A) Even young infants can categorize, grouping similar objects and events into a single representation.
B) As infants approach their second birthday, fewer categories appear to be based on subtle sets of features.
C) Older infants cannot make categorical distinctions when the perceptual contract between two categories is minimal.
D) Not until the early preschool years can children sort people and their voices by gender and age.
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Multiple Choice
A) less frequent and rich in collectivist cultures than in individualistic cultures.
B) a major means through which children extend their cognitive and social skills.
C) usually initiated by toddlers rather than by their parents or older siblings.
D) discovered by toddlers independently, once they are capable of representational schemes.
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Multiple Choice
A) measuring higher-order cognitive skills.
B) predicting future performance.
C) predicting school placement.
D) screening to identify babies in need of intervention.
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Multiple Choice
A) experimentation.
B) native endowment.
C) assimilation.
D) accommodation.
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Multiple Choice
A) deferred imitation.
B) object permanence.
C) make-believe play.
D) reflexive schemes.
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Multiple Choice
A) equilibrium
B) assimilation
C) accommodation
D) organization
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Multiple Choice
A) habituation and recovery.
B) inferred imitation.
C) displaced reference.
D) means-end problem solving.
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Multiple Choice
A) underextension.
B) overextension.
C) telegraphic speech.
D) referential speech.
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A) indicate important sensorimotor milestones.
B) measure higher-order cognitive skills.
C) assess skills that underlie intelligent behavior at all ages.
D) reveal infants' ability to process complex stimuli.
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A) discriminate quantities up to five.
B) perform simple addition, but not subtraction.
C) distinguish among large sets of items.
D) add and subtract large sets of items.
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A) supports language production.
B) plays a role in language comprehension.
C) is located in the right temporal lobe.
D) is located in the left temporal lobe.
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A) organization.
B) accommodation.
C) equilibrium.
D) assimilation.
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Multiple Choice
A) is suitable for preschool and school-age children.
B) accurately predicts future school achievement.
C) is suitable for children between 1 month and 3½ years.
D) is a poor predictor of infants' mental development.
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Multiple Choice
A) nonprofit child-care centers.
B) family child-care settings.
C) for-profit child-care centers.
D) single child-care settings.
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Multiple Choice
A) object permanence
B) deferred imitation
C) rational imitation
D) analogical problem solving
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Multiple Choice
A) Skinner's account
B) the sociocultural perspective
C) Chomsky's account
D) an interactionist's account
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A) disequilibrium
B) assimilation
C) organization
D) adaptation
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Multiple Choice
A) 16
B) 50
C) 85
D) 98
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Multiple Choice
A) Deaf parents use a style of communication similar to IDS when signing to their deaf babies.
B) By as early as 2 months, infants are more emotionally receptive to IDS.
C) Infants do not begin to prefer IDS over other kinds of adult talk until age 2.
D) Parents who use IDS are careful to always use utterances of the same length.
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Multiple Choice
A) are in a state of disequilibrium.
B) assimilate more than they accommodate.
C) experience cognitive discomfort.
D) modify their schemes.
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