Chapter 12 Quick Quiz
1.
The concrete operational stage of cognitive development is characterized by the active and appropriate use of
a. sensory information.
c. logic.
b. symbolic representations.
d. all of these answers.
2.
Eight-year-old Anna is working on her math families. This is the process of building the relationships among a
small group of numbers, such as 4 + 2 = 6; 6 – 2 = 4, etc. This exercise is an example of the concept of
a. conservation.
c. decentration.
b. reversibility.
d. animism.
3.
Franci is working on a problem for her math class in which she needs to calculate the winner of a road race. She
needs to consider the distance each car traveled, the amount of time each driver drove, and the speed of the car.
Prior to moving into the concrete operational stage, Franci would never have been able to tackle this problem,
but now she can focus on multiple aspects of the problem, a concept known as
a. conservation.
c. decentration.
b. reversibility.
d. animism.
4.
The fact that school age children can move from simple addition and subtraction to fractions and decimals
demonstrates the belief that cognitive development is the process of becoming more sophisticated in handling
information. This is also known as
a. Piaget’s theory of cognitive development.
b. Vygotsky’s sociocultural approach to cognitive development.
c. the information processing approach.
d. none of these hold this belief.
5.
When her teacher asked Molly to go to the office with a message, she was a bit concerned that she might forget
part of the message. As soon as Molly left the classroom she started to sing the message over and over until she
arrived at the office. Molly used a strategy to improve her memory that is known as
a. cognitive elaboration.
c. rehearsal.
b. auditory organization.
d. working retrieval.
6.
A major development in language skills during middle childhood is the child’s ability to understand his or her
own use of language. This increased awareness is also known as
a. the theory of mind.
c. false belief.
b. metacognition.
d. metalinguistics.
7.
Education that has as a goal that students from minority cultures will develop competence in the majority
culture while maintaining a positive ethnic identity is known as
a. multicultural education.
c. cultural assimilation model.
b. pluralistic society model.
d. subculture acceptance model.
8.
Psychologist Daniel Goleman has advocated teaching emotional literacy in schools to promote self-awareness,
self-regulation, and social skills. This program is referred to as
a. academic readiness program.
c. social coaching.
b. peer counseling.
d. emotional intelligence.
9.
All of the following are components of the standard definition of intelligence EXCEPT
a. capacity to understand the world.
b. capacity to think rationally.
c. capacity to score above average on standardized tests.
d. capacity to effectively use resources when faced with challenges.
10.
Leo scored a 105 on the Stanford-Binet Intelligence Scale. Based on this score we can predict that Leo is
a. in need of alternative remedial education.
c. eligible for gifted education.
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b. average.
d. nothing can be predicted based on this score.
Chapter 12 Quick Quiz Answers
1.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 321
Type: Factual
Rationale: The concrete operational stage is the period of cognitive development between the age of 7 and 12
that is characterized by the active and appropriate use of logic.
2.
Chapter Section: Cognitive and Language Development
Answer: b
Page(s): 321
Type: Conceptual
Rationale: During the concrete operational stage of cognitive development children attain the concept of
reversibility, the notion that processes transforming a stimulus can be reversed, returning it to its original form.
3.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 321
Type: Applied
Rationale: Franci is now able to focus on multiple aspects of the problem, a process known as decentration.
4.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 323
Type: Conceptual
Rationale: Information processing approach to cognitive development points to the school age child becoming
more sophisticated in working with information as evidence for his or her belief of quantitative changes.
5.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 324
Type: Conceptual
Rationale: Molly is using rehearsal, the consistent repetition of the information she wants to remember to
improve her memory.
6.
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 326
Type: Factual
Rationale: Metalinguistics is the awareness and understanding of one’s own use of language.
7.
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Answer: a
Page(s): 334
Type: Factual
Rationale: Multicultural education is education in which the goal is to help students from minority cultures
develop competence in the culture of the majority group while maintaining positive group identities that build
on their original cultures.
8.
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Answer: d
Page(s): 336
Type: Factual
Rationale: Emotional intelligence is a set of skills that underlie the accurate assessment, evaluation, expression,
and regulation of emotions. Goleman has advocated adding emotional intelligence to the standard school
curriculum.
9.
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Answer: c
Page(s): 339
Type: Conceptual
Rationale: Intelligence is the capacity to understand the world, think rationally, and use resources effectively
when faced with challenges.
10.
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Answer: b
Page(s): 340
Type: Applied
Rationale: The Stanford Binet Intelligence Scale is a test that consists of a series of items that vary according to
the age of the person being tested. The most common and average IQ score is 100, with 68.3% of all people
falling within 15 points of 100. Based on this information, we can predict that Leo is average.
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Chapter 12
Cognitive Development in Middle Childhood
Multiple Choice Questions
12.1 The period of cognitive development between 7 and 12 years of age, characterized by the active and
appropriate use of logic, is Piaget’s stage of
a. sensorimotor.
c. concrete operational.
b. preoperational.
d. formal operational.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 321
Type: Factual
Rationale: The concrete operational period, which coincides with the school years, occurs between 7 and 12 years
of age.
12.2 The ability to take multiple aspects of a situation into account is called
a. concrete.
c. decentering.
b. reversibility.
d. preoperational.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 321
Type: Factual
Rationale: Decentering is the ability to take multiple aspects of a situation into account.
12.3 According to Piaget, during the concrete operational stage, children’s thinking is
a. logical only when dealing with concrete concepts.
b. logical when dealing with abstract concepts.
c. abstract when dealing with concrete concepts.
d. illogical when dealing with concrete concepts.
Chapter Section: Cognitive and Language Development
Answer: a
Page(s): 321
Type: Factual
Rationale: Concrete operational thought involves applying logical operations to concrete problems.
12.4 According to Piaget, the ability to take multiple aspects of a situation into account is called
a. centration.
c. reversibility.
b. decentering.
d. conservation.
Chapter Section: Cognitive and Language Development
Answer: b
Page(s): 321
Type: Factual
Rationale: Decentering is the ability to take multiple aspects of a situation into account.
12.5 According to Piaget, ___________ is the notion that processes that transform a stimulus can be reversed,
returning the stimulus to its original form.
a. centration
c. reversibility
b. decentering
d. conservation
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 321
Type: Factual
Rationale: Reversibility is the notion that processes transforming a stimulus can be reversed, returning the stimulus
to its original form.
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12.6 Seven-year-old Adriana ran in from school and shouted, “Hey, Mom did you know that 2+3 is the same as
3+2?” Adriana is demonstrating
a. centration.
c. reversibility.
b. decentering.
d. conservation.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 321
Type: Conceptual
Rationale: Reversibility is the notion that processes transforming a stimulus can be reversed, returning the stimulus
to its original form.
12.7 The process by which information is recorded, stored, and retrieved is called
a. rehearsal.
c. organization.
b. memory.
d. encoding.
Chapter Section: Cognitive and Language Development
Answer: b
Page(s): 323
Type: Factual
Rationale: Memory in the information-processing model is the ability to encode, store, and retrieve information.
12.8 According to the information processing model, ___________ is the process by which information is
recorded, stored and retrieved.
a. metamemory
c. organization
b. rehearsal
d. memory
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 323
Type: Factual
Rationale: Memory in the information-processing model is the ability to encode, store, and retrieve information.
12.9 According to the information processing approach, ___________ is an understanding about the processes that
underlie memory, and which emerges and improves during middle childhood.
a. metamemory
c. organization
b. rehearsal
d. memory
Chapter Section: Cognitive and Language Development
Answer: a
Page(s): 324
Type: Factual
Rationale: Metamemory is an understanding about the processes that underlie memory, and which emerges and
improves during middle childhood.
12.10 Eight-year-old Georgia Ann’s best friend Hope is telling her how to get to her house. In the middle of the
directions, Georgia Ann says, “Hope, I can’t remember all this; I need to write this down.” Georgia Ann is
demonstrating that she is capable of
a. metamemory.
c. organization.
b. rehearsal.
d. memory.
Chapter Section: Cognitive and Language Development
Answer: a
Page(s): 324
Type: Conceptual
Rationale: Metamemory is an understanding about the processes that underlie memory, which emerges and
improves during middle childhood.
12.11 According to the information processing approach, ___________ are conscious, intentionally used tactics to
improve cognitive processing.
a. metamemories
c. keyword strategies
b. control strategies
d. rehearsals
Chapter Section: Cognitive and Language Development
Answer: b
Page(s): 324
Type: Factual
Rationale: Control strategies are the conscious, intentionally used tactics to improve cognitive processing.
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12.12 In the ___________, one word is paired with another that sounds like it.
a. cognitive elaboration
c. keyword strategy
b. control strategy
d. rehearsal
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 324
Type: Factual
Rationale: The keyword strategy can help students learn information in which two sets of words or labels are
paired. One word is paired with another that sounds like it.
12.13 Another name for short-term memory is
a. storage memory.
b. working memory.
c. brief memory.
d. early memory.
Chapter Section: Cognitive and Language Development
Answer: b
Page(s): 324
Type: Factual
Rationale: Working memory is another name for short-term memory.
12.14 The consistent repetition of information that children wish to remember is known as
a. cognitive elaboration.
c. organization.
b. control strategy.
d. rehearsal.
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 324
Type: Factual
Rationale: Rehearsal is a memory strategy that uses repetition of information that one wishes to remember.
12.15 Arturo does not have a piece of paper or a pen to write down his friend’s telephone number, so he repeats
the number over and over until he is able to get to the telephone and dial his friend’s number. This is an
example of
a. cognitive elaboration.
c. keyword strategy.
b. control strategy.
d. rehearsal.
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 324
Type: Factual
Rationale: Rehearsal is a memory strategy that uses repetition of information that one wishes to remember.
12.16 Putting information into categories in order to remember them is called
a. cognitive elaboration.
c. organization.
b. control strategy.
d. rehearsal.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 324
Type: Factual
Rationale: Organization is placing material into categories.
12.17 Lachelle and her mother are playing a memory game. Lachelle’s mother says, “apple, chair, hammer, nail,
table, banana,” and so on. It is now Lachelle’s turn to recall the list of items. Lachelle finds that if she groups
the items into categories like fruits, tools, and furniture, she tends to remember more items than if she simply
repeats them in the order her mother calls them out. This is an example of
a. cognitive elaboration.
c. organization.
b. control strategy.
d. rehearsal.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 324
Type: Conceptual
Rationale: Organization is placing material into categories.
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12.18 ___________ is the level at which a child can almost, but not quite, understand or perform a task.
a. Assisted discovery
c. Reciprocal teaching
b. Cooperative learning
d. The zone of proximal development
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 325
Type: Factual
Rationale: The zone of proximal development is the limit at which a child can almost, but not quite, understand or
perform a task unassisted.
12.19 In the educational teaching method ___________, children work together in groups to achieve a common goal.
a. assisted discovery
c. reciprocal teaching
b. cooperative learning
d. the zone of proximal development
Chapter Section: Cognitive and Language Development
Answer: b
Page(s): 325
Type: Factual
Rationale: Cooperative learning, based on Vygotsky’s theory, is an educational innovation in which students work
together in groups to achieve a common goal.
12.20 Nearly one in five people in the United States speaks a language other than English at home, a percentage that
is growing. _____________ is growing increasingly common.
a. Meta-language
c. Multi-memory
b. Meta-memory
d. Bilingualism
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 327
Type: Factual
Rationale: Bilingualism, the use of more than one language, is growing increasingly common.
12.21 Ms. Avila is teaching her fourth grade students how to comprehend complex reading passages. First she
models the strategies for them and then she expects them to take the lead. For instance, Ms. Avila shows them
how to skim the content of the passage, raise questions about its central points, summarize the passage, and
lastly to predict what is likely to happen next. This teaching method is known as
a. assisted discovery.
c. reciprocal teaching.
b. cooperative learning.
d. the zone of proximal development.
Chapter Section: Cognitive and Language Development
Answer: c
Page(s): 325
Type: Conceptual
Rationale: Reciprocal teaching is a technique to teach reading comprehension strategies. Students are taught to
skim the content of a passage, raise questions about its central point, summarize the passage, and finally predict
what will happen next.
12.22 An understanding of one’s own use of language is called
a. self-talk.
c. linguistic awareness.
b. linguistics.
d. metalinguistic awareness.
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 326
Type: Factual
Rationale: Metalinguistic awareness is an understanding of one’s own use of language.
12.23 The use of more than one language is known as
a. semi-lingualism.
c. lingualism.
b. trilingualism.
d. bilingualism.
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 327
Type: Factual
Rationale: Bilingualism, the use of more than one language, is growing increasingly common.
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12.24 Raquel speaks both Spanish and English fluently. The ability to use more than one language is known as
a. semi-lingualism.
c. lingualism.
b. trilingualism.
d. bilingualism.
Chapter Section: Cognitive and Language Development
Answer: d
Page(s): 327
Type: Factual
Rationale: Bilingualism, the use of more than one language, is growing increasingly common.
12.25 One approach to educating non-English speakers is ___________, in which children are initially taught in
their native language, while at the same time learning English.
a. bilingual education
c. English as a Second Language Instruction
b. multicultural education
d. immersion education
Chapter Section: Cognitive and Language Development
Answer: a
Page(s): 327
Type: Factual
Rationale: Bilingual education is an approach to educating non-English speakers in which children are initially
taught in their native language, while at the same time learning English.
12.26 All of the following except one maximize children’s likelihood of success in school.
a. Promote a literacy environment. Parents should read to their children everyday.
b. Delay school entry so that students will be more mature and ready to learn.
c. Talk to your children about current events, friends, and hobbies.
d. Provide a place for children to work.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: b
Page(s): 330, 331 Type: Factual
Rationale: Research has shown that children who are among the youngest in first grade progress at the same rate as
the oldest.
12.27 In ___________approaches to reading, reading should be taught by presenting the basic skills that underlie
reading. This approach emphasizes the components of reading, such as the sounds of letters and their
combinations—phonics—and how letters and sounds are combined to make words.
a. letter-sound
c. whole language
b. code-based
d. balanced literacy
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: b
Page(s): 333
Type: Factual
Rationale: Code-based approaches to reading emphasize components of reading, such as the sounds of letters and
their combinations and how letters and sounds are combined to make words.
12.28 LaToya, a first-grader, is learning to read. In class her teacher points to the letter “c” on a visual chart and
makes the sound of “c. ” She then points to the letter “a” and makes its sound. Lastly, she points to the letter
“t” and makes its sound. As a class they all say the sounds in the sequence “C” “A” “T.” Lastly, the students
shout that it spells “cat.” This method of reading instruction is known as the ___________ approach.
a. letter-sound
c. whole language
b. code-based
d. balanced literacy
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: b
Page(s): 333
Type: Conceptual
Rationale: Code-based approaches to reading emphasize components of reading, such as the sounds of letters and
their combinations and how letters and sounds are combined to make words.
242
12.29 Ms. Wright believes that children learn to read by breaking words apart, hearing the sounds each letter makes,
and then putting them back together to form a word. Ms. Wright’s method of reading instruction is known as
the ___________ approach.
a. letter-sound
c. whole language
b. code-based
d. balanced literacy
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: b
Page(s): 333
Type: Conceptual
Rationale: Code-based approaches to reading emphasize components of reading, such as the sounds of letters and
their combinations and how letters and sounds are combined to make words.
12.30 In ___________ approaches to reading, reading is viewed as a natural process, similar to the acquisition of
oral language. Proponents of this approach believe that children should read complete writings—sentences,
stories, poems, lists, charts, and other examples of actual uses of writing.
a. letter-sound
c. whole language
b. code-based
d. balanced literacy
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: c
Page(s): 333
Type: Factual
Rationale: In whole-language approaches to reading children learn to read through exposure to complete writing
instead of being taught to sound out words.
12.31 Miss Hausler is teaching her first-graders to read. She believes that reading should be meaningful from the
very beginning of reading instruction, so she teaches her students not to try to sound out every word but to
look for cues in the text, pictures, and story language for ideas about the unknown word as they work their
way through an entire piece of text. This method of reading instruction is known as the ___________
approach.
a. letter-sound
c. whole language
b. code-based
d. balanced literacy
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: c
Page(s): 333
Type: Conceptual
Rationale: In whole-language approaches to reading children learn to read through exposure to complete writing
instead of being taught to sound out words.
12.32 ___________ is a set of behaviors, beliefs, values, and expectations shared by members of a particular
society.
a. Subculture
c. Ethnic group
b. Race
d. Culture
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: d
Page(s): 324
Type: Factual
Rationale: Culture can be thought of as a set of behaviors, beliefs, values, and expectations shared by members of a
particular society.
12.33 A form of education in which the goal is to help students from minority cultures develop competence in the
culture of the majority while maintaining positive group identities that build on their original cultures is
called
a. bilingual education.
c. English as a Second Language Instruction.
b. multicultural education.
d. immersion education.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: b
Page(s): 324
Type: Factual
Rationale: Multicultural education has as its goal to help students from minority cultures develop competence in the
culture of the majority group while maintaining positive group identities that build on their original culture.
243
12.34 The model that fostered the view of American society as the proverbial melting pot is known as the
a. pluralistic society model.
c. cultural assimilation model.
b. multicultural education.
d. immersion education.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: c
Page(s): 324
Type: Factual
Rationale: The cultural assimilation model is the view of American society as a “melting pot” in which all cultures
are amalgamated.
12.35 As a teacher in the 1950s, Mr. Philips felt that the new immigrants that were placed in his class should learn
how to “fit-in” not only his class, but also in society. To him this meant they should refrain from speaking
their native language and to speak only English. This view of American society is known as the
a. pluralistic society model.
c. cultural assimilation model.
b. multicultural education model.
d. immersion education.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: c
Page(s): 324
Type: Conceptual
Rationale: The cultural assimilation model is the view of American society as a “melting pot” in which all cultures
are amalgamated.
12.36 The concept that American society is made up of diverse, coequal cultural groups that should preserve their
individual cultural features is known as the
a. pluralistic society model.
c. cultural assimilation model.
b. multicultural education model.
d. immersion education.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: a
Page(s): 324
Type: Factual
Rationale: The pluralistic society model is the concept that American society is made up of diverse, coequal
cultures that should preserve their individual features.
12.37 The view of American society as a “melting pot” in which all cultures are amalgamated is called
a. pluralistic education.
c. the cultural assimilation model.
b. multicultural education.
d. immersion education.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: c
Page(s): 324
Type: Factual
Rationale: The cultural assimilation model is the view of American society as a “melting pot” in which all cultures
are amalgamated.
12.38 The maintenance of one’s original cultural identity while becoming integrated into the majority culture is
called the
a. pluralistic society model.
c. cultural assimilation model.
b. multicultural education model.
d. bicultural identity.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: d
Page(s): 325
Type: Factual
Rationale: The bicultural identity is maintenance of one’s original cultural identity while becoming integrated into
the majority culture.
244
12.39 Francisco’s second grade teacher encourages him and his classmates to embrace the best in each of their
cultures. For instance, when they learn about Texas history she tells about the many contributions from
various cultures and she encourages them to bring in items from home that represent their culture. She also
invites parents in to share their culture with the rest of the class. Francisco’s teacher employs
a. the pluralistic society model.
c. the cultural assimilation model.
b. multicultural education.
d. bicultural identity.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: d
Page(s): 325
Type: Conceptual
Rationale: The bicultural identity is maintenance of one’s original cultural identity while becoming integrated into
the majority culture.
12.40 The cycle of behavior on which a teacher transmits an expectation about a child and thereby actually brings
about the expected behavior is known as
a. the teacher expectancy effect.
c. the pygmalion effect.
b. self-fulfilling prophecy.
d. the expectancy effect.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: a
Page(s): 336
Type: Factual
Rationale: The teacher expectancy effect is the phenomenon whereby an educator’s expectations for a given child
actually bring about the expected behavior.
12.41 Mr. Bednorz was told by his principal that Joel was an exceptional student, when in fact he had average
ability. As a result, Mr. Bednorz gave Joel challenging assignments, gave more specific feedback, and in
general assumed that Joel would do well in his class. Consequently, Joel performed above his ability level.
This is an example of
a. the teacher expectancy effect.
c. the pygmalion effect.
b. self-fulfilling prophecy.
d. the expectancy effect.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: a
Page(s): 336
Type: Applied
Rationale: The teacher expectancy effect is the phenomenon whereby an educator’s expectations for a given child
actually bring about the expected behavior.
12.42 A person’s expectations that are capable of bringing about an outcome is known as
a. the teacher expectancy effect.
c. the pygmalion effect.
b. self-fulfilling prophecy.
d. the expectancy effect.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: b
Page(s): 336
Type: Factual
Rationale: Self-fulfilling prophecy is a concept in which a person’s expectation is capable of bringing about an
outcome.
12.43 Laura quickly learned that her teacher did not expect that she would be a top student in math. Her teacher did
not come right out and tell Laura that she wasn’t very good at math, but she did tell her in other ways. When
Laura had difficulty on a problem the teacher told her the answer. When she didn’t do well on an exam the
teacher said nothing. When she did not do her homework the teacher simply gave her a zero with no
questions asked. The teacher never called on Laura to solve a problem in class. Eventually, Laura came to
think that she was incapable of learning mathematics. This is an example of
a. the teacher expectancy effect.
c. the pygmalion effect.
b. self-fulfilling prophecy.
d. the expectancy effect.
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: b
Page(s): 336
Type: Applied
245
Rationale: Self-fulfilling prophecy is a concept in which a person’s expectation is capable of bringing about an
outcome.
12.44 The teacher expectancy effect can be viewed as a special case of a broader concept known as the
___________ prophecy, in which a person’s expectation is capable of bringing about an outcome. For
instance, physicians have long known that providing patients with placebos (pills with no active ingredients)
can sometimes “cure” them simply because the patients expect the medicine to work.
a. false
c. self-fulfilling
b. filling
d. decoy
Chapter Section: Schooling: The Three Rs (and More) of Childhood
Answer: c
Page(s): 336
Type: Factual
Rationale: Self-fulfilling prophecy is a concept in which a person’s expectation is capable of bringing about an
outcome.
12.45 The set of skills that underlie the accurate assessment, evaluation, expression, and regulation of emotions is
called
a. mental intelligence.
c. emotional intelligence.
b. general intelligence.
d. multiple intelligence.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: c
Page(s): 336
Type: Factual
Rationale: Emotional intelligence is a set of skills that underlie the accurate assessment, evaluation, expression, and
regulation of emotions.
12.46 The capacity to understand the world, think with rationality, and use resources effectively when faced with
challenges is called
a. multiple intelligence.
c. crystallized intelligence.
b. fluid intelligence.
d. intelligence.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: d
Page(s): 339
Type: Factual
Rationale: Intelligence is the capacity to understand the world, think rationally, and use resources effectively when
faced with challenges.
12.47 The typical intelligence level found for people of a given chronological age is known as the
a. mental age.
c. physical age.
b. chronological age.
d. intelligence quotient.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: a
Page(s): 339
Type: Factual
Rationale: Mental age is the typical intelligence level found for people of a given chronological age.
12.48 Six-year-old Amira received a score of 30 on an intelligence test, and this was the average score received by
most 10-year-olds. Amira’s mental age would be considered
a. 6.
c. 30.
b. 10.
d. not enough information given.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 339
Type: Conceptual
Rationale: Mental age is the typical intelligence level found for people of a given chronological age. Since Amira
received a score that is average for a 10-year-old, her mental age is 10.
12.49 The actual age of the person taking the intelligence test is known as the
a. mental age.
c. intelligence quotient.
b. chronological age.
d. hypothetical age.
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Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 340
Type: Factual
Rationale: A person’s age according to the calendar is the physical or chronological age.
12.50 A score that takes into account a person’s mental and chronological ages is called the
a. mental age.
c. intelligence quotient.
b. chronological age.
d. hypothetical age.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: c
Page(s): 340
Type: Factual
Rationale: Intelligence quotient (IQ) is a score that expresses the ratio between a person’s mental and
chronological ages.
12.51 A test for children that provides separate measures of verbal and performance (or nonverbal) skills, as well as
a total score is the
a. Stanford-Binet Intelligence Scale.
b. Wechsler Intelligence Scale for Children-III (WISC-III).
c. Kaufman Assessment Battery for Children (K-ABC).
d. Wechsler Adult Intelligence Scale-Revised (WAIS-III).
Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 341
Type: Factual
Rationale: The Wechsler Intelligence Scale for Children-III is a test for children that provides separate measures of
verbal and performance (nonverbal) skills, as well as a total score.
12.52 The Wechsler Intelligence Scale for Children-III
a. provides separate measures of verbal and performance skills.
b. does not provide an overall intelligence score.
c. is as flexible in terms of administrations as the Kaufman Assessment Battery for Children.
d. can be individually or group administered.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: a
Page(s): 341
Type: Factual
Rationale: The Wechsler Intelligence Scale for Children-III is a test for children that provides separate measures of
verbal and performance (nonverbal) skills, as well as a total score.
12.53 A test for adults that provides separate measures of verbal and performance (or nonverbal) skills, as well as a
total score is the
a. Stanford-Binet Intelligence Scale.
b. Wechsler Intelligence Scale for Children-III (WISC-III).
c. Kaufman Assessment Battery for Children (K-ABC).
d. Wechsler Adult Intelligence Scale-Revised (WAIS-III).
Chapter Section: Intelligence: Determining Individual Strengths
Answer: d
Page(s): 341
Type: Factual
Rationale: The Wechsler Adult Intelligence Scale-Revised is a test designed for adults that provides a separate
measure of verbal and performance skills, as well as a total score.
12.54 A children’s intelligence test permitting unusual flexibility in its administration is the
a. Stanford-Binet Intelligence Scale.
b. Wechsler Intelligence Scale for Children-III (WISC-III).
c. Kaufman Assessment Battery for Children (K-ABC).
d. Wechsler Adult Intelligence Scale-Revised (WAIS-III).
Chapter Section: Intelligence: Determining Individual Strengths
Answer: c
Page(s): 341
Type: Factual
247
Rationale: The Kaufman Assessment Battery for Children is a children’s intelligence test permitting unusual
flexibility in its administration.
248
12.55 Intelligence tests used most frequently in school settings today are based on the idea that intelligence is
composed of a single, unitary mental ability factor known as the
a. a factor.
c. m factor.
b. h factor.
d. g factor.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: d
Page(s): 343
Type: Factual
Rationale: Intelligence tests used most frequently in school settings today are based on the idea that intelligence is
composed of a single, unitary mental ability factor known as the g factor.
12.56 The ability to deal with new problems and situations, ___________, reflects information processing
capabilities, memory, and reasoning.
a. multiple intelligence
c. crystallized intelligence
b. fluid intelligence
d. intelligence
Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 343
Type: Factual
Rationale: Fluid intelligence is the ability to deal with new problems and situations.
12.57 The store of information, skills, and strategies that people have acquired through education and prior
experiences is known as
a. multiple intelligence.
c. crystallized intelligence.
b. fluid intelligence.
d. intelligence.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: c
Page(s): 343
Type: Factual
Rationale: Crystallized intelligence is the store of information, skills, and strategies that people have acquired
through education and prior experiences and through their previous use of fluid intelligence.
12.58 Candace loves to put puzzles together. Recently, she solved a challenging 3-D puzzle. Candace was able to
solve the problem only because she used her previous knowledge of another 3-D puzzle she had solved. This
is an example of
a. multiple intelligence.
c. crystallized intelligence.
b. fluid intelligence.
d. intelligence.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: c
Page(s): 343
Type: Factual
Rationale: Crystallized intelligence is the store of information, skills, and strategies that people have acquired
through education and prior experiences and through their previous use of fluid intelligence.
12.59 Howard Gardner suggests that there are eight distinct intelligences, each relatively independent. Each type of
intelligences operates in concert with the other intelligences. This approach to understanding intelligence is
known as
a. the theory of multiple intelligence.
c. crystallized intelligence.
b. fluid intelligence.
d. the triarchic theory of intelligence.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: a
Page(s): 343
Type: Factual
Rationale: The theory of multiple intelligences, developed by Howard Gardner, suggests that we have eight distinct
intelligences, each relatively independent.
249
12.60 Elliot wants to be an electrical engineer when he grows up. Gardner suggests that Elliot be high in
___________ intelligence.
a. logical-mathematical
c. spatial
b. linguistic
d. interpersonal
Chapter Section: Intelligence: Determining Individual Strengths
Answer: a
Page(s): 344
Type: Applied
Rationale: Logical-mathematical intelligence, one of the eight multiple intelligences proposed by Howard Gardner,
emphasizes skills in problem solving and scientific thinking.
12.61 Kelly wants to be social worker. Gardner suggests that Kelly be high in ___________ intelligence.
a. naturalistic
c. spatial
b. linguistic
d. interpersonal
Chapter Section: Intelligence: Determining Individual Strengths
Answer: d
Page(s): 344
Type: Applied
Rationale: Interpersonal intelligence, one of the eight multiple intelligences proposed by Howard Gardner,
emphasizes skills in interacting with others, such as sensitivity to the moods, temperaments, motivations, and
intentions of others.
12.62 According to Vygotsky, __________ involves cooperative interaction between the individual who is being
assessed and the person who is doing the assessment. In short, intelligence is seen as being reflected not only
in how children can perform on their own, but in terms of how well they perform when helped by adults.
a. independent assessment
c. mediated assessment
b. dynamic assessment
d. situated assessment
Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 343
Type: Factual
Rationale: Vygotsky suggested that to assess intelligence, we should look not only at those cognitive processes that
are fully developed by also at those that are currently being developed. He contended that assessment tasks should
involve cooperative interaction between the individual who is being assessed and the person who is doing the
assessment in a process known as dynamic assessment.
12.63 Dynamic assessment is linked to
a. Erik Erikson.
b. Albert Bandura.
c. Lev Vygotsky.
d. Jean Piaget.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: c
Page(s): 343
Type: Factual
Rationale: Vygotsky suggested that to assess intelligence, we should look not only at those cognitive processes that
are fully developed but also at those that are currently being developed. He contended that assessment tasks should
involve cooperative interaction between the individual who is being assessed and the person who is doing the
assessment in a process known as dynamic assessment.
12.64 Sternberg’s triarchic theory of intelligence is made up of the following parts:
a. componential, experiential, and contextual.
b. fluid, crystallized, and general.
c. analysis, correlation, and adaptive.
d. interpersonal, intrapersonal, and social.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: a
Page(s): 343
Type: Factual
Rationale: The triarchic theory of intelligence holds the belief that intelligence consists of three aspects of
information processing: the componential element, the experiential element, and the contextual element.
250
12.65 Sternberg’s triarchic theory of intelligence is based on what following theory?
a. cognitive-developmental theory
c. psychosocial theory
b. information processing theory
d. socio-cultural theory
Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 343
Type: Factual
Rationale: Sternberg’s thinking about in intelligence is in terms of information processing.
12.66 The model that states that intelligence consists of three aspects of information processing—the componential
element, the experiential element, and the contextual element—is called
a. the theory of multiple intelligence.
c. crystallized intelligence.
b. fluid intelligence.
d. the triarchic theory of intelligence.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: d
Page(s): 343
Type: Factual
Rationale: The triarchic theory of intelligence holds the belief that intelligence consists of three aspects of
information processing: the componential element, the experiential element, and the contextual element.
12.67 According to Sternberg’s triarchic theory of intelligence, the ___________ aspect of intelligence reflects how
efficiently people can process and analyze information.
a. componential
c. contextual
b. experiential
d. academic
Chapter Section: Intelligence: Determining Individual Strengths
Answer: a
Page(s): 343
Type: Factual
Rationale: The componential element of intelligence reflects how efficiently people can process and analyze
information.
12.68 According to Sternberg’s triarchic theory of intelligence, the ___________ element is the insightful
component of intelligence. Those high in this element can easily compare new material with what they
already know, and can combine and relate facts that they already know in novel and creative ways.
a. componential
c. contextual
b. experiential
d. academic
Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 343
Type: Factual
Rationale: The experiential aspect of intelligence is the insightful component of intelligence.
12.69 According to Sternberg’s triarchic theory of intelligence, the ___________ element of intelligence concerns
practical intelligence, or ways of dealing with the demands of the everyday environment.
a. componential
c. contextual
b. experiential
d. academic
Chapter Section: Intelligence: Determining Individual Strengths
Answer: c
Page(s): 343
Type: Factual
Rationale: The contextual aspect of intelligence concerns practical intelligence or ways of dealing with the demands
of the everyday environment.
12.70 The triarchic theory of intelligence consists of
a. the componential element.
c. the contextual element.
b. the experiential element.
d. all of these answers.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: d
Page(s): 343
Type: Factual
Rationale: The triarchic theory of intelligence holds the belief that intelligence consists of three aspects of
information processing: the componential element, the experiential element, and the contextual element.
251
12.71 A significantly sub-average level of intellectual functioning that occurs with related limitations in two or
more skill areas is known as
a. mental retardation.
c. moderate retardation.
b. mild retardation.
d. severe retardation.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: a
Page(s): 347
Type: Factual
Rationale: A significantly sub-average level of intellectual functioning that occurs with related limitations in two or
more skill areas is known as mental retardation.
12.72 All of the following children are classified as gifted and talented EXCEPT
a. Sam, who learned to play the violin when he was three, and who is now, at the age of 6, a fully
accomplished musician.
b. Elia, who as a toddler loved to do simple math using her toys, and who is now, at the age of 10, taking
advanced calculus classes at the university.
c. Jacob, who has a knack for drawing and painting, and who sold his first painting at an art exhibit when he
was just 8 years old.
d. Samantha, who does well school, but does not stand out in any particular subject area.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: d
Page(s): 348
Type: Conceptual
Rationale: Gifted and talented refers to students who show evidence of high performance capability in intellectual,
creative, or artistic areas, in leadership capacity, or in specific academic fields.
12.73 Angelica is a gifted second grader. Her schools meets her individual learning needs by providing Angelica
with opportunities to study various topics at a greater depth while still being with her peer group. This
approach to educating gifted children is known as
a. acceleration.
c. individualized education.
b. enrichment.
d. self-paced learning.
Chapter Section: Intelligence: Determining Individual Strengths
Answer: b
Page(s): 349
Type: Conceptual
Rationale: Enrichment is an approach whereby gifted students are kept at grade level but are enrolled in special
programs and given individual activities to allow greater depth of study.
Essay Questions
12.74 In what ways do children develop cognitively during the years of middle childhood?
Chapter Section: Cognitive and Language Development
Page(s): 321–325
Type: Conceptual
Answer: A good answer would include the following key points:
 Piaget suggested that school-age children are in the concrete operational stage, characterized by the
application of logical processes to concrete problems
 Information-processing approaches focus on quantitative improvements in memory and in the
sophistication of the mental programs that school-age children can use
 According to Vygotsky, children in the school years should have the opportunity to experiment and
participate actively with their peers in educational experiences
 Memory processes come under increasing control and metamemory improves cognitive processing
and memorization
252
12.75 How does language develop during the middle-childhood period?
Chapter Section: Cognitive and Language Development
Page(s): 325–327
Type: Conceptual
Answer: A good answer would include the following key points:
 Language development is characterized by improvements in
 vocabulary
 syntax (the rules that indicate how words and phrases can be combined to form sentences)
 pragmatics (the rules governing the use of language to communicate in a given social setting)
 growth of metalinguistic awareness (an understanding of one’s own use of language)
 use of language as a self control device
12.76 What is bilingualism? How does it benefit second language learners?
Chapter Section: Cognitive and Language Development
Page(s): 327, 328
Type: Conceptual
Answer: A good answer would include the following key points:
 Bilingualism is the ability to speak two languages
 Bilingualism can produce improvements in cognitive flexibility, metalinguistic awareness, and
intelligence test performance
12.77 What can a parent do to help prepare their child to succeed in school?
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Page(s): 322
Type: Applied
Answer: A good answer would include the following key points:
 Promote a literacy environment
 Talk to children
 Provide a place for children to work
 Encourage children’s problem solving skills
12.78 Briefly describe the two different approaches to teaching reading.
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Page(s): 333
Type: Factual
Answer: A good answer would include the following key points:
 Code-based approaches to reading
 reading is taught by presenting the basic skills that underlie reading
 emphasize components of reading, i.e. sounds of letters and their combinations
 Whole-language approaches to reading
 viewed as a natural process, similar to oral language acquisition
 children learn to read by exposure to complete writing
 instead of sounding out words, children use a trial and error approach to learn words
12.79 What are the advantages and disadvantages of home schooling?
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Page(s): 337, 338
Type: Conceptual
Answer: A good answer would include the following key points:
 Ability to provide more personalized one-on-one attention
 Social interaction inherent in large classroom is missing
 Learning at home does not encourage diversity seen in larger society
 Certain technology may not be available at home
253
12.80 Why is it important for people to be aware of the role our expectations play in our behavior towards others?
Chapter Section: Schooling: The Three Rs (and More) of Middle Childhood
Page(s): 336
Type: Conceptual
Answer: A good answer would include the following key points:
 Research has shown that teachers treat children differently based on their expectations of the child.
 The teacher expectancy effect is when the teacher’s expectations are transmitted to the students and
the child behaves accordingly.
 Self fulfilling prophecy is a broader concept in which any person’s expectations are capable of
bringing about an outcome.
 It is critical that we acknowledge our expectations because they may in fact stimulate specific
behavioral responses
12.81 How can intelligence be measured? What are some issues in intelligence testing?
Chapter Section: Intelligence: Determining Individual Strengths
Page(s): 338–346
Type: Conceptual
Answer: A good answer would include the following key points:
 Intelligence testing has traditionally focused on factors that differentiate successful academic
performers from unsuccessful ones.
 Intelligence quotient (IQ) reflects the ratio of a person’s mental age to his or her chronological age.
 Other conceptualizations of intelligence focus on different types of intelligence or different aspects of
information processing.
 There is some controversy over whether there are racial differences in IQ, and how to explain those
differences.
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