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Advanced Development Exam 2

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300 Psychology Quiz on Advanced Development Exam 2, created by Tambriell Caudill on 22/03/2018.
Tambriell Caudill
Quiz by Tambriell Caudill, updated more than 1 year ago
Tambriell Caudill
Created by Tambriell Caudill over 6 years ago
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Resource summary

Question 1

Question
[blank_start]Cognition[blank_end] - activity of knowing and processes through which knowledge is acquired
Answer
  • Cognition

Question 2

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[blank_start]Cognitive development[blank_end] - changes that occur in metal activities such as attending, perceiving, learning, and thinking/remembering
Answer
  • Cognitive development

Question 3

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[blank_start]Scheme[blank_end] - (building blocks of knowledge) cognitive structures to organize and interpret experiences
Answer
  • Scheme

Question 4

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Children 7 years and up use [blank_start]operational[blank_end] schemes, which are internal mental activities that one performs on objects of thought.
Answer
  • operational

Question 5

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[blank_start]Symbolic schema[blank_end] - internal mental symbols (such as images or verbal codes) that one uses to represent aspects of experience.
Answer
  • Symbolic schema

Question 6

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2-year-old begin to use [blank_start]symbolic[blank_end] schemes.
Answer
  • symbolic

Question 7

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[blank_start]Behavioral schema[blank_end] - organized patterns of behavior that are used to represent and respond to objects and experiences.
Answer
  • Behavioral schema

Question 8

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A child sees a horse for the first time, interprets it as a four-legged animal, and decides that it is a doggie. What is this an example of?
Answer
  • Assimilation
  • Adaptation
  • Organization
  • Accommodation
  • "Theory" theory

Question 9

Question
A child who recognizes that a horse is not a dog. So, this child invents a name for the new creature or asks 'what is that' and adopt the label that her family uses.
Answer
  • "Theory" theory
  • Adaptation
  • Assimilation
  • Accommodation
  • Organization

Question 10

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[blank_start]Adaptation[blank_end] - process of adjusting to the demands of the environment this occurs through two complementary activities; includes assimilation and accommodation
Answer
  • Adaptation

Question 11

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An infant who has gazing, reaching, and grasping reflexes soon organizes these initially unrelated schemas that enables them to reach out and discover objects in the environment. What is this an example of?
Answer
  • Organization
  • "Theory" theory
  • Assimilation
  • Accommodation
  • Adaption

Question 12

Question
Piaget’s 4 Developmental (Cognitive) Stages: [blank_start]Sensorimotor stage[blank_end] (birth-2 years/acquisition of language) [blank_start]Preoperational stage[blank_end] (2-7 years) [blank_start]Concrete operational stage[blank_end] (7-11 years) [blank_start]Formal operational stage[blank_end] (11-16 and up)
Answer
  • Sensorimotor stage
  • Preoperational stage
  • Concrete operational stage
  • Formal operational stage

Question 13

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A child's understanding that objects continue to exist even though they cannot be seen or heard develops in the [blank_start]sensorimotor[blank_end] stage.
Answer
  • sensorimotor

Question 14

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[blank_start]A not B error[blank_end] – the tendency of 8-12 month olds to search for a hidden object where they previously found it even after they have seen it moved it to a new location
Answer
  • A not B error

Question 15

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Infants devise theories of how world works and then test and modify accordingly.
Answer
  • "Theory" theory
  • Assimilation
  • Adaptation
  • Organization
  • Accommodation

Question 16

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[blank_start]Neo-nativism[blank_end] - Innate knowledge of the world
Answer
  • Neo-nativism

Question 17

Question
Which of Piaget's stages of cognitive development includes children who are thinking at a symbolic level but not yet using cognitive operations?
Answer
  • Sensorimotor stage
  • Formal operational stage
  • Preoperational stage
  • Concrete operational stage

Question 18

Question
[blank_start]Egocentrism[blank_end] - looking at things at your own view point while failing to recognize that others may have a different view point
Answer
  • Egocentrism

Question 19

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Piaget's _______________________ is characterized by the development of organized and rational thinking.
Answer
  • Sensorimotor stage
  • Concrete operational stage
  • Preoperational stage
  • Formal operational stage

Question 20

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[blank_start]Seriation[blank_end] - the ability to mentally arrange items along a quantifiable dimension such as height or weight; Develops in the concrete operational stage
Answer
  • Seriation

Question 21

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'If you say Juan is taller than Pedro, and Pedro is taller than Sam who is taller?' This question is best an example of
Answer
  • Conservation
  • Reversibility
  • Transitivity
  • Seriation
  • Horizontal decalage

Question 22

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In Piaget's [blank_start]formal operations[blank_end] stage, the individual begins to think more rationally and systematically about abstract concepts and hypothetical events.
Answer
  • formal operations

Question 23

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Nancy believes that she is highly special and unlike anyone else who has ever walked the earth. She thinks that her feelings are very unique and no one else has ever even experienced them. This is an example of
Answer
  • Adolescent egocentrism
  • Imaginary audience
  • Personal fable

Question 24

Question
[blank_start]Hypothetical-deductive reasoning[blank_end] - the ability to think scientifically through generating predictions, or hypotheses, about the world to answer questions. The individual will approach problems in a systematic and organized manner, rather than through trial-and-error.
Answer
  • Hypothetical-deductive reasoning

Question 25

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According to [blank_start]Vygotsky[blank_end] adults are an important source of cognitive development.
Answer
  • Vygotsky
  • Piaget

Question 26

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Vygotsky places considerably more emphasis on social factors contributing to cognitive development.
Answer
  • True
  • False

Question 27

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Piaget places more emphasis on culture affecting cognitive development.
Answer
  • True
  • False

Question 28

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[blank_start]Zone of proximal development[blank_end] - term for range of tasks that are too complex to be mastered alone but can be accomplished with guidance and encouragement from a more skillful partner
Answer
  • Zone of proximal development

Question 29

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[blank_start]Intersubjectivity[blank_end] - the establishment of shared understandings between the learner and the tutor
Answer
  • Intersubjectivity

Question 30

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[blank_start]Theory of Mind[blank_end] - understanding of how the human mind works and a knowledge that humans are cognitive beings whose mental states are not always shared with or accessible of others
Answer
  • Theory of Mind

Question 31

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At what age is the false belief task generally mastered?
Answer
  • 3
  • 5
  • 7
  • 11

Question 32

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Individuals must have [blank_start]theory of mind[blank_end] capabilities in order to lie.
Answer
  • theory of mind

Question 33

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[blank_start]Gist[blank_end] - a fuzzy representation of information that preserves the central content but few precise details.
Answer
  • Gist

Question 34

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13+3=? A child might think 3+3 =6 10+6=16. This is an example of
Answer
  • Decomposition
  • Gist
  • Sum
  • Min

Question 35

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[blank_start]Spearman Two Factor Theory[blank_end] - intelligence has two factors g&s
Answer
  • Spearman Two Factor Theory

Question 36

Question
In regards to Spearman Two Factor Theory: [blank_start]G[blank_end]: Represents what different cognitive tasks have in common [blank_start]S[blank_end]: Represents specific factors such as mathematical, mechanical, and verbal skills
Answer
  • G
  • S

Question 37

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[blank_start]Fluid Intelligence[blank_end] is the ability to perceive relationships and solve relational problems of the type that are not taught and are relatively free of cultural influence.
Answer
  • Fluid Intelligence

Question 38

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[blank_start]Crystalized intelligence[blank_end] is the ability to understand relations or solve problems that depend on knowledge acquired from schooling and other cultural influences.
Answer
  • Crystalized intelligence

Question 39

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Information-processing theory of intelligence that emphasizes three aspects of intelligent behavior not normally tapped by IQ tests. Considers the context of the action, the persons experience with the task, and the information-processing strategies the people applies to the task.
Answer
  • Cattell and Horn Model
  • Guilford Structure of Intellect Model
  • Sternberg Triarchic Theory of Intelligence
  • Thurstone Model

Question 40

Question
Humans display as many as nine distinct kinds of intelligence, each is linked to a particular area of the brain and several of which are not measured by IQ test. Each ability is distinct, is linked to a specific area of the brain, and follows a different developmental course.
Answer
  • Thurstone Model
  • Guilford Structure of Intellect Model
  • Cattell and Horn Model
  • Sternberg Triarchic Theory of Intelligence
  • Gardner Multiple Intelligences

Question 41

Question
180 distinct mental abilities, based on all the possible combinations of the various intellectual contents, operations, and products
Answer
  • Sternberg Triarchic Theory of Intelligence
  • Guilford Structure of Intellect Model
  • Gardner Multiple Intelligences
  • Thurstone Primary Mental Abilities
  • Cattell and Horn Model

Question 42

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People have been getting smarter throughout the 20th century. This is referred to as the [blank_start]Flynn effect[blank_end].
Answer
  • Flynn effect

Question 43

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[blank_start]Phonology[blank_end] - sound system of a language and the rules for combining these sounds to produce meaningful units of speech
Answer
  • Phonology

Question 44

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[blank_start]Morphology[blank_end] - formation of meaningful words
Answer
  • Morphology

Question 45

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[blank_start]Semantics[blank_end] - expressed meaning of words and sentences
Answer
  • Semantics

Question 46

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[blank_start]Syntax[blank_end] - structure of a language, the rules specifying how words and grammatical markers are to be combined
Answer
  • Syntax

Question 47

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[blank_start]Pragmatics[blank_end] - principles that underlie the effective and appropriate use of language in social context (communicate effectively)
Answer
  • Pragmatics

Question 48

Question
A person with ____________ aphasia may say, “Walk dog” meaning, “I will take the dog for a walk.” This person may state the same sentence and also mean “You take the dog for a walk,” or “The dog walked out of the yard,” depending on the circumstances. Individuals with this aphasia are able to understand the speech of others. They are often aware of their difficulties and can become easily frustrated.
Answer
  • Broca's
  • Wernicke’s

Question 49

Question
A person with _______________ aphasia may say, “You know that smoodle pinkered and that I want to get him round and take care of him like you want before,” meaning “The dog needs to go out so I will take him for a walk.” Individuals with this aphasia usually have great difficulty understanding speech and are therefore often unaware of their mistakes.
Answer
  • Broca's
  • Wernicke’s

Question 50

Question
A child says 'Doggie go'. His mother responds with 'Yes, the doggie is going away'. What does this exemplify?
Answer
  • Motherese
  • Expansion
  • Holophrase
  • Overextension

Question 51

Question
An infant says single words that often seem to represent an entire sentences worth of meaning.
Answer
  • Holophrase
  • Babbles
  • Underextension
  • Overextension
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