Deck 7: A: Cognitive Processes and Academic Skills

Question 1

Although research shows that children become more effective problem solvers as they get older, even young children sometimes show remarkable problem-solving skills.

Answer 1

True

Question 2

Young children often believe (unrealistically) that they can solve a problem by boldly forging ahead without an explicit plan.

Answer 2

True

Question 3

Typically, children begin using rehearsal when they are 12 years old.

Answer 3

False

Question 4

Unlike children's, adults' mental representations are complete.

Question 5

Even after they were given a reminder, babies did not remember that kicking would make a crib mobile move.

Question 6

As children develop, they learn more about how memory operates and they devise theories about memory.

Question 7

As a general rule, as children get older, they solve problems more often and more effectively.

Question 8

Child chess experts remember fewer chess pieces than do adults who have no knowledge of chess.

Question 9

Preschool children use simple memory strategies such as looking at or touching objects that they have been told to remember.

Question 10

A script is a memory structure that describes a sequence in which events occur.

Question 11

Young babies can remember events for days or weeks at a time.

Question 12

Elaboration and organization are good ways to help remember information.

Question 13

In acting as a witness, children should be interviewed as soon as possible after the event in question.

Question 14

Knowledge in a specific area helps organize and give meaning to information in that area.

Question 15

Preschoolers in the Sam Stone studies were most likely to be misled when they were exposed to a stereotype about Sam and were questioned using suggestive questions.

Question 16

Changing language ability from infancy to adulthood is not related to infantile amnesia.

Question 17

Autobiographical memories are richer when parents talk about past events in detail and encourage the child to participate in these conversations.

Question 18

When questioning children, interviewers should pursue only one explanation of what happened.

Question 19

Decoding processes transform the information in a problem into a mental representation.

Question 20

Experience or knowledge that contradicts a script can distort one's memory for the event or knowledge.

Question 21

Piaget's view that children and adolescents solve problems in fundamentally different ways is supported by the modern view of problem solving.

Question 22

According to Siegler's overlapping waves model, children use multiple strategies to solve problems, and over time, these strategies are faster, more accurate, and take less effort.

Question 23

Reading rhymes to children increases their phonological awareness.

Question 24

Heuristics are rules of thumb that are useful in solving a range of problems.

Question 25

Parents and older peers often scaffold children's problem solving, providing structure and direction that allow younger children to accomplish more than they could alone.

Question 26

Children who are not aware of letter sounds learn to read as well as children who are aware of letter sounds.

Question 27

In means-ends analysis, a person determines the difference between the current and desired situations, then does something to reduce the difference.

Question 28

Sentence context can speed word recognition.

Question 29

Even preschool children use means-ends analysis to solve problems.

Question 30

Younger children usually use a knowledge-transforming strategy when writing.

Question 31

Children, but not adolescents, often devise experiments in which variables are confounded.

Question 32

Older readers are less likely than younger readers to reread passages that are difficult or confusing.

Question 33

Young children can't plan, even if they are asked to and the problem is not too complex.

Question 34

Word recognition and comprehension are two important processes involved in reading.

Question 35

Teaching letter names and sounds while reading to a child does not promote phonological awareness.

Question 36

For young children, the mechanical demands of printing letters often interferes with the quality of their writing.

Question 37

An increase in the capacity of working memory contributes to improved comprehension.

Question 38

The general developmental trend for scientific reasoning resembles the one for general problem solving overall: children's skill improves steadily as they grow.

Question 39

When young writers revise their writing, their changes usually dramatically improve their writing.

Question 40

Children are more likely to find flaws in others' writing than in their own writing.

Question 41

American schools could be improved by setting higher standards for students.

Question 42

Five-month-olds can distinguish between two objects and three.

Question 43

After the number nine, learning number names becomes easier.

Question 44

American elementary school students are better at math operations and math problem solving than their peers in Japan or Taiwan.

Question 45

The stable-order principle states that number names must be counted in the same order.

Question 46

By four years of age, most youngsters can count to 20.

Question 47

Preschoolers in North America count more accurately than preschoolers in Asian countries.

Question 48

Retrieval from memory is most likely for math problems that involve small addends.

Question 49

The one-to-one principle states that the last number name denotes the number of objects being counted.

Question 50

American parents are more likely to be satisfied with their children's school performance than are parents in Japan and Taiwan.