Question 1

What is the looking method that can be used with infants in memory research?
A) observing an infant's facial expression
B) observing changes in where an infant is looking
C) looking for indicators of memory performance
D) looking at measures that correlate with remembering

Accepted Answer

The looking method that can be used with infants in memory research is observing changes in where an infant is looking. This is done by presenting a stimulus to the infant and then measuring if they look longer at a novel stimulus compared to a familiar one, indicating that they remember the familiar stimulus from the previous presentation.

Question 2

Increases in memory performance in children are closely linked to __________.
A) increases in processing speed
B) advanced perceptual processes
C) decreased metamemory awareness
D) dietary changes

Accepted Answer

Studies have shown that improvements in processing speed are closely tied to improvements in memory performance in children.

Question 3

Memory in infancy is __________.
A) nonexistent
B) inaccessible
C) limited to procedural and nondeclarative
D) limited to procedural and episodic

Accepted Answer

Infants have limited ability to recall explicit or declarative memories, such as episodic memories, but they are capable of forming and retrieving implicit or nondeclarative memories, such as procedural memories.

Question 4

Which part(s) of the brain is(are) less developed at birth?
A) frontal lobes
B) medial temporal lobes
C) thalamus
D) brain stem

Accepted Answer

The frontal lobes, which are responsible for decision making and judgment, are less developed at birth and continue to develop throughout childhood and adolescence.

Question 5

At what age can an infant remember to reproduce a previously observed action, showing the use of episodic memory, using the elicited imitations paradigm?
A) at birth
B) 3 months
C) 6 months
D) 9 months

Accepted Answer

Infants are able to remember and reproduce previously observed actions, showing the use of episodic memory, using the elicited imitations paradigm at around 9 months of age. This is when their cognitive and motor skills have developed enough to imitate actions they have seen before.

Question 6

The sensory registers (echoic memory and visuo-spatial sketchpad) __________.
A) improve as a child ages
B) worsen as a child ages
C) remain stable as a child ages
D) are nonexistent in childhood

Accepted Answer

The sensory registers, including echoic memory and visuo-spatial sketchpad, are believed to remain relatively stable throughout childhood and into adulthood. There is no evidence to suggest that they worsen or improve as a child ages, and they are not nonexistent in childhood.

Question 7

What is NOT true about the memories of children?
A) They are nearly as good as adults' memories.
B) They are highly prone to suggestibility.
C) Strategy use grows much more sophisticated in a short span of time.
D) Speed of processing and articulation do not impact memory performance.

Accepted Answer

Speed of processing and articulation do impact memory performance. Slow processing speed can lead to difficulty encoding and retrieving information, while poor articulation can interfere with the ability to verbalize and express memories.

Question 8

Which is NOT true about memory in infancy?
A) Implicit memories are well-developed at birth.
B) Infants are not sensitive to context information.
C) Infants prefer the sound of voices heard while they were in the womb.
D) Infants create and use categories when they are 3 or 4 months old.

Accepted Answer

Infants are actually very sensitive to context information, and it can impact their ability to retrieve memories. The other options are true: implicit memories are present at birth, infants prefer familiar voices from the womb, and infants start categorizing objects at around 3 or 4 months old.

Question 9

At what age can infants make basic category decisions, such as the difference between dogs and cats?
A) 1-2 months
B) 3-4 months
C) 10-12 months
D) 12-14 months

Accepted Answer

Infants can make basic category decisions, such as distinguishing between dogs and cats, by the age of 3-4 months. This ability reflects early cognitive development and the beginning of visual categorization skills.

Question 10

Babies can make distinctions between superordinate categories like "animals" and "vehicles" at __________.
A) around 5 months of age
B) around 9 months of age
C) around 14 months of age
D) around 2 years of age

Accepted Answer

The answer of Babies can make distinctions between superordinate categories...

Question 11

The correct identification of line drawings of objects by infants provides insight into their __________.
A) semantic memory
B) episodic memory
C) procedural memory
D) visual imagery

Accepted Answer

The correct identification of line drawings of objects by infants is related to their semantic memory, which involves the encoding, storage, and retrieval of knowledge about the meaning of words and concepts. This type of memory is important for the development of language and communication skills. Visual imagery, on the other hand, refers to the mental representations of sensory experiences and is not directly related to the identification of line drawings. Episodic memory is related to the encoding and retrieval of personal experiences, while procedural memory is related to the acquisition and retention of skills and habits.

Question 12

At what age can infants make superordinate and subordinate category decisions?
A) 1-2 months
B) 3-4 months
C) 10-12 months
D) 12-14 months

Accepted Answer

The answer of At what age can infants make superordinate...

Question 13

People begin using abstract categories around ______________.
A) 3-4 months of age
B) 9-12 months of age
C) 2-3 years of age
D) 5 years of age

Accepted Answer

Research in developmental psychology suggests that infants as young as 3-4 months of age can begin to use abstract categories to organize their perceptions of the world. This early categorization ability is fundamental for cognitive development, allowing infants to start making sense of the vast amount of information they encounter.

Question 14

Working memory span __________.
A) increases as a child ages
B) decreases as a child ages
C) remains stable as a child ages
D) is negligible in childhood

Accepted Answer

Research has shown that working memory span increases as a child ages. This is because the capacity of working memory increases as children's brains develop and they gain more experience and knowledge.

Question 15

How young are infants when they start to show evidence of episodic memory in the conjugate reinforcement paradigm?
A) at birth
B) 3 months
C) 6 months
D) 9 months

Accepted Answer

Infants start to show evidence of episodic memory around 3 months of age in the conjugate reinforcement paradigm, which involves learning and memory tasks that can reveal an infant's ability to remember specific events or experiences.

Question 16

When an infant is allowed to observe some activity and then is later given the opportunity to try to do that activity, if it is remembered, this is called __________.
A) conjugate reinforcement
B) elicited imitation
C) delayed matching to sample
D) looking method

Accepted Answer

This phenomenon is called elicited imitation, where an infant observes an action and later imitates the action if they remember it. Option A, conjugate reinforcement, refers to pairing a particular stimulus with a particular response to strengthen that response. Option C, delayed matching to sample, refers to a task where the individual must match a sample presented earlier. Option D, looking method, refers to a research method where infants' attention is measured by how long they look at different stimuli.

Question 17

What is the non-nutritive sucking method that can be used with infants in memory research?
A) providing neurological tracers that will not be taken up by the body as nutrients
B) denying an infant food for a short period to motivate them to remember where it is
C) assessing memory performance when an infant is not hungry and, thus, is motivated
D) measuring the rate at which an infant sucks on a device while not feeding

Accepted Answer

The non-nutritive sucking method involves measuring the rate at which an infant sucks on a device while not feeding, which can serve as an indicator of their attention and memory processing. Options A and B are not viable methods as they either introduce unnatural substances into the body or could be detrimental to the infant's health. Option C is not specific to the non-nutritive sucking method and does not involve the use of a sucking device.

Question 18

Memory in infancy is __________.
A) just like an adult's
B) very poor for declarative memories
C) almost nonexistent
D) very poor for procedural memories

Accepted Answer

Infants have poor memory for declarative memories, which involve conscious recollection of specific events or facts. They have better memory for procedural memories, which involve motor and cognitive skills. However, compared to adults, their memory abilities are still limited.

Question 19

What is typically done in the conjugate reinforcement paradigm with infants?
A) An infant is allowed to go back to the mother.
B) An infant is allowed to watch interesting pictures if he or she successfully remembers something.
C) associating a reinforcer, such as mobile movement, with infant movements, such as kicking
D) an old behaviorist approach to studying infant memory

Accepted Answer

In the conjugate reinforcement paradigm with infants, a reinforcer (such as mobile movement) is associated with an infant's movements (such as kicking). This is done to study infant memory and learning. Option A is not applicable as it does not pertain to the reinforcement paradigm. Option B may be used in other experiments, but it is not specific to the conjugate reinforcement paradigm. Option D is true but does not specifically answer the question about what is typically done in the paradigm.

Question 20

What is NOT a reliable way to measure memory in infants?
A) amount of time looking at an object
B) nonnutritive sucking rate
C) amount of giggling
D) assessing imitation ability

Accepted Answer

The amount of giggling is not a reliable way to measure memory in infants as it is not directly related to memory retention or retrieval. A and B are reliable ways to measure memory in infants as they have been shown to be indicators of memory recognition and retention. D can also be a reliable way to measure memory in infants as their ability to imitate a previously observed action can indicate memory retention.

Quiz 15: Development

What is the looking method that can be used with infants in memory research?

Increases in memory performance in children are closely linked to __________.

Memory in infancy is __________.

Which part(s) of the brain is(are) less developed at birth?

At what age can an infant remember to reproduce a previously observed action, showing the use of episodic memory, using the elicited imitations paradigm?

The sensory registers (echoic memory and visuo-spatial sketchpad) __________.

What is NOT true about the memories of children?

Which is NOT true about memory in infancy?

At what age can infants make basic category decisions, such as the difference between dogs and cats?

Babies can make distinctions between superordinate categories like "animals" and "vehicles" at __________.

The correct identification of line drawings of objects by infants provides insight into their __________.

At what age can infants make superordinate and subordinate category decisions?

People begin using abstract categories around ______________.

Working memory span __________.

How young are infants when they start to show evidence of episodic memory in the conjugate reinforcement paradigm?

When an infant is allowed to observe some activity and then is later given the opportunity to try to do that activity, if it is remembered, this is called __________.

What is the non-nutritive sucking method that can be used with infants in memory research?

Memory in infancy is __________.

What is typically done in the conjugate reinforcement paradigm with infants?

What is NOT a reliable way to measure memory in infants?