Chapter 6 Quick Quiz
1. The first stage of Piaget’s theory of cognitive development begins with reflex action and ends with mental
representations. This first stage is known as the
a. sensorimotor stage.
c. concrete operational stage.
b. preoperational stage.
d. formal operations stage.
2. According to Piaget’s theory, children’s understanding grows through two main processes: ___________, in
which the child places a new stimulus or experience within the context of the way he or she currently thinks;
and __________, in which the child changes his or her way of thinking to include the new stimulus or
experience.
a. accommodation; assimilation
c. assimilation; accommodation
b. adaptation; organization
d. organization; adaptation
3. The information-processing approach to cognitive development examines three processes in terms of children’s
ability to process information. Those processes are ___________, ___________, and ___________.
a. decay; interference; amnesia
c. sensory; short-term memory; long-term memory
b. semantic; episodic; procedural memory
d. encoding; storage; retrieval
4. For Ashley’s second birthday, her family went on a trip to Disney World, but now, just four years later, Ashley
has little or no memory of this family trip. Ashley’s inability to remember this major family excursion is due to
a. memory interference.
c. infantile amnesia.
b. retrograde amnesia.
d. proactive amnesia.
5. All of the following are traditional measures of infant intelligence EXCEPT the
a. visual-recognition memory measurement.
b. Minnesota Multiphasic Personality Inventory.
c. developmental quotient.
d. Bayley Scales of Infant Development.
6. Claude gets his mother’s attention by making a kind of grunting noise and then looks at the ball just out of his
reach. Claude’s attempt to communicate his desire for the ball is an example of
a. semantics.
c. language.
b. babbling
d. prelinguistic communication.
7. Alfie calls for the “book” when he wants the menu in the neighborhood diner. Alfie’s use of the word “book” to
include the menu best illustrates which characterization of early speech?
a. holophrases
c. overextension
b. telegraphic
d. underextension
8. In the nativist approach to language development, theorist Noam Chomsky suggests that an innate mechanism
directs language development. He refers to the neural system of the brain hypothesized to permit understanding
of language as a(n) ___________.
a. language acquisition device
c. grammar checker
b. universal grammar
d. communication device
9. Martha went from person to person asking if they wanted some birthday cake, but when she asked the youngest
children at the party her voice pitch rose and she spoke with a type of singing quality. Martha was utilizing
__________ with the children present.
a. attention-getting speech
c. holographic speech
b. infant-directed speech
d. telegraphic speech
106
10. Research on deaf infants reveal the following similarities in language development when compared with nondeaf infants, EXCEPT
a. deaf infants appear to babble, as do non-deaf infants.
b. mothers of deaf and non-deaf children both employ infant-directed speech.
c. deaf infants do not seem to overextend when acquiring language.
d. infant-directed speech with deaf infants includes slower tempo in signing and repeated signs.
107
Chapter 6 Quick Quiz Answers
1. Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 149
Type: Factual
Rationale: Piaget’s first stage is the sensorimotor stage, which consists of six substages. This stage begins at
birth with reflexive actions and continues through the achievement of mental representations.
2. Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 149
Type: Factual
Rationale: In the Piagetian view, children’s understanding grows through assimilation of their experiences into
their current way of thinking, or through accommodation of their current way of thinking to their experiences.
3. Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: d
Page(s): 157
Type: Factual
Rationale: Information-processing approaches to the study of cognitive development seek to learn how
individual receive, organize, store, and retrieve information. These are accomplished through encoding, storage,
and retrieval processes.
4. Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: c
Page(s): 159
Type: Conceptual
Rationale: Infantile amnesia refers to the lack of memory for experiences occurring prior to 3 years of age.
5. Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 161
Type: Factual
Rationale: The developmental quotient, Bayley Scales of Infant Development, and the visual-recognition
memory measurement are all traditional measures used for infant intelligence. The MMPI is not used with
infants.
6. Chapter Section: The Roots of Language
Answer: d
Page(s): 165, 166 Type: Applied
Rationale: This is an example of prelinguistic communication, communication through sounds, facial
expressions, gestures, imitation, and other nonlinguistic means.
7. Chapter Section: The Roots of Language
Answer: c
Page(s): 167–169 Type: Conceptual
Rationale: All of these answers represent characterizations of early speech; however, the example best
illustrates the use of overextension, or the broad application or overgeneralization of a word. Alfie applies the
word “book” too broadly to include the diner’s menu.
8. Chapter Section: The Roots of Language
Answer: a
Page(s): 170
Type: Factual
Rationale: The nativist approach to language development is a theory that a genetically determined, innate
mechanism directs language development. Linguist Noam Chomsky hypothesized that a language acquisition
device or a neural system that permits the understanding of language provides a child with the strategies and
techniques for learning the language to which the child is exposed.
9. Chapter Section: The Roots of Language
Answer: a
Page(s): 170, 171 Type: Applied
Rationale: Martha was using infant-directed speech. Infant-directed speech is a shift in your language to a style
of speech that characterizes much of the verbal communication directed toward infants. The term infantdirected speech is a gender-free term used in place of the former motherese.
108
10. Chapter Section: The Roots of Language
Answer: c
Page(s): 166, 173 Type: Conceptual
Rationale: The process of language acquisition for deaf children through signing has some striking similarities
with the process of language acquisition for non-deaf children. Consider the fact that deaf children babble, using
signs much as non-deaf children babble. In addition, mothers of deaf children also employ the use of infantdirected speech, in this case using a slower tempo for signing and often repeating signs.
109
Chapter 6
Cognitive Development in Infancy
Multiple Choice Questions
6.1
Piaget’s stage theory is composed of a series of four universal stages that occur in a fixed order from birth
through adolescence and are, in chronological order
a. formal operational; concrete operational; preoperational; and sensorimotor.
b. sensorimotor; preoperational; concrete operational; and formal operational.
c. sensorimotor; formal operational; preoperational; and concrete operational.
d. sensorimotor; formal operational; concrete operational; and preoperational.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 149
Type: Factual
Rationale: Piaget’s theory is a stage-based theory that occurs in a fixed order from birth through adolescence. The
four universal stages are, in order, sensorimotor, preoperational, concrete operational and formal operational.
6.2
Piaget’s views of the ways infants learn could be summed in which of the following equations?
a. action = knowledge
c. perception = knowledge
b. facts = knowledge
d. experience = perception
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 148, 149 Type: Conceptual
Rationale: Piaget’s theory argues against knowledge from facts communicated by others, as well as through
sensation or perception. Instead, Piaget espoused that action equals knowledge.
6.3
Piaget believed that the basic building blocks of the way we understand the world are mental structures called
___________, organized patterns of functioning that adapt and change with mental development.
a. schemes
c. accommodation
b. assimilation
d. concepts
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 149
Type: Factual
Rationale: Schemes are mental structures that are organized patterns of functioning; they adapt and change with
mental development.
6.4
According to Piaget, ___________ is the process in which people understand an experience in terms of their
current stage of cognitive development and way of thinking.
a. scheme
c. accommodation
b. assimilation
d. concept
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 149
Type: Factual
Rationale: Assimilation is the process in which people understand an experience in terms of their current stage of
cognitive development and way of thinking.
110
6.5
The first time Aiesha saw a flying squirrel, she called it a bird. Aiesha is ___________ the squirrel to her
existing scheme of bird.
a. accommodating
c. comparing
b. assimilating
d. categorizing
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 149
Type: Conceptual
Rationale: Assimilation is the process in which people understand an experience in terms of their current stage of
cognitive development and way of thinking. In this example, Aiesha is relating the flying squirrel to her current
scheme of a flying animal is a bird.
6.6
Twelve-month-old Mitchell loves to play with his kickball. One day his father came home with a new ball for
him to enjoy. Mitchell jumped up and down and shouted gleefully, “Kickball!” His father said, “No, Mitchell,
this is a soccer ball.” Mitchell is ___________ the soccer ball to his existing scheme of kickball.
a. accommodating
c. comparing
b. assimilating
d. categorizing
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 149
Type: Conceptual
Rationale: Assimilation is the process in which people understand an experience in terms of their current stage of
cognitive development and way of thinking. In this example, Mitchell is relating the soccer to his current scheme of
a ball of a certain size as a kickball.
6.7
The first time Charlie saw a full moon he called it a ball. Charlie is most likely ___________ the full moon
into his ball scheme.
a. organizing
c. accommodating
b. assimilating
d. transferring
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 149
Type: Applied
Rationale: Assimilation is the process in which people understand an experience in terms of their current stage of
cognitive development and way of thinking. In this example, Charlie is relating the moon to his current scheme of a
round object as a ball.
6.8
According to Piaget, ___________ is the result of making changes in our existing ways of thinking, and it
occurs in response to encounters with new stimuli or events.
a. scheme
c. accommodation
b. assimilation
d. concept
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 149
Type: Factual
Rationale: Accommodation is changes in ways of thinking that occur in response to encounters with new stimuli
or events.
6.9
The first time 10-month-old Daniel tried to use a cup and a straw, he tipped the whole cup up like a bottle and
got very wet. His mother quickly intervened and put the cup in an upright position. Soon, Daniel learned that
you may tip up your bottle, but cups and straws must remain in an upright position. Daniel’s modification to
his drinking scheme is the result of a(n)
a. scheme.
c. accommodation.
b. assimilation.
d. concept.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 149
Type: Conceptual
Rationale: Accommodation is changes in ways of thinking that occur in response to encounters with new stimuli
or events. In this example, the new encounter is a cup and straw, as opposed to the familiar bottle. At first, Daniel
111
treats the cup like a bottle, but he changes his way of thinking and therefore uses the cup and straw differently than
the bottle.
6.10 During a visit to the dentist, 2-year-old Arya saw a mural with a mermaid in it. Arya said, “Hey, Mom, why is
that fish woman swimming in the water?” Arya is most likely beginning the process of
a. schemation.
c. accommodation.
b. assimilation.
d. concept.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 149
Type: Applied
Rationale: Accommodation is changes in ways of thinking that occur in response to encounters with new stimuli or
events. In this example, Arya is beginning to question the current way of her thinking and is beginning the process
of changing her thinking to fit this new information.
6.11 According to Piaget, the earliest schemes are primarily limited to the ___________ with which we are all
born, such as sucking and rooting.
a. reflexes
c. ideas
b. concepts
d. notions
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 149, 150 Type: Factual
Rationale: Schemes are, at first, related to sensorimotor activity, and the earliest schemes are primarily limited to
reflexes.
6.12 In Piaget’s theory, the ___________ stage is the initial major stage of cognitive development, which can be
broken down into six substages.
a. preoperational
c. formal operational
b. concrete operational
d. sensorimotor
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: d
Page(s): 150
Type: Factual
Rationale: The sensorimotor stage is the initial stage of Piaget’s theory of cognitive development.
6.13 The first substage of the sensorimotor period is ___________, which encompasses the first month of life.
a. primary circular reactions
c. secondary circular reactions
b. simple reflexes
d. the sleep-wake cycle
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 150
Type: Factual
Rationale: The earliest schemes are reflexes and these simple reflexes also represent the first substage of the
sensorimotor stage of cognitive development.
6.14 Three-week-old Alex will suck on anything that touches his lips whether it was his hand, his father’s back, a
cloth diaper, or a toy. This indiscriminate sucking is an example of a
a. simple reflex.
c. primary circular reaction.
b. circular reaction.
d. secondary circular reaction.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 150
Type: Conceptual
Rationale: The earliest schemes are reflexes, and these simple reflexes also represent the first substage of the
sensorimotor stage of cognitive development. In this example, Alex is displaying the sucking reflex.
112
6.15 Nicholas was a breast-fed baby. However, when he was 3 weeks old, his mother introduced him to a bottle.
Nicholas quickly learned to modify his ___________ scheme to the different sucking patterns required by the
bottle.
a. circular reaction
c. secondary circular reaction
b. primary circular reaction
d. reflex
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: d
Page(s): 150
Type: Conceptual
Rationale: The earliest schemes are reflexes, and these simple reflexes also represent the first substage of the
sensorimotor stage of cognitive development. In this example, Nicholas is modifying his sucking reflex.
6.16 According to Piaget, ___________ is an activity that permits the constructions of cognitive schemes through
the repetition of a changed motor event.
a. circular reaction
c. secondary reaction
b. primary reaction
d. tertiary reaction
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 151
Type: Factual
Rationale: Circular reactions are repetition of chance motor events that help the baby start building cognitive
schemes.
6.17 Three-month-old Lionel loved to suck on his fingers. He was quite fond of putting his fingers into his mouth
and then pulling them out only to look them over for a minute or two before putting them back into his
mouth. He repeated this behavior over and over. Lionel’s behavior with his fingers illustrates a
a. simple reflex.
c. secondary circular reaction.
b. primary circular reaction.
d. tertiary circular reaction.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 151
Type: Applied
Rationale: Circular reactions are repetition of chance motor events that help the baby start building cognitive
schemes. In this example, Lionel is repeating the event of putting his fingers into his mouth and pulling them
out again.
6.18 ___________ reactions are schemes regarding repeated actions that bring about a desirable consequence.
a. Primary circular
c. Tertiary circular
b. Secondary circular
d. Fourth circular
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 151
Type: Factual
Rationale: Secondary circular reactions are repeated actions that bring about a desirable consequence.
6.19 Primary circular reactions are activities that focus on ___________ while secondary circular reactions
involve actions relating to ___________.
a. the infant’s own body; the world outside.
b. any infant; the environment.
c. the self; nature.
d. the concrete; abstract thought.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 151
Type: Conceptual
Rationale: Primary circular reactions focus on the infant’s own body, while the secondary circular reactions relate
to the world outside.
113
6.20 Five-month-old Stewart enjoyed repeatedly shaking his rattle in new and innovative ways in order to hear the
different sounds each new movement made. According to Piaget, Stewart is demonstrating a
a. simple reflex.
c. secondary circular reaction.
b. primary circular reaction.
d. tertiary circular reaction.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 151
Type: Applied
Rationale: Secondary circular reactions are repetition of chance motor events in the outside world that help the baby
start building cognitive schemes. In this example, it is the initial chance motor event of shaking the rattle that is
repeated in new and innovative ways.
6.21 According to Piaget, in the __________ substage, infants will push one toy out of the way to reach a partially
hidden toy underneath.
a. primary circular reaction
c. coordination of secondary circular reaction
b. secondary circular reaction
d. tertiary circular reaction
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: d
Page(s): 151, 152 Type: Conceptual
Rationale: It is in this, the fourth substage, that goal-directed behavior begins. Pushing one toy out of the way to
reach a partially hidden toy underneath is an example of goal-directed behavior.
6.22 Behavior in which several schemes are combined and coordinated to generate a single act to solve a problem
is called
a. target-directed behavior.
c. center-directed behavior.
b. goal-directed behavior.
d. focused behavior.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 151
Type: Factual
Rationale: Goal-directed behavior is behavior in which several schemes are combined and coordinated to generate a
single act to solve a problem.
6.23 When 10-month-old Mary Kate was placed on the floor with a pile of toys, she would actively push toys out
of her way in an effort to reach her partially covered favorite toy telephone. According to Piaget, Mary Kate
is demonstrating
a. target-directed behavior.
c. center-directed behavior.
b. goal-directed behavior.
d. focused behavior.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 151
Type: Conceptual
Rationale: Goal-directed behavior is behavior in which several schemes are combined and coordinated to generate a
single act to solve a problem. Mary Kate’s pushing of toys to reach a favorite toy is an example of goal-directed
behavior.
6.24 According to Piaget, ___________ is the realization that people and objects exist even when they cannot
be seen.
a. object stability
c. object permanence
b. object mobility
d. object constancy
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 152
Type: Factual
Rationale: Object permanence is the realization that people and objects exist even when they cannot be seen.
114
6.25 Before an infant has understood the idea of __________, he will not search for an object that has been hidden
right before his eyes.
a. object stability
c. object permanence
b. object mobility
d. object constancy
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 152
Type: Factual
Rationale: Object permanence is the realization that people and objects exist even when they cannot be seen. The
absence of object permanence means that the infant is not aware that the hidden object still exists.
6.26 James accidentally got his hands on a knife. When James’s mother took the knife and put it where he could
no long reach or see it, James howled and kept trying to reach for the knife that had disappeared. According
to Piaget, James’s behavior is an example of
a. object stability.
c. object permanence.
b. object mobility.
d. object constancy.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 152
Type: Applied
Rationale: Object permanence is the realization that people and objects exist even when they cannot be seen. In
this example, James demonstrates object permanence by continuing to cry and reach for the knife even though it it
hidden.
6.27 Tertiary circular reactions differ from secondary circular reactions by the fact that they
a. focus on the infant’s own body awareness.
b. only deal with the infant’s immediate environment.
c. lead only to chance results.
d. focus on experimentation.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: d
Page(s): 153, 154 Type: Conceptual
Rationale: Tertiary circular reactions are the deliberate variation of actions that bring desirable consequences. As
opposed to just repeating activities, in tertiary circular reactions the baby appears to carry out mini-experiments.
6.28 With the attainment of the cognitive skill of ___________, children are able to imitate people and scenes they
have witnessed in the past.
a. mental symbolics
c. deferred imitation
b. mind representation
d. mind symbolics
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 154
Type: Factual
Rationale: Deferred imitation is the ability to present and repeat a scene or action that was witnessed in the past.
6.29 A ___________ is an internal image of a past event or object.
a. mind representation
c. mental symbol
b. mental image
d. mental representation
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: d
Page(s): 154
Type: Factual
Rationale: A mental representation is an internal image of a past event or object.
115
6.30 Eighteen-month-old Lawrence’s favorite pastime is to roll balls around the house. He particularly likes to roll
balls under the furniture and run to where he thought they might emerge. This is an example of a
a. mind representation.
c. mental symbol.
b. mental image.
d. mental representation.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: d
Page(s): 154
Type: Conceptual
Rationale: A mental representation is an internal image of a past event or object. In this example, Lawrence has an
internal mental image of where the balls will roll and emerge.
6.31 According to Piaget, __________ is an act in which children imitate a person who is no longer present.
a. deferred imitation
c. deferred modeling
b. delayed imitation
d. delayed modeling
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a
Page(s): 154
Type: Factual
Rationale: Deferred imitation is the ability to present and repeat a scene or action that was witnessed in the past.
6.32 Piaget’s critics cast doubt on Piaget’s view that infants are incapable of mastering the concept of
___________ until they are close to a year old.
a. object stability
c. object permanence
b. object mobility
d. object constancy
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: c
Page(s): 155
Type: Factual
Rationale: One criticism of Piaget’s theory deals with the concept of object permanence. Critics have suggested that
the reason Piaget’s research indicated that object permanence was not achieved until the age of 1 had more to do
with the way that he determined the presence versus the cognitive functions of the infant.
6.33 Eighteen-month-old Joshua received a train set from his visiting grandmother. Joshua’s grandmother set it up
and demonstrated how to drive the train on the track while saying “chugga, chugga, choo, choo.” Later that
day, Joshua picked up a train piece and imitated the “chugga, chugga, choo, choo” sounds. Joshua’s behavior
places him in the ___________ substage of the sensorimotor stage.
a. primary circular reaction
c. tertiary circular reaction
b. secondary circular reaction
d. beginnings of thought
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: d
Page(s): 154
Type: Conceptual
Rationale: Joshua is demonstrating deferred imitation, which presents in the sixth substage of the sensorimotor
stage of cognitive development, the beginnings of thought.
6.34 Behavior in which several schemes are combined and coordinated to generate a single act to solve a problem
is called
a. target-directed behavior.
c. center-directed behavior.
b. goal-directed behavior.
d. focused behavior.
Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b
Page(s): 151
Type: Factual
Rationale: Goal-directed behavior is behavior in which several schemes are combined and coordinated to generate a
single act to solve a problem.
116
6.35 An approach to cognitive development that seeks to identify the way that individuals take in, use, and sort
information is called the ___________ approach.
a. data-processing
c. cognitive-processing
b. information-processing
d. mental-processing
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 157
Type: Factual
Rationale: The information-processing approach is a model that seeks to identify the way that individuals take in,
use, and store information.
6.36 According to the information-processing approach, ___________ refers to the maintenance of material saved
in memory.
a. encoding
c. retrieval
b. storage
d. automatization
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 157
Type: Factual
Rationale: Storage refers to the placement of material into memory.
6.37 Marcus has just moved to a new town and now must learn a new telephone number. He finds that the first
three digits are the ages of his sisters and the remaining four numbers coincide with Columbus’s voyage to
America. According to the information-processing approach, Marcus is ___________ his telephone number
in a form that can be later remembered.
a. encoding
c. retrieving
b. storing
d. automatizing
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 157
Type: Conceptual
Rationale: Encoding is the process by which information is initially recorded in a form usable in memory.
6.38 According to the information-processing approach, ___________ is the process by which material in memory
storage is located, brought into awareness, and used.
a. encoding
c. retrieval
b. storage
d. automatization
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: c
Page(s): 157
Type: Factual
Rationale: Retrieval is the process by which material in memory storage is located, brought into awareness,
and used.
6.39 According to the information-processing approach, ___________ is the degree to which an activity requires
attention.
a. encoding
c. retrieval
b. storage
d. automatization
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: d
Page(s): 157
Type: Factual
Rationale: Automatization is the degree to which an activity requires attention.
117
6.40 Sixteen-year-old Amber has just completed a drivers’ education course. She often comments to friends that
that at first driving required her undivided attention, but with a little practice she often finds that she has
driven home without being aware of stopping for traffic lights or stop signs. According to the informationprocessing approach, driving has become ___________ for Amber.
a. automatic
c. time consuming
b. boring
d. trivial
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 157, 158 Type: Conceptual
Rationale: Automatization is the degree to which an activity requires attention. In this example, Amber requires less
attention to the process of driving, causing the activity to become automatic for Amber.
6.41 ___________ is memory that is conscious and that can be recalled intentionally. In comparison,
___________ is memory that is recalled unconsciously.
a. Implicit memory; explicit memory
c. Storage memory; retrieval memory
b. Explicit memory; implicit memory
d. Retrieval memory; storage memory
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 160
Type: Factual
Rationale: Explicit memory is memory that is conscious and that can be recalled intentionally. In comparison,
implicit memory is memory that is recalled unconsciously, including motor skills, habits, and activities that can be
remembered without conscious cognitive effort.
6.42 The memory and recognition of a stimulus that has been previously seen, as well as the speed with which an
infant can retrieve a representation of a stimulus from memory, is the approach to examine intelligence
during infancy known as
a. a developmental quotient.
b. a visual-recognition memory measurement.
c. the Bayley Scales of Infant Development.
d. an intelligence quotient.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 161
Type: Factual
Rationale: Visual-recognition memory measurement measures the memory of and recognition of a stimulus that has
been previously seen. The more quickly an infant can retrieve a representation of a stimulus from memory, the more
efficient the infant’s information processing.
6.43 An overall developmental score that relates to performance in four domains—motor skills, language use,
adaptive behavior, and personal-social—is called
a. a developmental quotient.
c. visual-recognition memory measurement.
b. the Bayley Scales of Infant Development. d. IQ.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 161
Type: Factual
Rationale: the developmental quotient, formulated by Arnold Gesell, is an overall developmental score that relates
to performance in four domains: motor skills (balance and sitting), language use, adaptive behavior (alertness and
exploration), and personal-social (feeding and dressing).
6.44 The lack of memory for experiences that occurred prior to 3 years of age is known as
a. juvenile amnesia.
c. immature amnesia.
b. child amnesia.
d. infantile amnesia.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: d
Page(s): 159
Type: Factual
Rationale: Infantile amnesia is the lack of memory for experiences that occurred prior to 3 years of age.
118
6.45 Layla was 3 years old when her brother, Cameron, was born; however, she has no memory of the birth of her
brother. This illustrates
a. juvenile amnesia.
c. immature amnesia.
b. child amnesia.
d. infantile amnesia.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: d
Page(s): 159
Type: Conceptual
Rationale: Infantile amnesia is the lack of memory for experiences that occurred prior to 3 years of age.
6.46 Memory that is recalled unconsciously is called ___________ memory.
a. explicit
c. exact
b. implicit
d. approximate
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 160
Type: Factual
Rationale: Implicit memory is memory that is recalled unconsciously, including motor skills, habits, and activities
that can be remembered without conscious cognitive effort.
6.47 Remembering how to ride a bike is an example of ___________ memory.
a. explicit
c. exact
b. implicit
d. approximate
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 160
Type: Applied
Rationale: Implicit memory is memory that is recalled unconsciously, including motor skills such as riding a
bicycle.
6.48 Gesell, a developmental psychologist, developed a ___________ that is an overall developmental score that
relates to performance in four domains: motor skills, language use, adaptive behavior, and personal-social.
a. developmental quotient
c. developmental measure
b. developmental proportion
d. developmental number
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 161
Type: Factual
Rationale: The developmental quotient, formulated by Arnold Gesell, is an overall developmental score that relates
to performance in four domains: motor skills (balance and sitting), language use, adaptive behavior (alertness and
exploration), and personal-social (feeding and dressing).
6.49 The ___________ is a measurement that evaluates an infant’s development from 2 to 42 months. It focuses
on two areas: mental and motor abilities.
a. developmental quotient
c. visual-recognition memory measure
b. Bayley Scales of Infant Development
d. Gesell Scales of Child Development
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 161
Type: Factual
Rationale: The Bayley Scales of Infant Development, developed by Nancy Bayley, focuses on two areas, mental
and motor development, and evaluates an infant’s development from 2 to 42 months.
119
6.50 The Bailey Scales of Infant Development is composed of two scales. The ___________ scale focuses on the
senses, perception, memory, learning, problem solving, and language, while the ___________ scale evaluates
fine and gross motor skills.
a. sensation; perception
c. mental; motor
b. thinking; movement
d. intellectual; spatial
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: c
Page(s): 161
Type: Factual
Rationale: The Bayley Scales of Infant Development, developed by Nancy Bayley, focuses on two areas, mental
and motor development, and evaluates an infant’s development from 2 to 42 months.
6.51 Traditional measures of infant intelligence
a. do a good job of predicting intelligence scores in adulthood.
b. are an integral part of the assessment of newborns.
c. can help identify developmental delays or advances.
d. are roughly equivalent to adult intelligence tests.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: c
Page(s): 163
Type: Conceptual
Rationale: There is some correlation between efficiency of information processing and later IQ scores, suggesting
some consistency of cognitive development across the lifespan. Currently, however, the traditional measures of
infant intelligence focus on behavioral attainments, which only help to identify developmental delays or advances,
and not adult intelligence.
6.52 Habituation tests are good predictors of later intellectual performance because they seem to measure
a. speed of learning.
c. sensorimotor skills.
b. higher-order thinking skills.
d. problem-solving skills.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 161, 162 Type: Conceptual
Rationale: The speed with which infants process information may correlate most strongly with later intelligence, as
measured by IQ tests administered during adulthood.
6.53 To date, in infancy, the best predictor of later intelligence is
a. the Bayley Scales of Infant Development.
b. the Brazelton Neonatal Behavioral Assessment.
c. habituation tests.
d. the Apgar test.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: c
Page(s): 161, 162 Type: Conceptual
Rationale: The speed with which infants process information may correlate most strongly with later intelligence, as
measured by IQ tests administered during adulthood.
6.54 Most measures of behavior during infancy have ____________ ability to predict later adult intelligence.
a. minimal
c. considerable
b. significant
d. noteworthy
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 163
Type: Conceptual
Rationale: The traditional measures of infant intelligence focus on behavioral attainments, which only help to
identify developmental delays or advances and not adult intelligence.
120
6.55 The memory and recognition of stimuli that has been previously seen is known as
a. sensory-recognition memory.
c. visual-recognition memory.
b. visual-recall memory.
d. sensory-recall memory.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: c
Page(s): 161
Type: Factual
Rationale: Visual-recognition memory measurement measures the memory and recognition of a stimulus that has
been previously seen.
6.56 The ability to identify a stimulus that previously has been experienced only through one sense by using
another sense is referred to as
a. bi-modal transference.
c. cross-model transference.
b. bi-model transference.
d. cross-modal transference.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: d
Page(s): 162
Type: Factual
Rationale: Cross-modal transference is the ability to identify a stimulus that previously has been experienced
through only one sense by using another sense.
6.57 As a baby, Simone was able to recognize by sight a screwdriver that she had previously only touched but had
not seen. This ability is referred to as
a. bi-modal transference.
c. cross-model transference.
b. bi-model transference.
d. cross-modal transference.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: d
Page(s): 162
Type: Conceptual
Rationale: Cross-modal transference is the ability to identify a stimulus that previously has been experienced
through only one sense by using another sense. In this example, Simone had previously touched a screwdriver, but
could now identify that screwdriver by sight.
6.58 Research has found that the degree of cross-modal transference by an infant at age 1 is ___________ with
intelligence scores several years later.
a. associated
c. not linked
b. not associated
d. erroneously connected
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 162
Type: Conceptual
Rationale: The degree of cross-modal transference displayed by an infant at age 1 is associated with intelligence
scores several years later.
6.59 Information processing looks at ___________ change.
a. qualitative
c. erroneous
b. quantitative
d. quality
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: b
Page(s): 163
Type: Factual
Rationale: The information-processing model is very different from Piaget’s cognitive development model in that
the information-processing model focuses on the quantitative changes that take place.
6.60 The basic sounds of language that are combined to produce words and sentences are referred to as
a. phonemes.
c. semantics.
b. morphemes.
d. language.
Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: a
Page(s): 164
Type: Factual
Rationale: Phonemes are the basic sounds of language that are combined to produce sounds and sentences.
121
6.61 The systematic, meaningful arrangement of symbols, which provides the basis for communication, is
known as
a. language.
c. speech.
b. symbolism.
d. verbalization.
Chapter Section: The Roots of Language
Answer: a
Page(s): 164
Type: Factual
Rationale: Language is the systematic, meaningful arrangement of symbols, which provides the basis for
communication.
6.62 Characterized as the smallest language units that have meaning, some ___________ are complete words,
whereas others add information necessary for interpreting a word, such as the endings “-s” for plural and
“-ed” for past tense.
a. phonemes
c. semantics
b. morphemes
d. phonology
Chapter Section: The Roots of Language
Answer: b
Page(s): 165
Type: Factual
Rationale: The morpheme is the smallest language unit that has meaning. Some are complete words, whereas others
add information necessary for interpreting a word, such as the ending “-s” for plural and “-ed” for past tense.
6.63 The smallest language unit that has meaning is a
a. phoneme.
c. semantic.
b. morpheme.
d. phonology.
Chapter Section: The Roots of Language
Answer: b
Page(s): 165
Type: Factual
Rationale: The morpheme is the smallest language unit that has meaning.
6.64 ______________________ are the rules that govern the meaning of words and sentences.
a. Phonemes
c. Semantics
b. Morphemes
d. Phonology
Chapter Section: The Roots of Language
Answer: c
Page(s): 165
Type: Factual
Rationale: Semantics are the rules that govern the meaning of words and sentences.
6.65 The understanding of speech is called linguistic ___________, whereas the use of language to communicate
is referred to as linguistic ___________.
a. comprehension; production
c. fabrication; comprehension
b. production; comprehension
d. comprehension; fabrication
Chapter Section: The Roots of Language
Answer: a
Page(s): 165
Type: Factual
Rationale: Linguistic comprehension is the understanding of speech, while linguistic production is the use of
language to communicate.
6.66 Communication through sounds, facial expressions, gestures, imitation, and other nonlinguistic means is
known as ___________ communication.
a. prelanguage
c. baby talk
b. prelinguistic
d. motherese
Chapter Section: The Roots of Language
Answer: b
Page(s): 165, 166 Type: Factual
Rationale: Prelinguistic communication is communication through sounds, facial expressions, gestures, imitation,
and other nonlinguistic means.
122
6.67 Prelinguistic communication teaches infants
a. the give and take of conversation.
b. to hear the sounds of their native language.
c. to listen to the noises in their environment.
d. to talk to themselves.
Chapter Section: The Roots of Language
Answer: a
Page(s): 166
Type: Conceptual
Rationale: Prelinguistic communication is communication through sounds, facial expressions, gestures, imitation,
and other nonlinguistic means. This prelinguistic communication teaches infants the give and take of social
interactions.
6.68 Making speech-like but meaningless sounds is called
a. bubbling.
c. babbling.
b. gibber.
d. prattle.
Chapter Section: The Roots of Language
Answer: c
Page(s): 166
Type: Factual
Rationale: Babbling, making speech-like but meaningless sounds, begins at about the age of 2 or 3 months and
continues to about the age of 1.
6.69 All of the following statements about babbling are true EXCEPT
a. babbling is a universal phenomenon.
b. babbling produces the sounds of every language.
c. deaf children babble just as non-deaf children babble.
d. deaf children exposed to sign language babble with their hands.
Chapter Section: The Roots of Language
Answer: c
Page(s): 166
Type: Factual
Rationale: All of these statements about babbling are true, except that deaf babies do not babble as non-deaf babies
babble. Deaf babies exposed to sign language exhibit babbling through hand motions.
6.70 Deaf infants that are taught sign language babble with their
a. voices.
c. facial expressions.
b. hands.
d. feet.
Chapter Section: The Roots of Language
Answer: b
Page(s): 166
Type: Factual
Rationale: Deaf babies exposed to sign language exhibit babbling through hand motions.
6.71 One-word utterances that stand for a whole phrase, and whose meanings depend on the particular context in
which they are used, are called
a. semantics.
c. telegraphic speech.
b. holophrases.
d. animates.
Chapter Section: The Roots of Language
Answer: b
Page(s): 167
Type: Factual
Rationale: Holophrases are one-word utterances that stand for a whole phrase, and whose meaning depends on the
particular context in which they are used.
123
6.72 The overly restrictive use of words, common among children just mastering spoken language, is called
a. telegraphic speech.
c. overextension.
b. underextension.
d. holophrases.
Chapter Section: The Roots of Language
Answer: b
Page(s): 168
Type: Factual
Rationale: Underextension is the use of words too restrictively, which is common among children just mastering
spoken language.
6.73 Speech that leaves out words that are not critical to the message is known as
a. telegraphic speech.
c. telephone speech.
b. telegram speech.
d. telepicture speech.
Chapter Section: The Roots of Language
Answer: a
Page(s): 167
Type: Factual
Rationale: Telegraphic speech is when words that aren’t critical to the message are left out.
6.74 Nineteen-month-old Evan enjoys books, and he often says, “Read book.” This is Evan’s shorthand version of
“I would like you to read a book to me.” This is an example of
a. telegraphic speech.
c. telephone speech.
b. telegram speech.
d. telepicture speech.
Chapter Section: The Roots of Language
Answer: a
Page(s): 167
Type: Conceptual
Rationale: Telegraphic speech is when words that aren’t critical to the message are left out.
6.75 A style of language use in which language is used primarily to label objects is called
a. expressive style.
c. learning style.
b. referential style.
d. reinforcement style.
Chapter Section: The Roots of Language
Answer: b
Page(s): 169
Type: Factual
Rationale: A referential style is one in which language is primarily used to label objects.
6.76 Thirteen-month-old Clara uses the word “babydoll” to refer to only her doll, and not to other dolls. Clara is
making a(n) ___________ error.
a. overextension
c. referential style
b. underextension
d. expressive style
Chapter Section: The Roots of Language
Answer: b
Page(s): 167
Type: Conceptual
Rationale: Underextension is the use of words too restrictively, which is common among children just mastering
spoken language. In this example, Clara is using the word “babydoll” only to refer to her doll and not other dolls.
6.77 The overly broad use of words, where children overgeneralize their meaning, is known as
a. overextension.
c. referential style.
b. underextension.
d. expressive style.
Chapter Section: The Roots of Language
Answer: a
Page(s): 168, 169 Type: Factual
Rationale: Overextension is the use of words too broadly, where children overgeneralize their meaning.
124
6.78 Much to the consternation of 15-month-old Sara’s mom, Sara constantly calls out “Daddy” to any man she
sees. Sara is making a(n ) ___________ error.
a. overextension
c. referential style
b. underextension
d. expressive style
Chapter Section: The Roots of Language
Answer: a
Page(s): 168, 169 Type: Conceptual
Rationale: Overextension is the use of words too broadly, where children overgeneralize their meaning. In this
example, Sara uses the term “Daddy” too broadly, using it to refer to all men.
6.79 A style of language use in which language is used primarily to label objects is known as
a. overextension.
c. referential style.
b. underextension.
d. expressive style.
Chapter Section: The Roots of Language
Answer: c
Page(s): 169
Type: Factual
Rationale: A referential style is one in which language is primarily used to label objects.
6.80 As a toddler, Michael had an impressive vocabulary consisting of words like mom, dad, dog, car, bike, chair,
table, and so on. Michael’s style of language use is called the ___________ style.
a. overextension
c. referential
b. underextension
d. expressive
Chapter Section: The Roots of Language
Answer: c
Page(s): 169
Type: Conceptual
Rationale: A referential style is one in which language is primarily used to label objects.
6.81 A style of language use in which language is used primarily to express feelings and needs about oneself and
others is known as
a. overextension.
c. referential style.
b. underextension.
d. expressive style.
Chapter Section: The Roots of Language
Answer: d
Page(s): 169
Type: Factual
Rationale: An expressive style is one in which language is used primarily to express feelings and needs about
oneself and others.
6.82 The theory that language acquisition follows the basic laws of reinforcement and conditioning is known as
a. learning theory.
c. nativist approach.
b. interactionist approach.
d. humanistic approach.
Chapter Section: The Roots of Language
Answer: a
Page(s): 169
Type: Factual
Rationale: The learning theory approach is a theory that language acquisition follows the basic laws of
reinforcement and conditioning.
6.83 The theory that a genetically determined innate mechanism directs language development is known as
a. learning theory.
c. nativist approach.
b. interactionist approach.
d. humanistic approach.
Chapter Section: The Roots of Language
Answer: c
Page(s): 169
Type: Factual
Rationale: The nativist approach is a theory that a genetically determined innate mechanism directs language
development.
125
6.84 The idea that language is a consequence of both environmental and innate factors is known as the
___________ of language development
a. learning theory
c. nativist approach
b. interactionist approach
d. humanistic approach
Chapter Section: The Roots of Language
Answer: b
Page(s): 169
Type: Factual
Rationale: The interactionist approach combines aspects of the nativist and learning theories to language
development. This perspective suggests that language is produced through a combination of genetically determined
predispositions and environmental circumstances.
6.85 A type of speech directed toward infants, characterized by short, simple sentences, is called
a. infant-directed speech.
c. motherese.
b. baby-directed speech.
d. child-directed speech.
Chapter Section: The Roots of Language
Answer: a
Page(s): 169
Type: Factual
Rationale: Infant-directed speech is a style of speech that characterizes much of the verbal communication directed
toward infants.
Essay Questions
6.86 Define and provide examples of assimilation and accommodation.
Chapter Section: Piaget’s Approach to Cognitive Development
Page(s): 149
Type: Applied
Answer: A good answer would include the following key points:
 Assimilation is the process in which people understand new stimuli in terms of their current thinking.
 Examples are numerous, but they should include the current scheme that is used and the similarity
to the new stimuli.
 Accommodation is the process in which people change their thinking to include the new information
gained from the new experience or stimulus.
 Again, examples are numerous, but they should include how the new stimulus/experience does not
fit the current scheme and how that scheme has now been changed.
6.87 According to Piaget, the sensorimotor period is composed of six substages. Define and provide an example of
each substage.
Chapter Section: Piaget’s Approach to Cognitive Development
Page(s): 150
Type: Applied
Answer: A good answer would include the following substages:
 One – Simple reflexes – Various reflexes determine the infant’s interactions
 Two – Primary circular reaction – Coordination of separate actions into single, integrated activities
 Three – Secondary circular reactions – Shift occurs from focus on oneself to the outside world
 Four – Coordination of secondary circular reactions – Use more calculated approaches to produce
events and coordinate several schemes to generate a single act; goal-directed behaviors; object
permanence is achieved
 Five – Tertiary circular reactions – Use of deliberate variation of actions that bring desirable
consequences
 Six – Beginnings of thought – Develops capacity for mental representations
126
6.88 What are some of the major strengths and criticisms of Piaget’s theory of cognitive development?
Chapter Section: Piaget’s Approach to Cognitive Development
Page(s): 154, 155
Type: Conceptual
Answer: A good answer would include the following key points:
 Much research has been conducted to demonstrate the basic foundation that children learn much
about the world by acting on objects in their environment.
 The broad outlines established by Piaget of the cognitive accomplishments that occur during infancy
are generally accurate.
 There is question about the stage conception, including the suggestion that cognitive development
occurs in waves versus stages.
 Some researchers suggest that sensation and perception should be considered to play a role in
cognitive development, not just motor activities
 There is considerable question about Piaget’s assertion that object permanence is achieved about the
age of 1. Other age ranges have been proposed.
 Piaget’s work describes children of Western countries better than those of non-Western countries.
6.89 Why would the concept of object permanence be important to a caregiver?
Chapter Section: Piaget’s Approach to Cognitive Development
Page(s): 152, 153
Type: Applied
Answer: A good answer would include the following key points:
 Object permanence allows the infant to live in more than the “here and now” as they recognize absent
objects as hidden.
 The awareness of people who exist when out of sight assist in the formation of social security.
6.90 Why is it so difficult to assess infant intelligence as a predictor of later intelligence?
Chapter Section: Information-Processing Approaches to Cognitive Development
Page(s): 162, 163
Type: Factual
Answer: A good answer would include the following key points:
 Although there is a correlation between early information-processing capabilities and later measures
of IQ, the correlation is only moderate, and it does not imply causation.
 Intelligence as measured by traditional IQ tests measure only one kind of intelligence.
6.91 Describe and contrast the major theories of language development.
Chapter Section: The Roots of Language
Page(s): 169, 170
Type: Factual
Answer: A good answer would include the following key points:
 Social learning theory indicates language acquisition follows the basic laws of reinforcement and
conditioning.
 Nativist approach is a theory that a genetically determined innate mechanism directs language
development.
 Interactionist approach is a combination of the social learning and nativist theories in that language
development is produced through a combination of genetically determined predispositions and
environmental circumstances that help teach language.
6.92 Define and provide examples of referential style language learners and expressive style language learners.
Chapter Section: The Roots of Language
Page(s): 169
Type: Conceptual
Answer: A good answer would include the following key points:
 In the referential style, language is used primarily to label objects.
127

In the expressive style, language is used primarily to express feelings and needs about oneself
and others.
6.93 Why might linguistic comprehension precede linguistic production?
Chapter Section: The Roots of Language
Page(s): 165
Type: Conceptual
Answer: A good answer would include the following key points:
 Linguistic comprehension is the understanding of speech.
 Linguistic production is the use of language to communicate.
 An infant understands complex communication prior to being able to communicate at the same level.
 Comprehension outpaces production throughout infancy.
6.94 What are some things that parents can do to promote cognitive development in their children?
Chapter Section: The Roots of Language
Page(s): 173
Type: Applied
Answer: A good answer would include the following key points:
 Provide infants with the opportunity to explore the world.
 Be both verbally and non-verbally responsive to infants.
 Read to infants.
 Remember that a caregiver does not have to be with the infant 24 hours a day.
 Don’t push the infant and don’t expect too much from the infant.
128