Lifespan Development Lives in Context 1st Edition Kuther Test Bank Download

Kuther, Lifespan Development Instructor Resource
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Cognitive Development in Infancy and Toddlerhood
Multiple Choice
1. How does disequilibrium lead to cognitive growth?
a. Disequilibrium has nothing to do with cognitive growth; instead, it is involved in synaptic
pruning.
b. Disequilibrium causes individuals to experience an increase in REM sleep, thereby increasing
their cognitive abilities.
c. Disequilibrium causes an eruption in synaptic growth in the brain, thereby enhancing cognitive
growth.
d. Individuals experience a mismatch between existing schemas and reality, which is confusing,
so they are motivated to modify their cognitive schemas to match reality.
Ans: d
Learning Objective: 5.1
Cognitive Domain: Analysis
Answer Location: Schemas, Assimilation, and Accommodation
Question Type: MC
2. Which of the following is not an example of an individual’s earliest schemas?

a. Baby Katy plays peekaboo with her mother.
b. Baby Katy sucks on her bottle and drinks when it is put in her mouth.
c. Baby Katy moves her arms and legs as if swimming when put in water.
d. Baby Katy sneezes when she gets dust in her nose.
Ans: a
Cognitive Domain: Application
Question Type: MC
3. A concept, idea, and way of interacting on the world is called a(an):

a. equilibrium.
b. accommodation.
c. assimilation.
d. schema.
Ans: d
Cognitive Domain: Knowledge
Question Type: MC
4. Abigail has a puppy. She loves to hold the puppy in her lap and pet it. She visits her grandma’s
house. Her grandma has bird. The bird does not like to be held or it will bite. Abigail at first tries to
grab the bird to hold it and it nips her finger. She learns that she must just pet the bird when it is
in the cage. What cognitive process did Abigail need to use?
a. Accommodation
b. Assimilation
c. Disequilibrium
d. Modification
Ans: a
Question Type: MC
5. What propels a child to move through the four stages of cognitive development proposed by
Piaget?
a. The drive for cognitive disequilibrium.
b. The experience of cognitive assimilation.
c. The drive for cognitive equilibrium.
d. The experience of cognitive accommodation.
Ans: c
Cognitive Domain: Comprehension
Question Type: MC
6. Which of the following would be considered the earliest schema a newborn has?
a. His or her mother’s voice.
b. Inborn motor responses.
c. The ability to see.
d. The memory of the birth process.
Ans: b
Question Type: MC
7. What do infants’ motor schemas transform into as they develop cognitively?

a. Cognitive schemas or thoughts
b. Motor skills
c. Memories
d. Assimilations
Ans: a

Question Type: MC
8. Which of the following illustrates secondary circular reactions?

a. Alexis wants her sippy cup that is on top of the table but she can’t reach it, so she pulls a stool
over to the table and steps up on it to get her cup.
b. Jason sucks his thumb.
c. Brianna drops a ball and watches it bounce down the stairs.
d. Michael kicks his legs while lying in his crib to make a mobile move.
Ans: d
Answer Location: Stage 3: Secondary Circular Reactions (4–8 Months)
Question Type: MC
9. Based on what we know about Piaget’s sensorimotor substages, in which substage would an
infant be capable of deferred imitation?
a. Substage 3: Secondary Circular Reactions
b. Substage 2: Primary Circular Reactions
c. Substage 5: Tertiary Circular Reactions
d. Substage 6: Mental Representations
Ans: d
Answer Location: Substage 6: Mental Representations (18–24 Months)
Question Type: MC
10. How did Piaget believe infants think about an object?

a. Piaget believed that infants must experience an object through both the visual and tactile
senses.
b. Piaget believed that infants think about objects through mental representation.
c. Piaget believed that infants have a set of innate knowledge to begin their cognitive
development.
d. Piaget believed that infants simply need to hear information to learn.
Ans: a
Answer Location: Substages of Sensorimotor Reasoning
Question Type: MC
11. In the first month of life, infants use reflexes to learn about their world through the process of:
a. mental representation.
b. equilibrium.
c. assimilation.
d. accommodation.
Ans: c
Answer Location: Substage 1: Reflexes (Birth–1 Month)
Question Type: MC
12. Bailey is an infant boy who is sitting in his car seat. He is waving his hands around and his
thumb accidentally touches his cheek. He turns his head toward his thumb and he puts his thumb
into his mouth. He begins to suck on it and finds that he likes it. He quickly learns to put his thumb
into his mouth and suck on it whenever he wants to. What sensorimotor substage does this
illustrate?
Ans: b
Answer Location: Substage 2: Primary Circular Reactions (1–4 Months)
Question Type: MC
13. Which sensorimotor substage involves patterns of repetition with objects and is more oriented
to the infant’s environment?
Ans: a
Answer Location: Substage 3: Secondary Circular Reactions (4–8 Months)
Question Type: MC
14. In which sensorimotor substage are infants capable of deferred imitation?

Ans: d
Answer Location: Substage 6: Mental Representation (18–24 Months)
Question Type: MC
15. What other area of development is influenced by an infant’s ability to understand object
permanence?
a. The ability to control emotional outbursts.
b. The ability to advance fine motor skills.
c. The ability to learn language.
d. The ability to advance gross motor skills.
Ans: c
Answer Location: Substage 4: Coordination of Secondary Schemas (8–12 Months)
Question Type: MC
16. The understanding that objects continue to exist outside of sensory awareness is called:
a. habituation.
b. mental representation.
c. tertiary circular reaction.
d. object permanence.
Ans: d

Question Type: MC
17. According to Piaget, at what age does an infant develop object permanence?
a. 3 to 6 months.
b. 8 to 12 months.
c. 15 to 18 months.
d. 4 to 8 months.
Ans: b
Question Type: MC
18. What concept corresponds with goal-directed behavior?

a. Object permanence
b. Dishabituation
c. Accommodation
d. Primary circular reaction
Ans: a
Question Type: MC
19. Rebecca was very distracted by her toy bunny when her mother was trying to get her dressed
in the morning, so her mother took the bunny and put it behind the couch pillow. Rebecca crawled
over to the couch and moved the pillow to get the bunny. According to Piaget, what cognitive
advance has Rebecca developed?
a. Object permanence
b. Dishabituation
c. Accommodation
d. Primary circular reaction
Ans: a
Question Type: MC
20. Trevor is an infant who is happily playing with a toy train. His father picks him up for his nap.
Trevor fusses because he wants his train. His father takes the train and puts it under the blanket
on the floor. Trevor doesn’t look for the train and lets his father take him to his room to nap.
According to Piaget, what cognitive concept is Trevor not yet capable of?
a. Habituation
b. Dishabituation
c. Object permanence
d. Accommodation
Ans: c
Question Type: MC
21. Recent research on the A-not-B error suggests that the reason 10-month-olds fail to recover
the hidden toy is not because they lack object permanence but instead:
a.They have immature visual systems.

b. They have an immature motor system.
c. They lack logical thinking.
d. They lack symbolic thinking.
Ans: b
Question Type: MC
22. What research technique is used by most core knowledge researchers?

a. Visual preferences
b. Conservation tasks
c. Bayley Scales of Infant Development
d. Naturalistic observation
Ans: a
Answer Location: Core Knowledge Perspective as an Alternative Theory
Question Type: MC
23. What other theoretical viewpoint is consistent with beliefs of core knowledge theorists?
a. Behaviorism
b. Social ecological theory
c. Psychoanalytic theory
d. Evolutionary theory
Ans: d
Question Type: MC
24. Mary is a newborn that has been observed looking longer at a ball that bumps into another
ball which then rolls onto the floor than she does at a ball bumping into another ball that doesn’t
move. Which type of theorist would be very interested in this observation?
a. A behaviorist
b. A core knowledge theorist
c. An ecologist
d. A psychoanalyst
Ans: b
Question Type: MC
25. Abigail is an infant that crawls over to a box of toys that has 10 items and ignores the box of
toys that only has five items. What would a core knowledge theorist conclude?
a. Abigail has early knowledge of numbers.
b. Abigail is experiencing violation-of-expectation.
c. Abigail is capable of tertiary circular reactions.
d. Abigail is capable of mental representation.
Ans: a

Question Type: MC
26. Which of the following statements is consistent with the core knowledge perspective?
a. Infants learn best through experience with more skilled individuals.
b. Infant learning begins with reflexive behaviors.
c. Infants are born with several innate knowledge systems that enable early rapid learning.
d. At birth, infants are capable of mental representation.
Ans: c
Answer Location: Core Knowledge as an Alternative Theory
Question Type: MC
27. Which of the following statements is not consistent with the information processing system
view?
a. Information is manipulated or processed in long-term memory.
b. The structure of the information processing system is the same throughout the lifespan.
c. With development, we get better at moving information through our cognitive system in ways
that allow us to adapt to our world.
d. As we age, we can process more information, retain more information, and do so more quickly
and efficiently.
Ans: a
Answer Location: Organization of the Information Processing System
Question Type: MC
28. In the information processing system, the first step in getting information into the mind is:
a. working memory.
b. sensory memory.
c. long-term memory.
d. short-term memory.
Ans: b
Question Type: MC
29. What part of the information processing system is considered to be a control processor that
directs the flow of information and regulates cognitive activities such as attention, action, and
problem solving?
a. Sensory memory
b. Sensory regulator
c. The central executive
d. Core processor
Ans: c
Question Type: MC
30. Which part of the information processing system is an unlimited store that holds information
indefinitely?
a. Sensory memory
b. Working memory
c. Long-term memory
d. Short-term memory
Ans: c
Question Type: MC
31. Working memory is responsible for all of the following actions except:
a. storing information.
b. manipulating information.
c. encoding information.
d. retrieving information.
Ans: a
Question Type: MC
32. Maddie watches her mother hide her favorite toy behind the couch. After she gets down from
her high chair after lunch, she crawls over to the couch and gets her toy. What part of memory is
Maddie using?
a. Sensory memory
b. Working memory
c. Long-term memory
d. Central memory
Ans: b
Question Type: MC
33. Carter is an infant who enjoys playing patty-cake with his mother. Carter doesn’t do the hand
motions to patty-cake all the time, but when his mother sits down in front of him and puts her
hands together, he starts doing the hand motions. Where is Carter’s knowledge of the hand
motions to patty-cake stored?
a. They are stored in sensory memory.
b. They are stored in working memory.
c. They are stored in central memory.
d. They are stored in long-term memory.
Ans: d
Question Type: MC
34. What is the name of the experimental task in which an infant interacts with an adult who first
engages in normal social interaction and then suddenly becomes unresponsive?
a. The still-face interaction paradigm
b. Violation-of-expectation task
c. Visual cliff
d. A-not-B error
Ans: a

Answer Location: Memory
Question Type: MC
35. Which statement is true regarding attention and memory in infancy?

a. Infants show more attentiveness to static than dynamic stimuli because they have difficulty
focusing on dynamic stimuli.
b. Infants show more attentiveness to dynamic than static stimuli.
c. Infant attentiveness is not directly associated with cognition.
d. Infants are born with memory skills equal to adults.
Ans: b
Answer Location: Attention
Question Type: MC
36. How do researchers typically study infant attention?

a. They use assimilation and accommodation procedures.
b. They use preferential looking procedures and habituation procedures.
c. They use social referencing procedures.
d. They use direct and indirect response procedures.
Ans: b
Question Type: MC
37. What cognitive skill results in an infant’s ability to attend to and learn from television and
video?
a. The information processing skill of attention.
b. The ability to dishabituate from stimuli.
c. The acquisition of object permanence.
d. The understanding of violation-of-expectation.
Ans: a
Question Type: MC
38. What type of studies would a researcher employ to gather information about infant memory?
a. Preferential looking studies
b. Accommodation studies
c. Habituation studies
d. Reflex studies
Ans: c
Question Type: MC
39. Which of the following is not a factor that improves an infant’s ability to recall events?
a. Active engagement
b. Events that take place in familiar surroundings
c. Events that involve other infants or peers
d. Events that are emotionally salient
Ans: c
Question Type: MC
40. What is critical for selecting information to process in working memory?

a. The ability to emotionally connect to the information.
b. The ability to focus and switch attention.
c. Repeating information.
d. Good eye-hand coordination.
Ans: b
Question Type: MC
41. John is a child who visited his grandma’s house when he was a toddler. He went on a typical
summer weekend with his parents. Casey is a child who visited her grandma’s house when she
was a toddler. She got to pick out a puppy from a litter her grandma’s dog had. Which of the
children will remember the visit to grandma’s house?
a. John, because the visit was to his grandma’s house and he was with his parents.
b. Casey, because she was familiar and comfortable at her grandma’s house and she was very
excited to be getting a puppy so there was emotional engagement in the visit.
c. John, because the visit was to a familiar place.
d. John and Casey will be equally likely to remember the visit.
Ans: b
Question Type: MC
42. What technique used to study infant categorization involves a researcher recording an infant’s
patterns of touching when shown objects?
a. Dishabituation
b. Sequential touching
c. Intermodal perception
d. Preferential looking
Ans: b
Answer Location: Categorization
Question Type: MC
43. Grouping different stimuli from a common class is called:

a. categorization.
b. organization.
c. serialization.
d. identification.
Ans: a
Question Type: MC
44. Dr. Cary is interested in studying an infant’s ability to categorize. What technique should she
choose in order to gather the information she needs?
a. Dr. Cary should use social referencing to gather information on categorization.
b. Dr. Cary should interview the infants’ parents on their ability to categorize.
c. Dr. Cary should give infants an infant IQ test.
d. Dr. Cary should conduct a study using habituation in infants.
Ans: d
Question Type: MC
45. Jennifer is an infant who has begun to put all the spoons in a pile and all the forks in a pile
when her mother is doing dishes. She also will put the toy cars together and the stuffed animals
together in boxes in her playroom. Based on what we know about categorization in infants, how
old is Jennifer?
a. Jennifer is most likely 7 to 12 months old.
b. Jennifer is most likely just turning 15 months old.
c. Jennifer is most likely 3 to 6 months old.
d. Jennifer is 2 years old.
Ans: a
Question Type: MC
46. How is categorization related to information processing?

a. Children are attuned to sensing differences in objects (sensory memory).
b. Recognizing categories makes more room in working memory.
c. Recognizing categories is not related to information processing in any specific way.
d. Recognizing categories is a way of organizing information that allows for more efficient storage
and retrieval of information in memory.
Ans: d
Question Type: MC
47. Why is the information processing approach to measuring infant intelligence predictive of later
intellectual ability?
a. Because the information processing approach is an excellent measure of neurological health.
b. Because attention, memory, speed of thinking, and cognitive adaptability are competencies
that permit individuals to make sense of and adapt to their world.
c. Because perception and motor skills, responsiveness, and language skills are competencies
that form the foundation for later intelligence.
d. Because the information processing approach incorporates both cognitive and socioemotional
measures of infant ability.
Ans: b
Answer Location: Information Processing Approach to Intelligence
Question Type: MC
48. How do pediatricians accurately determine infants’ development relative to other infants their
age?
a. Through standardized tests.

b. Through parental report.
c. By observing the infants.
d. Through reports from child care providers, parents, and observations.
Ans: a
Answer Location: Testing Approach to Intelligence
Question Type: MC
49. The most often used standardized measure of infant intelligence is:
a. The Wechsler Intelligence Scale for Children-Revised.
b. The Wechsler Preschool and Primary Scales of Development.
c. The Bayley Scales of Infant Development III (BSID-III).
d. The Stanford-Binet.
Ans: c
Question Type: MC
50. Joanne is an infant who is taking the Bayley Scales of Infant Development. She is asked to
drink from a cup, is observed sitting in an upright position, and asked to climb stairs. Which of the
scales is she being assessed on?
a. The motor scale.
b. The cognitive scale.
c. The social-emotional scale.
d. The language scale.
Ans: a
Question Type: MC
51. Kenzie’s mother is being asked to report on Kenzie’s ability to communicate, regulate her
emotions, and display certain behaviors. Why is she being asked to report on these things?
a. Because Kenzie is being assessed on a test of information processing.
b. Because Kenzie is being assessed on the Bayley Scales of Infant Development III and her
mother is filling out the adaptive behavior scale.
c. Because Kenzie is being assessed on the Bayley Scales of Infant Development III language
scale.
d. Because Kenzie is being assessed on the Wechsler Intelligence Scale for Children to see if
she is ready for preschool.
Ans: b
Question Type: MC
52. How do infants who are considered to be quick learners perform on habituation tasks?
a. Infants who learn quickly look away from an unchanging stimulus more quickly.
b. Infants who learn quickly stare at an unchanging stimulus longer.
c. Infants who learn quickly look away from a stimulus that changes frequently more quickly.
d. Infants who learn quickly prefer stimuli they have seen more often over new stimuli.
Ans: a

Question Type: MC
53. Which of the following statements is true regarding children’s ability to learn words?
a. A toddler may increase his or her vocabulary from 50 words to over 400 words within a couple
of weeks.
b. Children tend to start out using overextension and then progress to using underextension more
often.
c. Word acquisition tends to happen in sudden spurts for most children.
d. Children’s vocabulary spurt occurs around the age of 4 when they are typically in a formal
education setting.
Ans: a
Answer Location: Learning Words
Question Type: MC
54. Jonah is a 6-month-old baby who says ma-ma-ma-ma all the time. What can we conclude
about Jonah’s language ability?
a. Jonah is an early developing infant and is saying ma-ma-ma-ma in reference to his mother.
b. Jonah is babbling and the sounds he makes are consistent with his native language only.
c. Jonah is babbling and making sounds like any other infant in the world without actually
referring to his mother.
d. Jonah is demonstrating a holophrase for the word mama.
Ans: c
Answer Location: Prelinguistic Communication
Question Type: MC
55. Grace drops her cup of milk on the floor and looks at her mother while saying, “MILK!” What is
Grace expressing in terms of her language ability?
a. Grace is labeling her milk.
b. Grace is fast mapping the word for milk.
c. Grace is babbling, but it just sounds like the word milk.
d. Grace is using a holophrase that actually means, “Mom, I spilled my milk on the floor!”
Ans: d
Answer Location: First Words
Question Type: MC
56. The process of quickly acquiring and retaining a word after hearing it applied a few times is
called:
a. word integration.
b. fast mapping.
c. holophrasing.
d. categorization.
Ans: b
Question Type: MC
57. Which of the following words is an example of underextension?

a. Ben only calls his Daddy’s coffee mug a cup and doesn’t call any other type of drinking glass a
cup.
b. Ben calls all farm animals cows.
c. Ben calls every kind of ball a basketball.
d. Ben calls all men he sees “Daddy.”
Ans: a
Question Type: MC
58. Which of the following is an example of telegraphic speech?

a. Down!
b. Daddy home.
c. Ba-ba-ba-ba.
d. Ohhhhhhhhh.
Ans: b
Answer Location: Two-Word Utterances
Question Type: MC
59. Which of the perspectives on language acquisition discusses how culture shapes language
acquisition?
a. Interactionist perspective
b. Nativist perspective
c. Learning theory
d. Ethological theory
Ans: a
Answer Location: Interactionist Perspective on Language Acquisition
Question Type: MC
60. Which of the following is not a characteristic of infant-directed speech?

a. The use of shorter words and sentences.
b. The use of nonsense sounds mimicking the baby’s sounds.
c. Higher and more varied pitch.
d. The use of repetitions, speaking at a slower rate, and longer pauses.
Ans: b
Answer Location: Interactionist Perspective on Language Acquisition
Question Type: MC
61. What happens when there is damage to Broca’s area in the brain?
a. Damage to Broca’s area will cause a person to become deaf.
b. Damage to Broca’s area impairs the ability to speak coherently.
c. Damage to Broca’s area inhibits the ability to speak fluently.
d. Damage to Broca’s area impairs the ability to understand others’ speech.
Ans: c
Answer Location: Biological Contributions to Language Acquisition

Question Type: MC
62. Which perspective on language development accounts for children’s unique utterances and
the unusual grammatical mistakes they make in speaking?
a. The nativist perspective.
b. The learning perspective.
c. The interactionist perspective.
d. The universal perspective.
Ans: a
Answer Location: Nativist Theory and Language Acquisition
Question Type: MC
63. Danny had a head injury that resulted in his inability to speak fluently. He would mix up words
in a sentence, so instead of saying “Mommy pick me up” he would say “up pick Mommy me.”
What area of Danny’s brain was damaged?
a. The prefrontal cortex.
b. Wernicke’s area.
c. The temporal lobe.
d. Broca’s area.
Ans: d
Question Type: MC
64. Carrie’s mother gives her a big smile and says “good job” every time Carrie says “thank you.”
Which perspective on language development is this an example of?
a. The nativist perspective.
b. The learning perspective.
c. The interactionist perspective.
d. The universal perspective.
Ans: b
Answer Location: Learning Theory and Language Acquisition
Question Type: MC
65. What does Chomsky think is housed in the language acquisition device (LAD)?
a. Universal grammar
b. Canonical babbling
c. Memories of conversations
d. The motor functions necessary for speaking
Ans: a
Answer Location: Nativist Theory and Language Acquisition
Question Type: MC
True/False
1. Individuals spend the majority of time in a state of cognitive equilibrium and only experience
disequilibrium when they are learning something new.
Ans: False
Question Type: TF
2. When a child experiences cognitive equilibrium, his or her schemas match the outside world
and represent it clearly.
Ans: True
Question Type: TF
3. One of the most important advances during the coordination of secondary schemas stage is
object permanence.
Ans: True
Question Type: TF
4. “Out of sight is out of mind” is a phrase consistent with the inability to understand object
permanence.
Ans: True
Question Type: TF
5. Object permanence is a cognitive skill that does not develop until a child is able to walk
independently.
Ans: False
Question Type: TF
6. According to the core knowledge perspective, infants are thought to have early knowledge of
numbers.
Ans: True
Question Type: TF
7. Core knowledge is a concept that occurs during Piaget’s sensorimotor substage of tertiary
circular reactions.
Ans: False
Question Type: TF
8. Much core knowledge research employs looking paradigms, in which infants’ visual
preferences are measured as indicators of what they know.
Ans: True
Question Type: TF
9. Infants prefer to look at number changes over area changes, which is consistent with the core
knowledge perspective views of infant cognitive development.
Ans: True
Question Type: TF
10. The structure of the information processing system remains the same throughout the lifespan.
Ans: True
Question Type: TF
11. Newborn infants and adults have the same duration of sensory memory.
Ans: False
Question Type: TF
12. Children do not show gains in attention until they are around the age of 12 months.
Ans: False
Question Type: TF
13. Infants tend to categorize less inclusive levels (e.g., types of animals) before they categorize
at more inclusive levels (e.g., animals).
Ans: False
Question Type: TF
14. Infants naturally categorize or organize information, just as older children and adults do.
Ans: True
Question Type: TF
15. The ability of a child to categorize objects helps advance a child’s cognition, but it is not a
critical part of cognitive development.
Ans: False
Question Type: TF
16. The Bayley-III is not predictive of later intelligence because the items measured on the
Bayley-III are not measured by childhood intelligence tests.
Ans: True
Question Type: TF
17. When infants are assessed on the Bayley Scales of Infant Development III, it is common for
their performance to vary considerably from one test session to another.
Ans: True
Question Type: TF
18. Information processing capacities in infancy predict cognitive ability and intelligence through
late adolescence.
Ans: True
Question Type: TF
19. Telegraphic speech is universal among toddlers.

Ans: True
Answer Location: Two-Word Utterances
Question Type: TF
20. The vocabulary spurt in infant language development is considered to be universally

experienced by infants in all different countries.
Ans: False
Question Type: TF
Short Answer
1. What is it called when a person integrates a new experience into a preexisting schema?
Ans: Assimilation
Question Type: SA
2. The repetition of an action and its response is called a:

Ans: circular reaction.
Answer Location: Substage 2: Primary Circular Reactions (1–4 Months)
Question Type: SA
3. Object permanence is an important cognitive advance because it signifies a capacity for:

Ans: mental representation; internal thought
Question Type: SA
4. What perspective explains that infants are born with several innate knowledge systems, or core
domains of thought, that enable early rapid learning and adaptation?
Ans: The core knowledge perspective; core knowledge; core knowledge perspective
Question Type: SA
5. The ability to direct one’s awareness is called:

Ans: attention.
Question Type: SA
6. What are infants’ earliest categories based on?

Ans: The perceived similarity of objects; similarities; the similarity of objects
Question Type: SA
7. What does the information processing approach to studying intelligence in infancy examine?
Ans: Specific processing skills; processing skills
Answer Location: Individual Differences in Infant Intelligence
Question Type: SA
8. What is another name for the vocabulary spurt?

Ans: The naming explosion; naming explosion
Question Type: SA
9. What type of babbling do infants use when they babble with well-formed syllables that sound
like language?
Ans: Canonical babbling; canonical
Answer Location: Contextual Contributions to Language Acquisition

Question Type: SA
10. What is Wernicke’s area responsible for?

Ans: Language comprehension; comprehension; comprehension of language
Question Type: SA
Essay
1. What does Piaget refer to infants as during the fifth sensorimotor substage called tertiary
circular reactions, and why?
Ans: Piaget described infants as “little scientists” during this period because they move from
intentional behavior to systematic exploration. Infants now engage in active, purposeful trial-and-
error exploration to search for new discoveries. They vary their actions to see how the changes
affect the outcomes.
Answer Location: Substage 5: Tertiary Circular Reactions (12–18 Months)
Question Type: ESS
2. What is the function of the central executive part of working memory?

Ans: The central executive determines what is important to attend to, combines new information
with information already in working memory, and selects and applies strategies for manipulating
the information in order to understand it, make decisions, and solve problems.
Question Type: ESS
3. Why is categorization an important process in memory?

Ans: Categorization is an adaptive mental process that allows for organized storage of
information in memory, efficient retrieval of that information, and the capacity to respond with
familiarity to new stimuli from a common class. Infants naturally categorize or organize
information, just as older children and adults do, for without the ability to categorize, we would
have to respond anew to each novel stimulus we experience.
Question Type: ESS
4. Why do researchers believe that infants are primed to learn language from birth?
Ans: Infants naturally notice the complex patterns of sounds around them and organize sounds
into meaningful units. They recognize frequently heard words, like their name.
By 4.5 months of age, infants will turn their head to hear their own name but not to hear other
names, even when the other names have a similar sound pattern. Newborns prefer to listen to
their native language, as well as stories they have heard prenatally, suggesting that they are
sensitive to the sound of words and the pattern of speech from birth. Newborns are able to hear
all of the sounds of which the human voice is capable, but by 10 to 12 months, their ability to
perceive nonnative sounds declines significantly.

Answer Location: Language Development
Question Type: ESS
5. How do parents influence their children’s language development?

Ans: There are multiple ways parents teach children language. For instance, parents who are
responsive to their infants’ vocalizations have infants with larger vocabularies when they reach
language milestones. Parents use infant-directed speech (“motherese”) to attract the infants’
attention and influence language development. Preverbal infants prefer listening to infant-directed
speech and are primed to detect it. Infants actually prefer adults who use infant-directed speech.
Infant-directed speech appears to facilitate language development by making sounds more
exaggerated, helping infants hear and distinguish the different sounds and map sounds to
meanings. It also exaggerates lip movements, helping infants to distinguish lip movements
relevant to speech. It also teaches children how to take turns talking, models how to carry on a
conversation, and helps babies learn to respond to emotional cues and link word meanings with
familiar things. Parents use expansions, where they enrich the version of a child’s statement and
they recast children’s sentences into new grammatical forms.
Answer Location: Contextual Contributions to Language Acquisition
Question Type: ESS

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Kuther, Lifespan Development Instructor Resource

Chapter 05: Test Bank

Test Bank for Lifespan Development Lives in

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Chapter 05: Test Bank

2. Which of the following is not an example of an individual’s earliest schemas?

3. A concept, idea, and way of interacting on the world is called a(an):

7. What do infants’ motor schemas transform into as they develop cognitively?

Answer Location: Schemas, Assimilation, and Accommodation

8. Which of the following illustrates secondary circular reactions?

10. How did Piaget believe infants think about an object?

14. In which sensorimotor substage are infants capable of deferred imitation?

Answer Location: Substage 4: Coordination of Secondary Schemas (8–12 Months)

18. What concept corresponds with goal-directed behavior?

a.They have immature visual systems.

22. What research technique is used by most core knowledge researchers?

Answer Location: Core Knowledge Perspective as an Alternative Theory

Cognitive Domain: Knowledge

35. Which statement is true regarding attention and memory in infancy?

36. How do researchers typically study infant attention?

40. What is critical for selecting information to process in working memory?

43. Grouping different stimuli from a common class is called:

46. How is categorization related to information processing?

a. Through standardized tests.

Learning Objective: 5.8

57. Which of the following words is an example of underextension?

58. Which of the following is an example of telegraphic speech?

60. Which of the following is not a characteristic of infant-directed speech?

Answer Location: Biological Contributions to Language Acquisition

19. Telegraphic speech is universal among toddlers.

20. The vocabulary spurt in infant language development is considered to be universally

2. The repetition of an action and its response is called a:

3. Object permanence is an important cognitive advance because it signifies a capacity for:

5. The ability to direct one’s awareness is called:

6. What are infants’ earliest categories based on?

8. What is another name for the vocabulary spurt?

Answer Location: Contextual Contributions to Language Acquisition

10. What is Wernicke’s area responsible for?

2. What is the function of the central executive part of working memory?

3. Why is categorization an important process in memory?

Cognitive Domain: Analysis

5. How do parents influence their children’s language development?

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