Deck 1: Introduction to Cognitive Development

Question 1

As 6-year-old Johnny began to increase his knowledge of the terms dog, lion, and zebra, he was developing his:

A) mental structure.
B) mental acuity.
C) mental growth.
D) mental disparity.

Answer 1

A

Question 2

Cognition is defined as:

A) learning, thinking, and the development of the brain.
B) physical development of the brain.
C) a Piagetian concept rooted in research.
D) the processes or faculties by which knowledge is acquired and manipulated.

Answer 2

D

Question 3

Which of the following is not true regarding cognition?

A) usually thought of as being mental
B) It is not directly observable.
C) It is inferred from the behaviors we can observe.
D) It is a theoretical concept and cannot be proven it occurs.

Answer 3

D

Question 4

According to the text, Intellectual Growth is:

A) a 20% increase in IQ scores.
B) the result of an active interaction between acting and thinking children and their world.
C) being identified as a gifted and talented student.
D) a direct relationship to physical growth.

Question 5

Which of the following would not be an example of an early or immature form of development which adapts the infant or young child to his or her particular environment?

A) A young infant's relatively poor perceptual abilities which protect their nervous systems from sensory overload.
B) Preschool children tendencies to overestimate their physical and cognitive skills causing to persist at different tasks.
C) Infant's slow information processing seems to prevent them from establishing intellectual habits later in life.
D) The spontaneous activity of the skeletal structures necessary for physical development.

Question 6

Evidence for the permanence of the effects of early experience can be found in the animal literature by which psychologist?

A) Freud
B) Bjorklund
C) Causey
D) Harlow

Question 7

Which of the following is not a truth of cognitive development?

A) Cognitive development is constructed within a social context.
B) Cognitive development involves both stability and plasticity over time.
C) Cognitive development involves changes in domain-general abilities but not in domain-specific abilities.
D) Cognitive development involves changes in the way information is represented.

Question 8

Which of the following is not a higher order process of cognition, which are often available to consciousness?

A) developing a plan for solving a problem
B) executing the plan
C) evaluating the success of the plan and making modifications as needed.
D) highlighting your textbook to understand the plan

Question 9

According to the authors of your text, what do they contend regarding experiences which impact an individual?

A) Stimulation and experience are important in the early years of life but so is later experience.
B) Only stimulation and experience are important in the early years of life.
C) Only late experience in life is important.
D) Stimulation and later experience are important only in the latter years.

Question 10

According to the text, how does one obtain mental prowess?

A) rapidly over childhood without any changes
B) rapidly over childhood, changing in quality as it does
C) gradually over childhood, changing in quality as it does
D) throughout the lifespan

Question 11

According to Jerome Kagan (1976), which of the following is referred to as the tape recorder model of development according to many other psychologists?

A) Only certain experiences could be recorded for posterity, with the opportunity to only rewrite something once it was recorded.
B) Certain experiences could never be recorded and thus at times could never be rewritten.
C) Every experience is seen as being recorded for posterity, without the opportunity to rewrite or erase something once it had been recorded.
D) Every experience recorded will always repeat itself for all eternity.

Question 12

A particular 4-year-old will often show a wide range of behaviors on very similar tasks, depending on the context that child is in. This is known as:

A) variation-discrimination theory.
B) theory of varied assumptions.
C) variability in cognitive functioning.
D) deciphering techniques.

Question 13

What is the correct sequence of the levels of analysis of developmental phenomenon?

A) sociohistory, ontogeny, phylogeny
B) phylogeny, sociohistory, ontogeny
C) ontogeny, phylogeny, sociohistory
D) phylogeny, ontogeny, sociohistory

Question 14

Cognition includes:

A) our conscious and deliberate attempts at solving problems.
B) the conscious and deliberate processes involved in routine daily tasks.
C) a person's ability to only understand certain concepts.
D) a difficult process in the development of the brain.

Question 15

If 4-year-old Emily's highly active causing her parents not to keep her in her playpen her development will be affected by what type of relationship?

A) a symbiotic relationship
B) a bidirectional relationship
C) a positive reinforcement relationship
D) a negative feedback loop

Question 16

Developmental function refers to:

A) the form that cognition takes over time-to age-related differences in thinking.
B) the ability to function universally on all domains.
C) a developmental domain concept.
D) the in-depth study of one individual's development over time.

Question 17

Which model requires an individual to consider the organism's context as a unit and that there are multiple levels of the organism and multiple levels of the context?

A) developmental synthesis model
B) model of developmental intricacies
C) developmental contextual model
D) lifespan developmental model

Question 18

According to the text, developmental contextual, sociocultural, and evolutionary models of development also represent:

A) three levels of analysis.
B) a supreme contextual view.
C) a superficial model of development.
D) an ongoing process of developmental theories.

Question 19

If Michael is retrieving the definition of a word from memory, he in engaging what aspect of cognitive development?

A) structure
B) abstraction
C) function
D) extraction

Question 20

According to your text, species-typical behaviors or species-typical patterns of cognition are:

A) behaviors and cognitive strategies rooted in biogenetic determinism.
B) those behaviors or aspects of cognition which seem to have a strong biological basis and to typify all members of a species at some time in their development.
C) same as the old adage "birds of a feather flock together."
D) are only seen in lower animal forms but not in humans.

Question 21

Cognitive development does not proceed as a result of the dynamic and reciprocal transaction of internal and external factors.

Question 22

Intellectual growth is the result of a passive interaction between acting and thinking children and their world.

Question 23

Discuss the concept whereby the functioning of mental structures promotes changes in the structures themselves.

Question 24

According to your text, what is not true regarding strategies?

A) They are deliberate, goal-directed mental operations.
B) They are used to intentionally help us achieve a goal.
C) They can be seen in infants.
D) They do not change with ongoing development.

Question 25

Which of the following is not a basic cognitive ability that comprises executive function?

A) inhibiting responding and resisting interference
B) cognitive flexibility
C) establishing mental frameworks
D) working memory

Question 26

A child's biology interacts with a child's social environment to influence a child's developmental trajectory.

Question 27

What does Jerome Kagan mean when he proposed that one reason to expect resilience is that development does not proceed as a tape recorder.

Question 28

Cognition refers to the processes or faculties by which knowledge is dispersed and disseminated.

Question 29

People concerned with developmental function are usually interested in universals-what is generally true about the course and causes of development for all members of the species.

Question 30

Sociocultural models examine the development of psychological processes over an individual's lifetime, beginning before birth.

Question 31

What are the processes involved in regulating attention and in determining what to with information just gathered or retrieved from long-term memory called?

A) classical learning
B) executive function
C) adaptive functioning
D) sequential learning

Question 32

One prominent hypothesis about the origins of infantile amnesia is that there are differences in the way experiences are represented between infancy and later in childhood.

Question 33

How do different cultures construct different experiences for their children to learn, and what consequences does this have for how they learn?

Question 34

Strategies are usually defined as non-deliberate, action-oriented mental operations aimed at developing a problem.

Question 35

Explain the three levels of analysis of developmental phenomena.

Question 36

Developmental function is the species-typical form that cognition takes over time.

Question 37

Explain the basic concepts in cognitive development.

Question 38

Ontogeny refers to changes in structure or function over time within an individual.