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1) Which one of the following is an example of maturation? A) Gaining weight from age two to age three B) Losing weight due to exercise C) Losing weight during a brief illness D) Learning which foods produce the most weight
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Answer: A Explanation: A) Maturation refers to changes that occur naturally and spontaneously rather than as a result of environmental circumstances. An example would be gaining weight from age two to age three. [Note: losing weight due to illness or exercise is not a natural occurrence, but one that is caused by particular environmental events.] Page Ref: 30 Skill: Understanding
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2) As time goes on, Tina becomes a happier individual, more in touch with life, and content with her situation. This description emphasizes what kind of development for Tina? A) Cognitive B) Personal C) Physical D) Social
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Answer: B Explanation: B) In contrast with social development that involves relations with others, personal development is illustrated in the scenario on changes in Tina's personality (such as being happier, changes in self-concept, etc.). Page Ref: 30 Skill: Understanding
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3) All developmental theories have the following general principle in common A) Development is balanced. B) Development is gradual. C) Development occurs in a random way. D) Individuals develop at the same rate.
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Answer: B Explanation: B) Development is gradual, occurs in an orderly way, and occurs at variable rates. Development is NOT considered to be balanced, i.e., development is not balanced across physical, personal, social, and cognitive development. Page Ref: 32 Skill: Knowledge
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4) What part of the brain coordinates and orchestrates skilled movements? A) Cerebellum B) Cortex C) Cerebrum D) Frontal lobe
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Answer: A Explanation: A) The cerebellum is the part of the brain that coordinates and orchestrates skilled movements. The thalamus is associated with the ability to learn new information, while the cerebral cortex controls sensory input, the formation of associations, and voluntary movement. Page Ref: 32 Skill: Knowledge
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5) If John is introduced to the concept of fractions today, he will not be able to start adding and subtracting them tomorrow. What general principle of development is illustrated? A) Development proceeds through identifiable stages. B) Development takes place gradually. C) Maturation is the basis for development. D) John lacks personal development.
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Answer: B Explanation: B) Development takes place gradually. John will need to acquire more experience and skills with fractions before he can perform specific operations such as adding and subtracting. [He may, however, acquire those skills at different rates than others.] Page Ref: 32 Skill: Understanding
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6) The last part of the brain to develop fully is the A) cerebellum. B) cerebral cortex. C) frontal lobe. D) thalamus.
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Answer: C Explanation: C) The last section of the brain to develop fully is the frontal lobe in the cerebral cortex. Page Ref: 36 Skill: Knowledge
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7) The part of the cerebral cortex that matures first controls A) higher-order thinking processes. B) physical movements. C) the processing of language. D) the formation of associations.
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Answer: B Explanation: B) Control of physical movements matures in the cerebral cortex before other functions, such as activities that involve verbalization. Page Ref: 35 Skill: Knowledge
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8) Specialization of the two hemispheres of the brain involves A) Broca's area. B) lateralization. C) the primary auditory cortex. D) Wernicke's area.
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Answer: B Explanation: B) Specialization in the two hemispheres of the brain relates to lateralization. Page Ref: 36 Skill: Knowledge
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9) Messages sent by releasing chemicals that jump across synapses involve A) lateralization. B) myelination. C) neurons. D) transformations.
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Answer: C Explanation: C) Neurons send messages by releasing chemicals that jump across synapses in the brain. Page Ref: 33 Skill: Knowledge
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11) Piaget's basic blocks of thinking and memory are A) actions. B) accommodations. C) adaptations. D) schemas.
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Answer: D Explanation: D) Schemas are Piaget's basic blocks of thinking. These schemas are an organized system of thought or action that permit us to represent objects and thoughts in our own words. Page Ref: 43 Skill: Knowledge
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10) According to Piaget, the foundation for development in all humans is supplied by A) activity. B) exploration. C) maturation. D) social transmission.
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Answer: C Explanation: C) The fundamental basis for development in people is biological maturation, the characteristics that are genetically determined. Page Ref: 43 Skill: Knowledge
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12) The two processes involved in adaptation are A) assimilation and accommodation. B) assimilation and equilibration. C) equilibration and organization. D) social transmission and schema.
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Answer: A Explanation: A) The two processes of adaptation are assimilation and accommodation. Accommodation is defined by Piaget as the process of changing existing schemas to respond to a new situation. Assimilation is the process of changing what is learned to fit existing schemas. Page Ref: 44 Skill: Knowledge
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13) Which of the following pairs of factors that influence thinking is thought by Piaget to be genetic or inherited tendencies? A) Accommodation and assimilation B) Adaptation and organization C) Assimilation and schemas D) Schemas and equilibration
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Answer: B Explanation: B) Based on his work in biology, Piaget concluded that all species inherit two basic tendencies: organization (the combining of behaviors into coherent systems) and adaptation (adjusting to the environment). Page Ref: 43 Skill: Knowledge
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14) Which one of the following is the clearest example of Piaget's concept of assimilation? A) Learning that a green light means "go" and a red light means "stop." B) Learning to paint with a new type of brush. C) Looking at teachers as they lecture. D) Looking at a worm and thinking that it is a snake.
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Answer: D Explanation: D) The clearest example of assimilation of the choices given is looking at a worm and thinking that it is a snake. The observer is "fitting" the stimulus (worm) into her mental schema at the moment, which is apparently oriented to expect to see a snake or which assigns (based on experiences) greater saliency to a snake than to a worm. The environmental stimulus is being mentally "changed" in accord with the learner's existing schemas. Page Ref: 44 Skill: Understanding
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15) Jeannie observed rocks sinking in water and said, "I already knew that. All rocks sink." Then she saw a piece of pumice floating on water and was told that pumice is rock. Several days later, she was asked again if rocks sink in water. She replied, "Well, most do." In Piaget's terms, what process did Jeannie use to draw this conclusion? A) Accommodation B) Assimilation C) Classification D) Conservation
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Answer: A Explanation: A) Jeannie is using accommodation by changing her ideas about whether rocks sink or float based on her experience in observing a floating piece of pumice. Assimilation would have involved resisting the idea that rocks float, perhaps by failing to accept pumice as a type of rock. Page Ref: 44 Skill: Understanding
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16) According to Piaget, the process of searching for a balance between cognitive schemas and environmental information is called A) accommodation. B) adaptation. C) assimilation. D) equilibration.
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Answer: D Explanation: D) Equilibration is defined by Piaget as the process of searching for a balance between cognitive schemas and environmental information. When a balance occurs, equilibrium is felt; imbalance causes disequilibrium. Page Ref: 44 Skill: Knowledge
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17) When we try a particular strategy and it does not work, the discomfort we experience is called A) assimilation. B) centration. C) disequilibrium. D) non-adaptation
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Answer: C Explanation: C) Disequilibrium is the discomfort we feel when a schema does not work as expected. It promotes new learning by motivating us to continue searching for a solution. Page Ref: 44 Skill: Knowledge
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18) According to Piaget, people pass through the four stages of cognitive development A) at the same levels of competence. B) at the same rates, adjusted for intelligence. C) in specifically determined ages. D) in the same sequence.
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Answer: D Explanation: D) Piaget theorized that people pass through the four stages of cognitive development in the same sequence. However, they do this at different rates, depending on individual development. Page Ref: 44 Skill: Knowledge
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19) The best way to determine what cognitive stage a person has reached is by A) interpreting the person's scores on a mental ability test. B) knowing the person's age. C) knowing the person's rate of development. D) observing how the person solves problems.
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Answer: D Explanation: D) The best way of determining the cognitive stage that a person has reached is to observe how that individual solves problems. The Piagetian stages concern ways of thinking, not particular age levels or levels of intelligence. Page Ref: 43-44 Skill: Understanding
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20) What of the following sayings best conveys a child's thinking before the notion of object permanence is acquired? A) "A bird in the hand is worth two in the bush." B) "A penny saved is a penny earned." C) "A stitch in time saves nine." D) "Out of sight, out of mind."
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Answer: D Explanation: D) Before object permanence is acquired, a child thinks that an object that is no longer visible has disappearedout of sight, out of mindas the saying goes. Page Ref: 44 Skill: Understanding
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21) In Piaget's theory, an understanding of object permanence is acquired during what period of development? A) Early preoperations B) Operations C) Late preoperations D) Sensorimotor
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Answer: D Explanation: D) Object permanence, the understanding that objects exist even if not visible, is acquired during the sensorimotor period. Page Ref: 44 Skill: Knowledge
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22) Michelle covers her own eyes, because she thinks her friends will not see her when playing a game of hide-and-seek. What stage of Piaget's cognitive theory does this account best illustrate? A) Concrete operations B) Formal operations C) Preoperational thought D) Sensorimotor
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Answer: D Explanation: D) Michelle is demonstrating an early form of egocentrism as well as a lack of object permanence. As is common during early stages of the sensorimotor period, she believes that if she can't see others, others can't see her. Page Ref: 44 Skill: Understanding
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23) In the sensorimotor stage of development, a child begins to develop A) goal-directed actions. B) mental operations. C) preoperational thought. D) semiotic functions.
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Answer: A Explanation: A) Toward the end of the sensorimotor period, children begin to use logical, goal-directed actions in which they play with objects in an orderly fashion (for a purpose, with a goal in mind). By the preoperations period, these types of actions are well established. Page Ref: 44 Skill: Knowledge
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24) Nathan is shown two balls of clay that he identifies as equal in quantity. When one of the balls is then rolled into a sausage, Nathan says that piece (i.e., sausage) now has more clay. In what stage of development is he likely to be? A) Concrete operations B) Goal-directed operations C) Preoperational thought D) Sensorimotor
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Answer: C Explanation: C) Nathan is probably in the preoperational stage because he is failing to demonstrate conservation. If he were in the concrete operations or formal operations stages, he would indicate that both pieces contain the same amount of clay because the quantity of the sausage-like piece has not changed. Page Ref: 45-46 Skill: Understanding
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25) Billy refuses to drink his orange juice from the 1/2 full glass that his mother gives to him. He wants her to pour the juice into his favorite cup and watches his mother fill it to the brim. Billy likes his cup better because he gets more juice in it. With what cognitive concept in Piaget's theory is Billy having trouble? A) Accommodation B) Assimilation C) Conservation D) Semiotic function
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Answer: C Explanation: C) The cognitive concept illustrated by Billy's thinking that he gets more juice in his small cup than in the half-full larger cup is an example of a child who has not yet developed Piaget's concept of conservation. Page Ref: 46 Skill: Understanding
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26) After stringing beads from a large necklace onto a smaller empty string, a child states that there are now more beads on the small string than there were on the larger string. What cognitive concept (Piaget's theory) does this behavior best illustrate? A) Accommodation B) Assimilation C) Conservation D) Equilibration
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Answer: C Explanation: C) The child is apparently preoperational. He or she is failing to conserve quantity by thinking that the small string contains more beads (because it "appears" more loaded with beads). Page Ref: 46 Skill: Understanding
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27) A teacher pours juice from a larger glass into two tiny glasses, and the child beams, happy now that he has "more juice." What cognitive stage (Piaget's theory) does the account best illustrate? A) Concrete operations B) Formal operational thought C) Preoperational thought D) Sensorimotor
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Answer: C Explanation: C) The child is in the preoperational stage. We can conclude this because he has failed to demonstrate conservation by thinking that the tiny glasses contain more juice. Page Ref: 46 Skill: Understanding
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28) In his first game of hide-and-seek, Andy covers his eyes so that his friends cannot see him. His thinking can be described as A) decentered. B) egocentric. C) schematic. D) seriation.
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Answer: B Explanation: B) Andy is acting in an egocentric manner. He assumes that just because he cannot see his friends, they cannot see him. [Ostriches are said to act the same way!] Page Ref: 46 Skill: Understanding
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29) A preoperational child's belief that a tall, narrow glass contains more liquid than a short, wide glass is probably due to difficulties in A) decentering. B) egocentrism. C) serration. D) object permanence.
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Answer: A Explanation: A) Decentering is the ability to focus on more than one aspect of a situation at a time. This occurs, for example, when the preoperational child perceives that, because a glass is taller, it must also have more liquid. In this case, the child is unable to see that the amount of liquid has not changed. Page Ref: 46 Skill: Knowledge
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30) Corinne has mastered this type of problem: "If the white house is bigger than the blue house, and the blue house is bigger than the red house, is the white house bigger or smaller than the red house?" What stage of Piaget's cognitive theory does this situation best illustrate? A) Concrete operations B) Formal operations C) Preoperational thought D) Sensorimotor
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Answer: A Explanation: A) By demonstrating an ability to understand ordering and seriation, Corinne is evidently in the concrete operations stage. She would be less capable at this task, however, if she were dealing with abstractions rather than with concrete objects (houses of different colors). Page Ref: 47 Skill: Understanding
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31) David has just purchased a car and is intensely interested in it. When the car has engine trouble, he is able systematically to locate the problem. What cognitive stage of Piaget's theory does this situation best illustrate? A) Concrete operations B) Formal operations C) Preoperational thought D) Sensorimotor
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Answer: B Explanation: B) David appears to be in the formal operations stage. He is able to use logical thinking to locate the engine trouble systematically. He is evidently using formal thought to solve unique problems. Page Ref: 50 Skill: Understanding
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32) What is the hallmark of Piaget's stage of formal operations? A) Semiotic function B) Hypothetical-deductive reasoning C) Organized thinking of dependent elements D) Reversible thinking
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Answer: B Explanation: B) The hallmark of Piaget's stage of formal operations is hypothetical-deductive reasoning. This ability involves both deductive and inductive reasoning to solve real as well as hypothetical problems. Page Ref: 50 Skill: Knowledge
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33) Janie was having some difficulty deciding how to organize her defense for the debate competition. She prepared several hypothetical arguments that her opponents might raise, and how she might reply. What cognitive stage of Piaget's theory does this account best illustrate? A) Concrete operations B) Formal operations C) Preoperational thought D) Sensorimotor
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Answer: B Explanation: B) Janie's problem with organizing her defense for the debate reflects the characteristics of formal operations, including hypothetical-deductive reasoning, problem solving, and scientific thought. Page Ref: 50-51 Skill: Understanding
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34) Perry is able to solve hypothetical problems by mentally working through a set of possibilities. What characteristic of cognitive development does Perry illustrate? A) Compensatory reasoning B) Inductive thinking C) Organized thinking D) Reversible reasoning
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Answer: C Explanation: C) Perry is probably in the formal operations stage because he is able to solve hypothetical problems by working through a set of possible actions. Such skills would be difficult for a concrete-minded child. Page Ref: 50 Skill: Understanding
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35) When Mary returned from the high-school prom, she complained, "Everyone hated my dress!" What specific concept does this account best illustrate? A) Adolescent egocentrism B) Interpsychological action C) Reversible thinking D) Semiotic function
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Answer: A Explanation: A) Mary is probably in the formal operations stage. She is demonstrating adolescent egocentrism by believing that everyone is focusing on her appearance. Page Ref: 50 Skill: Understanding
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36) Which one of the following statements best reflects Piaget's position on the question of speeding up cognitive development? A) Acceleration is both inefficient and useless. B) Acceleration is effective for only the brightest students. C) Keeping cognitive development "on track" is a teacher's role. D) Speeding up cognitive development is a teacher's role.
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Answer: A Explanation: A) Because biological maturation is genetically programmed, parents and teachers have little impact on this facet of cognitive development. Consequently, Piaget would contend that forced acceleration is both inefficient and useless. Page Ref: 54 Skill: Understanding
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37) Current views about Piaget's theory generally support the idea that A) Piaget's tasks appear to have been invalid for judging cognitive ability. B) Piaget's tasks appear to have generally been too easy for subjects. C) Piaget tended to overestimate children's abilities and underestimate their social differences. D) Piaget tended to underestimate children's abilities and overlook the social and cultural issues.
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Answer: D Explanation: D) It appears that Piaget underestimated children's abilities by using tasks that were too difficult and directions that were too confusing. He also overlooked social and cultural issues. Recent studies have shown that children can reason at higher levels than Piaget had thought. Page Ref: 54 Skill: Knowledge
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38) According to Robbie Case, cognitive development in one domain of thought A) cannot be explained by assimilation and accommodation. B) differs from one domain to another. C) is similar from one domain to another. D) transfers from one domain to another.
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Answer: B Explanation: B) Cognitive development in one domain of thought does not seem to transfer to other domains of thought, according to Case. In other words, development in one domain differs from development in other domains. Development of mathematical thinking, for example, does not progress at the same pace as development of verbal thought. Page Ref: 52 Skill: Knowledge
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39) An increasingly influential view of cognitive development proposed by Vygotsky is based on A) concrete experiences. B) creation of complex schemas of thought. C) culture and socioculture theory. D) mastery of scientific thinking.
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Answer: C Explanation: C) Culture and sociocultural theory are becoming an increasingly more influential view of cognitive development than is Piaget's stage theory. Page Ref: 55 Skill: Knowledge
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40) According to Vygotsky, a child's cultural development is A) co-constructed learning and shared experiences. B) created by emphasis on private speech. C) internalized by self-thinking. D) intrapsychologically determined.
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Answer: A Explanation: A) A child's cultural development is the result of co-constructed learning (i.e., learning with others) and shared experiences. Page Ref: 56 Skill: Knowledge
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41) Vygotsky's view of cognitive development differs from Piaget's in the importance and emphasis placed on a person's A) experience. B) genetic factors. C) interpersonal interactions. D) private speech.
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Answer: C Explanation: C) Vygotsky places more emphasis on interpersonal interactions than Piaget. Vygotsky viewed language as playing important roles in cognitive development, both in the form of private speech (self-communication) and in the verbal transmission of guidance from other, more capable individuals. Page Ref: 56 Skill: Knowledge
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42) The role of cultural tools in cognitive development involves, according to Vygotsky, A) both real and symbolic tools. B) essentially real tools. C) predominantly symbolic tools. D) primarily psychological tools.
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Answer: A Explanation: A) According to Vygotsky, the role of cultural tools in cognitive development involves both real and symbolic tools. Page Ref: 57 Skill: Knowledge
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43) The role of "private speech" in Vygotsky's view is to A) call attention to oneself during play. B) guide one's activities in solving a problem. C) encourage children to learn new words. D) stimulate the development of language from simple words to full sentences.
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Answer: B Explanation: B) According to Vygotsky, private speech serves the beneficial function of guiding activities in solving a problem. Use of private speech is most common in the five- to seven-year range. Page Ref: 58 Skill: Knowledge
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44) Piaget called children's self-directed talk ________ while Vygotsky called the same behavior ________. A) egocentric speech; private speech B) private speech; egocentric speech C) private speech; social speech D) social speech; private speech
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Answer: A Explanation: A) Children's self-directed talk is Piaget's egocentric speech and Vygotsky's private speech. Page Ref: 58 Skill: Knowledge
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45) According to Vygotsky, scaffolding represents A) a barrier or a block to solving a problem. B) a plateau that children reach before progressing to a new stage. C) artificial support, such as notes, on which children can rely while learning. D) external support for helping children solve problems on their own.
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Answer: D Explanation: D) The zone of proximal development is the point at which a child cannot solve a problem alone but can do so with support or scaffolding. Teachers can help children move to higher reasoning levels by providing appropriate guidance during problem solving. Page Ref: 59 Skill: Knowledge
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46) The zone of proximal development is the area where students may solve a problem A) by themselves. B) with no disequilibrium. C) with support. D) without frustration.
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Answer: C Explanation: C) The zone of proximal development is the area between the learner's current development level and the level the learner could achieve with some support from a more capable peer or through adult guidance.
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47) Application of Vygotsky's zone of proximal development concept would include A) making new tasks slightly beyond the student's current level of ability. B) not introducing new tasks until prerequisite tasks are satisfactorily mastered. C) requiring the student to work completely independently, regardless of success or failure. D) using highly structured materials to introduce new content rather than semi-structured tasks.
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Answer: A Explanation: A) One implication of Vygotsky's zone of proximal development is to make new tasks slightly beyond the child's current level of ability. With support or "scaffolding" from others, where needed, this orientation will help the child progress to new levels of thinking. Page Ref: 59 Skill: Understanding
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48) The research of Luis Moll in Arizona has focused on the cultural "funds of knowledge," which include A) learning environments that require students to work on their own. B) the knowledge the families and communities have that can become the basis for teaching. C) learning activities funded under the law No Child Left Behind. D) learning activities that require the use of a computer.
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Answer: B Explanation: B) Moll's work involves families and communities by including their knowledge about agriculture, economics, manufacturing, medicine, cooking, and more in the teaching process. This model may also involve community experts to evaluate students' assignments. Page Ref: 63 Skill: Knowledge
