: Infants are capable of realizing that objects move along connected, continuous paths, etc.
6.149 Infants’ early understandings of objects and their principles are known as a naïve theory of physics.

Concepts
Rationale: The demonstrations of Baillargeon attest to the fact that infants are naïve physicists.
6.150 Adults’ theories of living things begin in infancy when babies first distinguish animate objects from
inanimate objects.

Facts
Rationale: Knowledge of living things begin in infancy when they distinguish between people, insects,
and animals from rocks, plants, and furniture.
6.151 Unlike adults, 4-year-old children do not understand that animals grow (get physically bigger and more
complex), but that inanimate objects do not change in this way.

Concepts
Rationale: Four-year-olds are capable of understanding that animals grow, but that inanimate objects do
not change in this way.
32
6.152 Children’s naïve theories of biology are composed of six elements: movement, growth, internal parts,
inheritance, illness, and healing.

Concepts
Rationale: By the preschool years, children’s naïve theories of biology have come to include many of
the specific properties associated with living things (movement, growth, internal parts, inheritance,
illness, and healing).
6.153 A 4-year-old is not capable of realizing that a baby pig that is adopted by a cow would grow up to look and
behave like a pig.

Answer: False Page(s): 198 Skill: Apply What You Level: 3-Difficult
Know
Rationale: Four-year-olds are capable of realizing that a baby pig that is adopted by a cow would grow
up to look and behave like a pig, because they possess a naïve theory of biology. Four-year-olds
understand inheritance.
6.154 A fundamental part of young children’s theory of living things is the belief that living things and parts of
living things exist for a purpose.

Concepts
Rationale: Young children have a commitment to teleological explanations — children believe that
living things and parts of living things exist for a purpose.
6.155 Essentialism is children’s belief that all living things have an essence that can’t be seen but gives a living
thing its identity.

Concepts
Rationale: Young children’s theories of living things are rooted in essentialism — the belief that all
living things have an essence. For example, all birds share an underlying “bird-ness” that distinguishes
them from dogs, which share an underlying “dog-ness.”
6.156 Most children in Western cultures have well-defined ideas about what “essences” are.

Answer: False Page(s): 199 Skill: Understand the Level: 3-Difficult
Concepts
Rationale: Most children in Western cultures do not have well-defined ideas about what essences are.
They believe that essences are inside an animal because they think that removing an animal’s inside
parts changes the animal’s identity.
6.157 Preschoolers’ naïve theories of biology are complex but incomplete. For instance they believe that plants
are not living things.
33
Concepts
Rationale: It is not until 7 or 8 years that children routinely decide that plants are alive. Preschooler’s
reluctance to call plants living things may stem from their belief in goal-directed motion as a key
property of living things.
6.158 Research has shown that infants as young as 1 year do not have an understanding of intentionality, but by
age 2, children understand that people’s behavior is often intentional.

Facts
Rationale: Even infants as young as 1 year have a rudimentary understanding of intentionality.
6.159 Children with Autism Spectrum Disorders (ASD) grasp false beliefs tasks as quickly as children without
ASD.

Facts
Rationale: Children with ASD grasp false belief very slowly leading some researchers to believe that
the absence of a theory of mind is the defining feature of ASD.
6.160 Children with Autism Spectrum Disorders (ASD) find hidden objects faster than typically developing
children do, but this emphasis on perceptual details usually comes at the expense of maintaining a coherent
overall picture.

Facts
Rationale: Children with ASD have difficulty shifting smoothly between actions and have a focused
processing style.
SHORT ANSWER QUESTIONS
6.161 Name and describe the four stages of Piaget’s theory.

Page(s): 173-179 Skill: Understand the Concepts Level: 2-Medium
Answer: A good answer will include the following key points:
• Sensorimotor Stage (birth to 2 years): Infants’ knowledge of the world is based on senses and motor
skills. By the end of the period, the infant uses mental representations.
• Preoperational Stage (2 to 7 years): Children learn how to use symbols such as words and numbers
to represent aspects of the world, but relate to the world only through their own perspective.
• Concrete Operational Stage (7 to 11 years): Children understand and apply logical operations to
experiences, provided they are focused on the here and now.
• Formal Operational Stage (adolescence and beyond): Adolescents and adults think abstractly,
speculate on hypothetical situations, and reason deductively about what may be possible.
34
6.162 Describe the development of object permanence.

• Between 4 and 8 months, infants will neither reach nor search for a hidden object.
• Beginning at about 8 months, infants search for an object that has been covered by a cloth.
o Infants at this age will commit the A not B error demonstrating that their understanding
of object permanence is incomplete at eight to 12 months of age.
• Infants do not have a full understanding of object permanence until about 18 months of age.
6.163 Describe three important characteristics of preoperational thinking.

• Egocentrism: Young children have difficulty in seeing the world from another’s outlook.
• Animism: Thinking that inanimate objects are alive or have life-like properties.
• Centration: Narrow focus; concentrating on one aspect of a problem while ignoring other relevant
aspects.
6.164 What are some commonly accepted weaknesses of Piaget’s theory?

• Piaget’s theory underestimates cognitive competence in infants and young children and
overestimates cognitive competence in adolescents.
• Piaget’s theory is vague with respect to processes and mechanisms of change.
• Piaget’s stage model does not account for variability in children’s performance.
• Piaget’s theory undervalues the influence of the sociocultural environment on cognitive
development.
6.165 Name and describe the three components of mental hardware.

• Sensory memory: This is where information is held in raw, unanalyzed form very briefly (no
longer than a few seconds).
• Working memory: This is the site of ongoing cognitive activity.
• Long-term memory: This is a limitless, permanent storehouse of knowledge of the world.
6.166 Name and briefly describe the five forms of developmental change that occur with age proposed by
information-processing theorists.

• More efficient (better) strategies
35
o Older children use faster, more accurate, and easier strategies.
• Increased capacity of working memory
o Older children have a larger mental workspace for cognitive processes.
• Greater inhibitory control and executive functioning
o Older children are less prone to interference from irrelevant stimulation and are more flexible
in their thinking.
• Increased automatic processing
o Older children execute more processes automatically (without using working memory).
• Increased speed of processing
o Older children can execute mental processes more rapidly than younger children.
6.167 Name and briefly describe the six key elements of children’s naïve theories of biology.

• Movement — animals can move themselves but inanimate objects can only be moved by other
objects or people.
• Growth — animals get bigger and physically more complex; inanimate objects do not change this
way.
• Internal parts — the insides of inanimate objects are likely to be different than the insides of
animate objects.
• Inheritance — only living things have offspring that resemble their parents.
• Illness — permanent illnesses are more likely to be inherited while temporary illnesses are more
likely to be transmitted through contact with others.
• Healing — animate objects heal themselves while inanimate objects must be fixed.
ESSAY QUESTIONS
6.168 Distinguish between assimilation and accommodation and give an example of each. Explain how they are
related to Piaget’s concepts of equilibrium and disequilibrium.

Answer: A good answer will be similar to the following:
• Assimilation occurs when new experiences are readily incorporated into existing schemes. For
example, if a child has a scheme for “children I play with at school” and meets a new student, the
child might begin to play with the new student at recess and put the new student into the pre-
existing scheme of “children I play with at school.”
• Accommodation occurs when schemes are modified based on experience. To use the same
example of a scheme “children I play with at school,” the first time a child invites a school friend
home to play, she might modify her scheme to “children I play with at school and at home.”
• Assimilation and accommodation are usually in balance, or equilibrium. However, when the
balance is upset, a state of disequilibrium results. Children discover their current schemes,
theories, aren’t adequate because they are spending too much time accommodating and not enough
time assimilating. When disequilibrium occurs, children reorganize their theories to return to a
state of equilibrium through a process called equilibration.
6.169 Your friend, Andre, is the father of a 12-month-old daughter, Brooke. Meal time has become a very
frustrating time for Andre because Brooke repeatedly pushes her sippy cup and different foods that she is
eating off the high chair and onto the floor. The first time that she did this it appeared to Andre that it was
36
an accident but now he is convinced that his daughter is deliberately pushing her cup and food onto the
floor to annoy him. Based on what you know about infants being active experimenters, what can you tell
Andre that might make him feel better?

Page(s): 174 Skill: Apply What You Know Level: 2-Medium
You should tell Andre that Brooke is in the sensorimotor period of cognitive development and, more
specifically, she is at the age when infants become active experimenters. These actions represent a
significant extension of intentional behavior, as babies repeat actions with different objects (e.g., cup,
food) solely for the purpose of seeing what will happen. Her behavior is NOT meant to annoy Andre.
Knowing that this behavior is a normal part of cognitive development may help Andre’s anger and
frustration as he mops the floor.
6.170 Robert’s mother pours a cup of milk for him and then realizes that the cup has a small chip in the rim. Not
wanting her son to cut his lip, she pours the milk into another cup. The second cup happens to be shorter
and wider than the first cup. Robert is upset because he thinks that he has less milk. Explain Robert’s
behavior using your knowledge of Piaget’s stages of cognitive development.

Page(s): 175-176 Skill: Apply What You Know Level: 2-Medium
• Robert is in the preoperational stage of cognitive development (between 2 and 7 years of age).
• Preoperational children often concentrate on one aspect of a problem, but totally ignore other,
equally relevant aspects (centration). Piaget demonstrated centration in experiments involving
conservation.
o Robert is centered in this thinking. Robert believes that he has less milk than before
because the milk is lower than it was before it was poured. He ignores the fact that the
change in the level of the milk is always accompanied by a change in the diameter of the
cup.
6.171 You are the parent of two young children, ages 4 and 6 years. They have been playing outside and they
come running inside asking for a drink. All of the drinking glasses in the house, except two, are dirty. One
of these glasses is tall and narrow and the other is short and squat. You KNOW that your children will
argue with each other if one thinks that the other child is getting more to drink. Based on your knowledge
of conservation of liquid in preoperational children, what should you do to avoid an argument? Explain
your answer.

Both of your children are in the preoperational period of cognitive development. You know from your
knowledge of Piaget’s theory that children who are in the period of preoperational thinking cannot do
conservation of liquid tasks. These children will focus narrowly on the height of the liquid without
considering the circumference of the container. If you give your children equal amounts of juice, but
use the tall, thin glass and the short, squat glass, they will focus on the height of the juice and will
conclude that the child with the tall, narrow glass received more juice than the other child. To avoid an
argument, fill the glasses so that the height of the liquid is the same in both glasses.
6.172 Recently your friend Martha took her sons to a hands-on children’s museum. Martha noticed that her 8-
year-old son and her 12-year-old son interacted with some of the displays in very different ways. One
display involved opening doors to safes by determining the correct combination. Each safe had three, four,
37
or five buttons that had to be pressed in a particular order to open the door. Martha’s 8-year-old son
randomly pushed the buttons and never found the correct combinations to any of the safes. Martha’s 12-
year-old son approached the task in a very systematic manner — trying all possible combinations of
buttons until the doors opened. Now Martha is concerned that there is something wrong with her younger
son. What can you tell Martha about the differences in concrete operational and formal operational thought
that might explain her sons’ behavior?

Page(s): 177-179 Skill: Apply What You Know Level: 3-Difficult
The behavior of Martha’s sons fits Piaget’s description of formal operational thought very well.
According to Piaget, children who are 12 years old would be in the period of formal operations. Formal
operational children use more sophisticated, logical, deductive reasoning to solve problems like the safe
problem. However, concrete operational children (such as the 8-year-old) use haphazard trial-and-error
and often do not solve successfully problems like the safe problem. Concrete operational children are
more likely to try to solve problems like this by randomly pushing buttons, but formal operational
children can think deductively about the possible, logical combinations before attempting the button
pushing. In time, Martha’s younger son also will use deductive reasoning and will solve the safe problem
like his older brother.
6.173 Your friend Felipe has a new job as a second grade teacher. He would like to incorporate some of Piaget’s
theory into his teaching. What teaching practices would you encourage him to use that will foster cognitive
growth?

Page(s): 180 Skill: Apply What You Know Level: 3-Difficult
• Facilitate rather than direct children’s learning. Cognitive growth occurs as children construct their
own understanding of the world.
• Recognize individual differences when teaching. Instruction is most effective when it is tailored to
individual students.
• Be sensitive to children’s readiness to learn. The best teaching experiences are slightly ahead of
children’s current level of thinking.
• Emphasize exploration and interaction. Teachers should encourage children to look at the
consistency of their thinking but then let children take the lead in sorting out the inconsistencies.
6.174 You have been watching your friend Deb trying to teach her son Sean how to do a puzzle. Sean has done
this puzzle many times and he usually just needs help with the pieces that are in a difficult area that is all
black. Deb is trying to help Sean but her instructions would be appropriate for a child who has never done
the puzzle before. What can you tell Deb about Vygotsky’s theory, in general, and scaffolding, in
particular, that might help her teach Sean in more effective ways?

According to Vygotsky’s principle of zone of proximal development, Sean will do better on the puzzle
if he is assisted by someone who has more puzzle-building expertise than he does. Deb does have more
puzzle-building experience so she could be a good teacher. However, according to the concept of
scaffolding, a skilled teacher will gauge her instruction to the learner’s needs. In other words, a
beginner should get more instruction than someone who is close to mastering a task. Sean is close to
mastering this puzzle and Deb should stop giving so much instruction and should only provide help on
the section where Sean needs help.
38
6.175 Compare and contrast the information processing approach and Piaget’s theory of cognitive development.
Chapter Module: Setting the Stage: Piaget’s Theory and Modern Theories of Cognitive Development
• Piaget’s theory is a single comprehensive theory whereas information processing (IP) represents a
general approach encompassing many different theories.
• Piaget’s theory is more comprehensive than IP. It links different facets of cognitive development.
• The information processing approach describes specific components of cognition more precisely
than does Piaget’s approach.
• Piaget’s theory emphasizes the “whole” of cognition while IP emphasizes the “parts.”
• Piaget’s theory emphasizes periodic, qualitative changes in cognition whereas IP emphasizes
gradual, continuous, quantitative changes in cognition.
• Piaget’s theory has stages, but IP does not.
LO4 In Vygotsky’s sociocultural theory, how do adults and other people contribute to children’s cognitive
development?
6.176 You share the following story with your 3-year-old daughter Carleigh and 4-year-old nephew Jaxon:
This is Brenda. Brenda has a box.
This is Michelle. Michelle has a basket.
Brenda has a ball. She puts the ball into her box.
Brenda goes out for a walk.
Michelle takes the ball out of the box and puts it into the basket.
Now Brenda comes back. She wants to play with her ball. Where will she look for the ball?
Given what you know about false-belief tasks and theory of mind, how will Carleigh answer the question?
Explain your answer. Will Jaxon’s answer be the same? Explain.

In all false-belief tasks, like the one above, a situation is set up so that the child being tested has
accurate information, but someone else does not. The child being tested knows that the ball is in the
basket but Brenda, the girl in the story, believes that the ball is still in the box. Most 4-year-olds
will correctly say that Brenda will look for the ball in the box. However, most 3-year-olds will say
that she will look in the basket. Four-year-olds, like Jaxon, understand that Brenda’s behavior is
based on her beliefs, despite the fact that her beliefs are incorrect. Three-year-olds, like Carleigh,
make the false-belief error: attributing their own knowledge of the ball’s location to Brenda. They
say that she will search in the correct location. By 4 years, children understand that their own and
other people’s behavior is based on their beliefs about events and situations, even when those
beliefs are wrong.
39
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Mèrope, 47 vlgg.
Midas, 15 vlg.
Minèrva, zie Athene.
Minos, 10, 31, 37, 40, 109.
Minotaùrus, 37 vlg.
Moira (Fatum), 7.
Moiren, 24.
Muzen, 8.
Myrmidònen, 75 vlg.
Mỳrtilos, 44.
Nausìcaä, 97.
Nèphele, 54.
Neptùnus, zie Poseidon.
Nereïden, 9, 27.
Nèreus, 9, 58.
Nessos, 35 vlg.
Nestor, 62, 66 vlgg., 91.
Nibelungen, 137 vlgg.
Nìobe, 42 vlg.
Nymphen, 9.
Ocèanus, zie Okeanos.
Odỳsseus (Ulysses), 55, 62, 65 vlgg., 89 vlgg.

Oedipus, 47 vlgg.
Oenòmaüs, zie Oinomaos.
Oèranos; Uranus, 1.
Oineus, 23, 35, 55.
Oinòmaos; Oenomaüs, 43 vlg.
Okèanos; Oceanus, 9.
Omphale, 34.
Orèstes, 121 vlgg.
Orpheus, 17 vlg., 55.
Ortlieb, 146.
Ovìdius, 11, 13, 15, 17, 18, 23, 27, 42, 45.
Palamèdes, 62.
Pallas, 134 vlg.
Pallas Athene, zie Athene.
Pan, 16.
Pandòra, 12 vlg.
Paris, 59 vlgg., 67 vlgg.
Patroclos, 62 vlgg., 77 vlgg.
Pègasus, 22.
Peirìthoös; Pirithoüs, 39.
Peisìstratos; Pisistratus, 91.
Peleus, 55, 58.

Pèlias, 54 vlg., 57 vlg.
Pelops, 41, 43 vlgg.
Penèlope, 62, 89 vlgg.
Persèphone (Prosèrpina), 10, 41.
Perseus, 12, 16 vlgg.
Phaeàken, zie Phaiaken.
Phàëton, 18 vlg.
Phaiàken; Phaeaken, 96 vlgg.
Philoctètes, 36.
Phineus, 28, 56.
Phrixos, 54.
Pirìthoüs, zie Peirithoös.
Pisìstratus, zie Peisistratos.
Pluto, zie Hades.
Podàrkes, zie Priamos.
Pòlybos, 47 vlgg.
Polyneìkes; Polynices, 50 vlgg.
Polyphèmos, 102 vlgg.
Polỳxena, 59.
Pontos, 1.
Poseidon (Neptunus), 2, 4, 7, 9, 14 enz. [153]
Prìamos, 35, 59 vlg., 68, 80 vlgg.

Promètheus, 12 vlg.
Prosèrpina, zie Persephone.
Proteus, 8.
Pygmàlion, 128.
Pỳlades, 121 vlgg.
Pyrrha, 13 vlg.
Pỳthia, 8.
Remus, 136.
Rhadamànthys, 10.
Rhea, 2.
Romulus, 136.
Rudigeer, 143 vlgg.
Satùrnus, zie Kronos.
Satyrs, 9.
Scylla, 110.
Siegelinde, 137.
Siegfried, 137 vlgg.
Siegmund, 137, 140, 143.
Silènus, 15.
Sinon, 87 vlg., 130.
Sirènen, 110.
Sìsyphos, 17, 20 vlg., 109, 133.

Sòphocles, 47.
Sphinx, 48.
Styx, 17.
Sychaèüs, 128, 131, 133.
Tàntalos, 17, 40 vlgg., 109, 133.
Tàrtaros, 1, 3, 5, 6, 10 vlg., 26.
Teirèsias, 49, 53 vlg., 106 vlgg.
Tèlamon, 35, 55.
Telèmachos, 62, 89 vlgg.
Teucer, 62.
Thersìtes, 66.
Theseus, 37 vlgg., 55.
Thetis, 58, 79.
Thoas, 127.
Thyèstes, 45, 121.
Tiresias, zie Teiresias.
Titànen, 1 vlgg.
Tritònen, 9.
Turnus, 134 vlgg.
Typhòëus, Typhon, 5.
Ulỳsses, zie Odysseus.
Ùranus, zie Oèranos.

Venus, zie Aphrodite.
Vergilius, 86, 127.
Vesta, zie Hestia.
Volker, 138 vlgg.
Vulcànus, zie Hephaistos.
Zetes, 55 vlg.
Zeus (Jupiter), 2, 3, 4, 5, 6 enz.

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Metadata
Goden- en
Titel:
Heldensagen
Ernst
Auteur:
Hoffmann
Johann
Samuel Info
Vertaler:
Theissen https://viaf.org/viaf/285387469/
(1874–1936)
Aanmaakdatum 2024-03-29
bestand: 08:50:36 UTC
Nederlands
(Spelling De
Taal:
Vries-Te
Winkel)
Oorspronkelijke
1917
uitgiftedatum:
Codering
Dit boek is weergegeven in oorspronkelijke schrijfwijze. Afgebroken
woorden aan het einde van de regel zijn stilzwijgend hersteld.
Kennelijke zetfouten in het origineel zijn verbeterd. Deze
verbeteringen zijn aangegeven in de colofon aan het einde van dit
boek.
De combinatie ìj in Griekse namen is steeds vervangen door ỳ,

ervanuitgaande dat die laatste niet beschikbaar was voor de
toenmalige zetter, maar wel de intentie was van de bewerker.
Documentgeschiedenis
2024-03-03 Begonnen.
Verbeteringen
De volgende 89 verbeteringen zijn aangebracht in de tekst:
Bladzijde Bron Verbetering Bewerkingsafstand

9, 38, 38,
Dionìjsos Dionỳsos 2
39, 150
17, 17,
Eurìjdice Eurỳdice 2
151
22 Sisyphus’ Sìsyphus’ 1/0
22 Pegasus Pègasus 1/0
23, 24,
Maleager Meleager 1
24, 24
25 Danaös Dànaös 1/0
25 Dànaos Dànaös 1/0
31, 31,
Hippolìjte Hippolỳte 2
31
32, 33,
Gerìjones Gerỳones 2
151
36 Deïneira Deïaneira 1
36 iet liet 1
40, 47, , . 1
140, 152,
153
44, 44,
Mìjrtilos Mỳrtilos 2
152
45, 45, [Niet in
. 1
56 bron]
45 Agenor’s Agènor’s 1/0
52 Antigone Antìgone 1/0
54 Phrixus Phrixos 1
55, 109 schepter scepter 1
55, 62,
62, 62, Odìjsseus Odỳsseus 2
152
59, 152 Polìjxena Polỳxena 2
60, 88,
Astìjanax Astỳanax 2
150
60 Priamos’ Prìamos’ 1/0
61 Priamos Prìamos 1/0
73 AIAX AJAX 1
88 Tenedos Tènedos 1/0
100 Eurìjales Eurỳales 2
109, 119,
Telemachos Telèmachos 1 / 0
119
132 Cicilië Sicilië 1
139 Siefgried Siegfried 2
141 verspeiden verspreiden 1
149 Aegìjptus Aegỳptus 2
149 Aigìjptos Aigỳptus 3
149 Apsìjrtos Apsỳrtos 2
150, 150,
150, 151,
151, 151,
[Niet in
151, 151, , 1
bron]
151, 151,
152, 152,
152, 152
150 Calìjpso Calỳpso 2
150 Charìjbdis Charỳbdis 2
150 Eurìjalos Eurỳalos 2
151 Eurìjstheus Eurỳstheus 2
151 Harpìjen Harpỳen 2
151 Kalìjpso Kalỳpso 2
153 Pìjlades Pỳlades 2
153 Pìjthia Pỳthia 2
153 Ulìjsses Ulỳsses 2
153 Uranus Ùranus 1/0
153 Oeranos Oèranos 1/0
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Pediatric Nursing Caring for Children and Their

6.1 Piaget was trained as a

Chapter Module: Setting the Stage: Piaget’s Theory

6.2 Piaget’s primary approach to investigating the origins of knowledge involved

Chapter Module: Setting the Stage: Piaget’s Theory

6.3 According to Piaget

Chapter Module: Setting the Stage: Piaget’s Theory

6.4 Piaget thought children were like

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

6.7 Who is experiencing disequilibrium?

Chapter Module: Setting the Stage: Piaget’s Theory

6.8 Which of the following is the correct order of Piaget’s stages?

Chapter Module: Setting the Stage: Piaget’s Theory

6.9 Each new stage of cognitive development

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

6.11 According to Piaget, a 7- to 11-year-old child is in the __________ period.

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

6.15 According to textbook, most infants begin to use symbols at about

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

6.18 Which infant is using mental symbols?

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

6.25 __________ is like tunnel vision.

Chapter Module: Setting the Stage: Piaget’s Theory

6.26 Centration is characterized by

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

6.30 According to Piaget, the concrete operational child

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

Chapter Module: Setting the Stage: Piaget’s Theory

6.37 The formal operational child approaches problems by

Chapter Module: Setting the Stage: Piaget’s Theory