Question 1

1. According to Piaget\'s theory of cognitive development, 7- to 11-year-old children are in the _____ stage of development.  A. sensorimotor B. formal operational C. preoperational D. concrete operational

Accepted Answer

D. concrete operational

Question 2

2. Mia can complete all levels of conservation tasks and reverse processes mentally but she cannot use hypo deductive or inductive reasoning. According to Piaget, Mia is most likely at what stage of cognitive development?  A. sensorimotor B. formal operations C. preoperational D. concrete operations

Accepted Answer

D. concrete operations

Question 3

3. For years, Tommy and his younger brother Billy argued every night at dinner over who was to get the bigger glass, even though both glasses held the same amount of liquid. One glass was tall and thin, and the other was short and wide, and each boy always wanted to have the \"bigger\" glass for himself. One evening, to the delight of his parents, Tommy said to his mother, \"Let Billy have the taller glass. I know they both hold the same amount.\" According to Piaget, this event is indicative of which stage of cognitive development?  A. sensorimotor B. solid operations C. preoperational D. concrete operations

Accepted Answer

D. concrete operations

Question 4

4. Lindsey is 8-years-old and is in the concrete operations stage of development. Compared to her 5-year-old brother, Lindsey can better understand  A. spatial relations. B. numbers and mathematics. C. conservation. D. all of the above.

Accepted Answer

D. all of the above.

Question 5

5. Mohammad has arranged a selection of blue paints from darkest to lightest. Piaget would say that Mohammad is demonstrating:  A. centration. B. seriation. C. transitive inference. D. conservation.

Accepted Answer

B. seriation.

Question 6

6. The ability to arrange items according to one or more relevant dimensions is called  A. seriation. B. centration. C. decentration. D. horizontal dÃ©calage.

Accepted Answer

A. seriation.

Question 7

7. The ability to understand the relationship between two objects by knowing the relationship between each of them to a third is called  A. centration. B. transitive inference. C. seriation. D. conservation.

Accepted Answer

B. transitive inference.

Question 8

8. Patty knows that Tysen, her friend from school, is taller than she is. She also knows that she is taller than her new friend Joseph, whom she met at summer camp. Without seeing the two of them together, Patty realizes that Tysen is taller than Joseph. Piaget would say that this demonstrates:  A. centration. B. conservation. C. seriation. D. transitive inference.

Accepted Answer

D. transitive inference.

Question 9

9. _____ is an understanding of the relationship between a whole and its parts.  A. Class inclusion B. Transitive inference C. Seriation D. Conservation

Accepted Answer

A. Class inclusion

Question 10

10. Catrina can arrange a group of sticks in order from the shortest to the longest and can insert an intermediate size stick into the proper place. This activity demonstrates Catrina\'s achievement in  A. conservation. B. seriation and transitive inference. C. inductive and deductive reasoning. D. number and mathematics.

Accepted Answer

B. seriation and transitive inference.

Question 11

11. Starting with observations about particular members of a class and then drawing general conclusions is called  A. inductive reasoning. B. deductive reasoning. C. class inclusion. D. transitive inference.

Accepted Answer

A. inductive reasoning.

Question 12

12. Moira\'s mother told her that all the girls in the third-grade were very nice. So, when Moira sat down to eat with her classmate Henna, she believed that she would be nice. Moving from a general premise about a class to a conclusion about a particular member of the class is called  A. transitive inference. B. class inclusion. C. deductive reasoning. D. inductive reasoning.

Accepted Answer

C. deductive reasoning.

Question 13

13. Roberto says, \"All dogs bark. Spot is a dog. Therefore, Spot barks.\" This is an example of  A. conservation. B. transitive inference. C. inductive reasoning. D. deductive reasoning.

Accepted Answer

D. deductive reasoning.

Question 14

14. By age _______ years, children can typically determine whether a ball and a sausage are the same weight. This an example of a conservation of substance problem.  A. 5 or 6 B. 7 or 8 C. 9 or 10 D. 11 or 12

Accepted Answer

B. 7 or 8

Question 15

15. _____ explains why children can master different types of conservation problems at different ages.  A. Inductive reasoning B. Deductive reasoning C. Transitive inference D. Horizontal dÃ©calage

Accepted Answer

D. Horizontal dÃ©calage

Question 16

16. Carmella knows that a given amount of spaghetti remains the same whether the spaghetti is in long strands or broken into short pieces. She has acquired an understanding of  A. conservation. B. centration. C. compensation. D. horizontal dÃ©calage.

Accepted Answer

A. conservation.

Question 17

17. Molly, age 8, is shown a measuring cup full of cornmeal, which is then poured out onto a countertop and spread around. She is asked whether the spread-out cornmeal is the same as, or different from, the cornmeal when it was in the cup. Molly says, \"It\'s just the same, because it\'s the same cornmeal.\" In Piaget\'s terminology, Molly understands the principle of  A. identity. B. reversibility. C. horizontal dÃ©calage. D. categorization.

Accepted Answer

A. identity.

Question 18

18. Eight-year-old Lucas is shown a ball of brown clay, which is then rolled out into a large, flat disk. He is asked whether the disk contains the same amount of clay. \"It\'s the same amount,\" Lucas says, \"because I could just make it into a ball again.\" In Piaget\'s terminology, Lucas understands the principle of  A. reversibility. B. identity. C. categorization. D. horizontal dÃ©calage.

Accepted Answer

A. reversibility.

Question 19

19. _____ is the ability to consider more than one relevant aspect of a situation at the same time.  A. Reversibility B. Horizontal dÃ©calage C. Elaboration D. Decentration

Accepted Answer

D. Decentration

Question 20

20. Jorge, age 7, can conserve substance but not weight or volume. According to Piaget, Jorge\'s conservation abilities demonstrate  A. decentration. B. horizontal dÃ©calage. C. delayed development. D. that he is still in the preoperational stage.

Accepted Answer

B. horizontal dÃ©calage.

Question 21

21. Research indicates that few children before the age of _______ years can solve simple story problems involving addition in which the starting amount is unknown.  A. 4 to 5 B. 6 to 7 C. 8 to 9 D. 10 to 11

Accepted Answer

C. 8 to 9

Question 22

22. Kevin, a middle school student, should be able to  A. count in his head. B. add by counting up from the smaller number. C. do simple story problems. D. perform all of the above.

Accepted Answer

D. perform all of the above.

Question 23

23. When teachers develop classroom lessons that deal with the development of conservation, they must be aware that Piaget stressed the role of  A. culture. B. experience. C. intelligence. D. maturation or age.

Accepted Answer

D. maturation or age.

Question 24

24. The development of children\'s moral values  A. is unrelated to cognitive growth. B. occurs in stages. C. seems to be primarily dependent on temperament. D. is best described in terms of horizontal dÃ©calage.

Accepted Answer

B. occurs in stages.

Question 25

25. Piaget divided the development of children\'s moral reasoning into  A. two major stages roughly corresponding to preoperational and concrete operational thinking. B. four major stages culminating in a morality of constraint. C. three major stages culminating with the concept of equity. D. none of these.

Accepted Answer

C. three major stages culminating with the concept of equity.

Question 26

26. Martin is angry because his sister broke his toy. He does not accept that it could have been an accident, and he wants his sister punished. He appears to be in Piaget\'s _____ stage of moral development.  A. first B. second C. third D. fourth

Accepted Answer

A. first

Question 27

27. In Piaget\'s first stage of moral development, a child  A. respects opinions of peers. B. understands that rules can be changed. C. judges acts on the basis of intention. D. sees an act as either totally right or totally wrong.

Accepted Answer

D. sees an act as either totally right or totally wrong.

Question 28

28. Gordon, while trying to sneak a cookie before supper, knocked over a glass and broke it. Ramon, while helping set the table for supper, tripped and broke three glasses. Asked which child was naughtier, a child in Piaget\'s first stage of moral reasoning would probably reply that  A. Gordon was naughtier. B. Ramon was naughtier. C. both were equally naughty, because both had destroyed property. D. neither was naughty, because neither had intended to break anything.

Accepted Answer

B. Ramon was naughtier.

Question 29

29. According to Piaget\'s theory, which of the following statements about moral development is FALSE?  A. The development of moral values is a process that coincides with cognitive development. B. Moral development is related to outgrowing the egocentric thinking of childhood and being able to consider different viewpoints. C. Children move from flexible to rigid thinking in their moral development. D. People go through distinct stages of moral development.

Accepted Answer

C. Children move from flexible to rigid thinking in their moral development.

Question 30

30. In evaluating misbehavior, children in Piaget\'s first stage of moral reasoning are likely to  A. see the intention behind an action rather than the physical consequences of an offense. B. see the physical consequences of an offense rather than the intention behind the act. C. favor mild punishment that helps the culprit understand why an act is wrong. D. see that more than one point of view may exist.

Accepted Answer

B. see the physical consequences of an offense rather than the intention behind the act.

Question 31

31. Which of Piaget\'s three stages of moral development corresponds to the concrete operational stage of cognitive development?  A. Stage 1 B. Stage 2 C. Stage 3 D. There is no relationship between the two.

Accepted Answer

B. Stage 2

Question 32

32. Which of the following statements regarding selective attention in middle childhood is FALSE?  A. School-age children can concentrate longer than younger children can B. School-age children cannot focus on and screen out irrelevant information better than younger children can C. Attentional development is primarily enabled by learning D. Attentional development is primarily enabled by neurological maturation

Accepted Answer

C. Attentional development is primarily enabled by learning

Question 33

33. _____ refers to knowledge about the processes of memory.  A. Working memory B. Sensory memory C. Mnemonics D. Metamemory

Accepted Answer

D. Metamemory

Question 34

34. All but which of the following are metamemory characteristics of kindergartners and first-graders?  A. Knowing that people remember better if they study longer B. Knowing that people forget things with time C. Knowing that some things are easier to remember than others D. Knowing that relearning something is easier than learning it the first time

Accepted Answer

C. Knowing that some things are easier to remember than others

Question 35

35. Once Rita reached middle childhood, spelling tests became easier. She seemed to understand more about how her memory worked. In middle childhood, metamemory  A. decreases. B. increases. C. is used only by the brightest children. D. has not yet begun to develop.

Accepted Answer

B. increases.

Question 36

36. Jimmy is trying to learn his phone number and address. He tells his mother, \"Maybe if I say it to myself a hundred times, I will be able to remember it.\" Jimmy is demonstrating that he is beginning to appreciate  A. protomemory. B. metamemory. C. sensory memory. D. elaboration.

Accepted Answer

B. metamemory.

Question 37

37. Mrs. Butler should use all but which of the following mnemonic strategies during spelling lessons with her fourth graders?  A. Metamemory B. Rehearsal C. Organization D. Elaboration

Accepted Answer

A. Metamemory

Question 38

38. Kendra keeps saying her poem over and over again. This rehearsal is a strategy for  A. keeping something in working memory. B. transferring information to long-term memory. C. categorizing information. D. retrieving information more effectively from long-term memory.

Accepted Answer

A. keeping something in working memory.

Question 39

39. Bob is asked to remember to get a loaf of bread at the store, so he repeats over and over, \"bread, bread, bread.\" His memory strategy is an example of the technique called  A. retrieval. B. elaboration. C. encoding. D. rehearsal.

Accepted Answer

D. rehearsal.

Question 40

40. Delia is going grocery shopping for her mother but has lost her shopping list. She tries to recall the items on the list by grouping them under fruits, vegetables, canned goods, and bakery goods. Delia is using  A. external memory aids. B. rehearsal. C. elaboration. D. organization.

Accepted Answer

D. organization.

Question 41

41. Lucy is trying to remember all the things that she has to do after school. She develops a little story in her head that includes all of her after-school tasks. Which memory strategy links items together in a story or scene?  A. Organization B. Rehearsal C. Elaboration D. Retrieval

Accepted Answer

C. Elaboration

Question 42

42. Freddie is trying to learn the names of the first five presidents of the United States. To help him, his mother makes up a story using the five names and then teaches the story to Freddie. She is using the mnemonic device of  A. external memory aids. B. elaboration. C. rehearsal. D. organization.

Accepted Answer

B. elaboration.

Question 43

43. As children get older, they improve their memory by  A. developing better strategies. B. using strategies more effectively. C. tailoring their strategies to meet specific needs. D. using all of the above.

Accepted Answer

D. using all of the above.

Question 44

44. The _____ is the most widely used intelligence test for school-age children today.  A. Otis-Lennon School Ability Test B. Wechsler Intelligence Scale for Children C. Otis-Wechsler Intelligence Scale D. Stanford-Binet Intelligence Scale

Accepted Answer

B. Wechsler Intelligence Scale for Children

Question 45

45. The Wechsler Intelligence Scale for Children provides three scores. Which of the following is NOT one of these scores?  A. Memory capacity B. Verbal ability C. Performance ability D. Total intelligence score

Accepted Answer

A. Memory capacity

Question 46

46. By the time a child reaches the first grade, scores on intelligence tests are  A. good predictors of school achievement, especially for highly verbal children. B. good predictors of school achievement for most children but not for highly verbal ones. C. poor predictors of school achievement for most children, especially highly verbal children. D. poor predictors of school achievement for all children.

Accepted Answer

A. good predictors of school achievement, especially for highly verbal children.

Question 47

47. _____ tests do not measure a child\'s native ability, they _____ intelligence from what children already know.  A. Intelligence; infer B. Intelligence; assume C. Achievement; estimate D. Achievement; reassert

Accepted Answer

A. Intelligence; infer

Question 48

48. The Nelsons were against having their son, Cayden, tested at school. The teacher told them that a significant advantage of taking an intelligence test is that it  A. helps identify children who are especially bright and children who need special help. B. assesses ability directly rather than inferring it from how much a child has learned. C. evaluates not only academic ability but also many other aspects of intelligence, including social skills, musical and artistic skills, and self-knowledge. D. will be timed, permitting an assessment of the speed at which a child\'s brain functions.

Accepted Answer

A. helps identify children who are especially bright and children who need special help.

Question 49

49. One problem with administering intelligence tests to school-age children is that  A. these tests have not been standardized. B. IQ scores seem unrelated to school performance. C. these tests may be culturally biased. D. these tests only measure social skills.

Accepted Answer

C. these tests may be culturally biased.

Question 50

50. African Americans have a tendency to score lower than white Americans on IQ tests. Most modern educators maintain that these lower scores reflect  A. differences in education, cultural traditions, and other circumstances that affect self-esteem and motivation. B. genetic differences. C. educators\' reliance on culture-free tests. D. the failure of Head Start programs.

Accepted Answer

A. differences in education, cultural traditions, and other circumstances that affect self-esteem and motivation.

Question 51

51. Research indicates that _____ children, on average, score 15 points lower than white children on intelligence tests.  A. African American B. Hispanic C. Asian American D. None of these; there are no racial or ethnic differences in average IQ score.

Accepted Answer

A. African American

Question 52

52. Which of the following environmental factors may have a negative effect on intelligence test scores?  A. Improper nutrition B. Lack of intellectual stimulation C. Below-standard living conditions D. All of the above

Accepted Answer

D. All of the above

Question 53

53. According to your textbook, researchers have found that it is impossible to design a _____ intelligence test, so they have encouraged developers to produce _____ tests.  A. culture-fair; culture-free B. culture-free; culture-fair C. nonstandardized; culture-free D. standardized; culture-fair

Accepted Answer

A. culture-fair; culture-free

Question 54

54. Which of the following is NOT part of Howard Gardner\'s theory of multiple intelligences?  A. Spatial intelligence B. Linguistic intelligence C. Musical intelligence D. Intuitive intelligence

Accepted Answer

D. Intuitive intelligence

Question 55

55. Omar is a remarkable gymnast, hoping for a spot on the Olympic Team. According to Gardner, Omar would score high on _____ intelligence.  A. bodily-kinesthetic B. intrapersonal C. interpersonal D. naturalist

Accepted Answer

A. bodily-kinesthetic

Question 56

56. Victor has good spatial intelligence. This thrills his father, who has been trying to get him to consider which of the following occupational areas?  A. Hunting, fishing, farming, and cooking B. Architecture, carpentry, and city planning C. Science, business, and medicine D. Writing, editing, and translating

Accepted Answer

B. Architecture, carpentry, and city planning

Question 57

57. Mrs. Howard has set up different stations in her classroom for a mathematics lesson. Each station emphasizes a different way of learning such as music, discussion, body movements, floor layouts, and metacognitive exercises. This approach is consistent with  A. Sternberg\'s triarchic theory of intelligence. B. Gardner\'s theory of multiple intelligences. C. standardized assessment practices. D. the Wechsler\'s intelligence scale.

Accepted Answer

B. Gardner\'s theory of multiple intelligences.

Question 58

58. Which of the following is NOT one of the basic elements of Sternberg\'s triarchic theory of intelligence?  A. Componential intelligence B. Experiential intelligence C. Contextual intelligence D. Naturalist intelligence

Accepted Answer

D. Naturalist intelligence

Question 59

59. The intelligence test that seeks to measure componential, experiential, and contextual elements of intelligence through multiple-choice and essay questions is the  A. Gardner Multiple Intelligences Assessment. B. Wechsler Intelligence Scale for Children. C. Kaufman Assessment Battery for Children. D. Sternberg Triarchic Abilities Test.

Accepted Answer

D. Sternberg Triarchic Abilities Test.

Question 60

60. With regard to the kinds of abilities evaluated by IQ tests, Robert Sternberg and other critics of these tests maintain that IQ tests  A. place too little emphasis on verbal skills. B. neglect nonacademic aspects of intelligence such as social skills and self-knowledge. C. overemphasize the creative side of intelligence, such as musical or artistic talent. D. place too much emphasis on practical shrewdness (\"street smarts\").

Accepted Answer

B. neglect nonacademic aspects of intelligence such as social skills and self-knowledge.

Question 61

61. Mr. Roberts has decided to use a philosophical model when designing his social studies curriculum for the next semester. Each major topic area will be covered by having students utilize analysis, application, and insight. Which of the following theorists would most likely support Mr. Robert\'s approach?  A. Howard Gardner B. Robert Sternberg C. B. F. Skinner D. Alfred Binet

Accepted Answer

B. Robert Sternberg

Question 62

62. Which word best describes Sternberg\'s experiential element of intelligence?  A. Analytical B. Creative C. Practical D. Spatial

Accepted Answer

B. Creative

Question 63

63. The major area of linguistic growth in middle childhood is in  A. vocabulary. B. grammar. C. syntax. D. pragmatics.

Accepted Answer

D. pragmatics.

Question 64

64. _____ is the proficiency of reading and writing in two different languages.  A. Bilingualism B. Biliteracy C. English-immersion D. Dyslexia

Accepted Answer

A. Bilingualism

(DEP4164) Chapter 13 – Flashcards

Unlock all answers in this set

Haven't found what you were looking for?

Search for samples, answers to your questions and flashcards