Cognitive Development Infancy Through Adolescence 2nd Edition Galotti Test Bank Download

Galotti, Cognitive Development 2e Instructor Resource
Cognitive Development Infancy Through

Adolescence 2nd Edition Galotti
Full download at link:
https://testbankpack.com/p/test-bank-for-cognitive-
development-infancy-through-adolescence-2nd-edition-by-
galotti-isbn-1483379175-9781483379173/
Chapter 5: Knowledge of Objects and Concepts In Infancy
Multiple Choice
1. The knowledge base contains general knowledge you have stored, but you may not know the source
of the information or where you learned that information. This type of memory is called
a. episodic
*b. semantic
c. autobiographical
d. motor
Cognitive domain: knowledge
Answer location: Chapter Introduction
Question type: MC
2. A concept described by Piaget concerning the knowledge infants have that an object exists despite
the fact it is out of sight is termed
*a. object permanence
b. possible event
c. horizontal decalage
d. object coherence
Answer location: Object Permanence
Question type: MC
3. Piaget proposed object permanence is a skill learned around the eighth month. Baillargeon
challenged this by showing infants as young as _________ showed evidence of this skill.
a. 2 weeks
b. 2 months
*c. 4 months
d. 6 months
Cognitive domain: comprehension
Question type: MC
4. Effram is playing with a toy when his big sister comes up and takes it. Once she walks away, Effram
stops fussing, probably because he lacks object permanence. According to the most recent research,
Effram is probably about how old?
a. 1 year
b. 8 months
c. 6 months
*d. 2 months
Cognitive domain: application

Question type: MC
5. The possible-impossible events paradigm is used to study object permanence and other object
property knowledge. First, infants saw a screen raised and lowered and a toy car going down the ramp.
Infants were shown this event before being given a comparison event. This first phase is called
a. possible event
*b. habituation event
c. impossible event
d. on-track event
Question type: MC
Infants were shown this event before being given a comparison event. The comparison event could be
one of two: in one, the screen reveals a block on the track, preventing the car from continuing; in the
other, the screen reveals a block behind the track, allowing the car to continue. The event in which the
block prevents the car from continuing is called
a. possible event
b. habituation event
*c. impossible event
d. on-track event
Question type: MC
other, the screen reveals a block behind the track, allowing the car to continue. The event in which the
block permits the car to continue is called
*a. possible event
c. impossible event
d. on-track event
Question type: MC
other, the screen reveals a block behind the track, allowing the car to continue. Baillargeon found 4-
month-old females looked longer at which event?
a. possible event
*c. impossible event
d. on-track event
Question type: MC
9. In a simplified version of the impossible-possible event task, using carrots, Baillargeon and
colleagues argued they found evidence that infants 3.5 months old
a. thought the carrot no longer existed once behind the screen
b. assumed each carrot shrank behind the screen
*c. expected the tall carrot to be visible and were surprised when it was not
d. do not possess knowledge about how objects behave
Question type: MC
10. Baillargeon’s research is criticized because

a. the habituation phase of her study last too long
*b. she argues infants younger than 8 to 9 months have object permanence, but they do not reach for
hidden objects
c. the possible-impossible event paradigm is not scientifically sound
d. her research is not criticized
Question type: MC
11. Researchers use the A-not-B task to understand infant knowledge of objects. When Diamond
enforced a delay, such that children could not reach immediately after an object was hidden, she found
a. infants were more often correct
*b. infants were less often correct
c. infants made fewer errors
d. males outperformed females
Question type: MC
12. According to Diamond’s research on delaying A-not-B reaching, as age increases, children
a. are less accurate as they get older
b. are more negatively impacted by delays at older ages
c. show object permanence before 6 months of age
*d. are able to withstand longer delays
Question type: MC
13. Which of the following is a potential explanation for the occurrence of A-not-B error?
*a. lack of inhibition of previously correct responses
b. high sustained attention for the correct location of the object
c. accurate memory of the location
d. no memory of the location
Question type: MC
14. Anoushka was playing basketball and her teammate’s arm was blocking the ball in such a way she
could only see both sides of the basketball but not the middle. Anoushka knew the basketball was still
whole because of
a. object constancy
b. size constancy
*c. object coherence
d. object permanence

Answer location: Object Coherence
Question type: MC
15. Object coherence is tested in infants by measuring what infant reaction to stimuli, as discussed in
your text?
a. ERP (brain activity)
*b. habituation
c. crying
d. sleep
Question type: MC
16. Research shows infants around 4 months of age have the expectation that object parts that move
together are one coherent object. In a unique study with younger infants, Slater found newborns
a. similarly showed understanding of object coherence
b. were unable to complete this procedure
c. outperformed 4-month-olds on tests of object coherence
*d. did not seem to be born with object coherence
Question type: MC
17. Xu and Carey used the possible-impossible event paradigm to investigate infants’ knowledge about
objects, their distinctness, and individuation of objects. They were testing
*a. object identity
b. object coherence
c. object permanence
d. object continuity
Answer location: Object Identity
Question type: MC
18. Results concerning infant understanding of object identity using the “violation of expectation”
paradigm showed
a. 10-month-olds looked longer at the unexpected event
*b. 12-month-olds looked longer at the unexpected event
c. infant understanding of object identity decreases briefly during the first year
d. the research was nonconclusive because sample size was inadequate
Question type: MC
19. One view of development of object identity is

a. infants know everything about objects to prepare them for survival
b. infants cannot exhibit object identity prior to mastering implicit memory
*c. at least some knowledge about objects emerges so early in life that some must be innate
d. infants must have mental representation prior to the emergence of object identity
Question type: MC
20. Spelke and colleagues believe that infants come into the world with a small number of systems that
serve as foundations for later cognitive development. These systems are called
a. categories
*b. core knowledge

c. stages
d. knowledge base
Question type: MC
21. Which of the following is NOT one of Spelke and Kinzler’s proposed core knowledge systems?
a. actions
b. number
*c. living things
d. space
Question type: MC
22. Core knowledge systems are

a. dependent
b. domain general
c. classical conditioning
*d. learned
Question type: MC
23. Which of the following is NOT an explanation for development of object representation?
*a. formal instruction
b. development of prefrontal cortex
c. increasing organization of components
d. core knowledge systems are innate building blocks
Question type: MC
24. Infants begin to recognize an object as an instance of another object as they exhibit
a. object constancy
*b. categorization
c. object permanence
d. language
Answer location: Categorization
Question type: MC
25. Using an elegant procedure to test pre-verbal infants, researchers showed children pictures of
horses. Next, they showed them a picture of a horse paired with a picture of a zebra. Results showed
a. as young as 1 month of age, infants demonstrate categorization
*b. as young as 3 to 4 months of age, infants demonstrate categorization
c. infants do not show categorization
d. infants have a broad knowledge base for horses and zebras
Question type: MC
26. Using an elegant procedure to test preverbal infants, researchers showed children pictures of
horses. Next, they showed them a picture of a horse paired with a picture of a zebra. Results showed
*a. infants looked more at pictures NOT in the category they had previously viewed
b. infants looked less at pictures NOT in the category they had previously viewed
c. infants looked equally at both picture categories
d. infants did not sustain attention for this task
Question type: MC
27. Results from a variety of infants studies show

a. infants are better able to categorize when they are presented with real objects
*b. the type of stimuli and presentation style affect infant categorization in experiments
c. infants do not generally look at heads or faces when presented with stimuli
d. eye-tracking equipment is unsuccessful at detecting infant gaze
Cognitive domain: analysis
Question type: MC
28. Infants seem to quickly categorize based on

a. internal structure
b. motor responses
c. nonobvious properties
*d. physical similarity
Question type: MC
29. Booth (2008) tested infant categorization. In the experimental condition, during phase one, she
demonstrated how each similar-looking object illuminated a box containing a toy. (She also showed how
nonsimilar objects did not.) During phase two, she presented the infant with two objects: one similar to
those illuminating the box and another similar to the object that did not. Phase one was considered a
a. habituation phase
b. test phase
*c. familiarization phase
d. classical conditioning
Question type: MC
nonsimilar objects did not.) During phase two, she presented the infant with two objects: one similar to
those illuminating the box and another similar to the object that did not. Phase two was considered a
a. habituation phase
*b. test phase
c. familiarization phase
d. classical conditioning
Question type: MC
non-similar objects did not.) During phase two, she presented the infant with two objects: one similar to
those illuminating the box and another similar to the object that did not. In addition to this experimental
condition, she also had which other condition?
*a. noncausal
b. major outcome
c. visual preference reaction time

d. minor outcome
Question type: MC
non-similar objects did not.) During phase two, she presented the infant with two objects: one similar to
those illuminating the box and another similar to the object that did not. Results showed
a. there were no age differences in causal categorizations
b. 14-month-olds performed best in the no outcome condition
*c. 18-month-olds can make causal categorizations
d. older infants generally use visual features to categorize
Question type: MC
33. Mandler has used the sequential touching task to conclude

*a. 9-month-olds can use independent categorization based on perceptual or conceptual characteristics
b. 9-month-olds sequentially learn conceptual categorization first, then perceptual afterward
c. 9-month-olds were unable to differentiate between airplanes and birds
d. 9-month-olds cannot categorize based on causal characteristics
Question type: MC
34. In a now-classical study of infant number sense, Wynn used the possible-impossible event
paradigm. She showed one object, covered it with a screen, added an object, then dropped the screen.
When the screen was dropped, infants saw either the two objects that would be expected, or they saw
one object, violating their expectations. If an infant had knowledge of number, the infant would be
expected to look longer at which?
a. possible event
*b. impossible event
c. faces of the objects behind the screen
d. the screen
Answer location: Knowledge of Number
Question type: MC
35. Wynn used the possible-impossible event paradigm. She showed one object, covered it with a
screen, added an object, then dropped the screen. When the screen was dropped, infants saw either
the two objects that would be expected, or they saw one object, violating their expectations. Results
showed
a. 4.5- to 5-month-olds were too young to attend to this task for enough trials to be valid
b. 4.5- to 5-month-olds looked equally at the possible and impossible events
c. 4.5- to 5-month-olds looked longer at the possible event
*d. 4.5- to 5 month-olds-looked longer at the impossible event
Question type: MC
36. Continued work using the possible-impossible event paradigm to investigate number knowledge,
Spelke and Wynn and colleagues have found
*a. children show increasingly sophisticated number sense during the first year
b. children show a drastic increase in number sense at age 12 months
c. infants under 9 months do not have any number sense

d. motor neurons play a large role in number sense in infancy
Question type: MC
37. Some researchers argue infants are born with core knowledge of number involving
a. core fractions
b. core negativity
*c. core magnitudes
d. core large numbers
Question type: MC
38. Alejandro is eating Cheerios. His mother gives him a bowl of 8 cheerios. She makes herself a bowl
of 20 cheerios. Alejandro immediately cries because he recognizes Mom has more. This relies on which
core knowledge system?
a. precisely small numbers
b. object
*c. magnitude
d. space
Question type: MC
39. Ana’s father gives her one toy. The next day, he gives her another toy. The next day, he takes back
the first toy, as he realized it is not safe for her as an infant. She now looks at her shelf and sees only
one toy. She is sad because she realizes a toy is missing. This relies on which core knowledge system?
*a. precisely small numbers
b. object
c. magnitude
d. space
Question type: MC
40. Even young infants are believed to have the ability to scan their environment and extract regularities
from it. This is termed
a. object constancy
b. core knowledge of number
c. categorization
*d. statistical learning
Answer location: Statistical Learning
Question type: MC
41. Research shows language is

*a. not necessary for statistical learning
b. necessary for statistical learning
c. necessary for categorization
d. directly related to object constancy
Question type: MC
42. In a study by Fiser and Aslin (2002), statistical learning was investigated in 9-month-olds. Results
showed
a. infants preferred unfamiliar pairings—evidence that they did NOT develop a sensitivity to the
underlying statistical structure of the stimuli
b. infants preferred unfamiliar pairings—evidence of developing a sensitivity to the underlying statistical
structure of the stimuli
*c. infants preferred familiar pairings—evidence of developing a sensitivity to the underlying statistical
structure of the stimuli
d. infants preferred familiar pairings—evidence that they did NOT develop a sensitivity to the underlying
statistical structure of the stimuli
Question type: MC
43. In studying knowledge of objects, number, categorization, and statistical learning, researchers have
questions of knowledge base. This type of learning and memory is in contrast to the type of memory
concerning events, which is termed
a. semantic memory
*b. episodic memory
c. autobiographical memory
d. short-term memory
Answer location: Chapter Introduction
Question type: MC
44. Marion’s grandfather put his pacifier in his left pocket. Marion knew and grabbed it out of
Grandfather’s pocket. Marion’s grandfather took it again and again put it in his left pocket. Then he
needed to move it to his right pocket. Marion was watching the whole time, and he saw his grandfather
move it. Taken as a whole, this is a real-life example of which type of experimental task?
*a. A-not-B
b. object permanence
c. categorization
d. statistical learning
Question type: MC
45. Marion’s grandfather put his pacifier in his left pocket. Marion knew and grabbed it out of
Grandfather’s pocket. Marion’s grandfather took it again and again put it in his left pocket. Then he
needed to move it to his right pocket. Marion was watching the whole time, and he saw his grandfather
move it. According to the results of Diamond (1985), if Marion is 9 months old, where would we expect
him to reach for the pacifier after 2 minutes?
a. neither pocket—he doesn’t know it still exists
b. either pocket—they would both be equally possible
*c. left pocket
d. right pocket
Question type: MC
Essay
1. What are the five proposed core knowledge systems? If it is true they are core knowledge, what does
this mean for the nature-nurture dimension regarding knowledge of objects and concepts?
*a. The five systems are number, object, space, actions, and most recently, social. Students can discuss
what the nature-nurture dimension involves with specific notation of the “nature”—innate—beliefs of
those proposing the core knowledge systems. These systems are thought to serve as the foundation for
later knowledge.
Cognitive domain: knowledge and application
Answer location: Knowledge of Objects, Knowledge of Number
Question type: ESS
2. In real life, why would a 9-month-old infant need to categorize? Based on research, what abilities
would you expect the infant to have? What categorization abilities still need to develop?
*a. Students need to think critically to present ideas. For example, infants need to know who is safe and
what is safe, so mental categories are necessary. Research shows infants can show categorization
abilities under the right conditions and better with age throughout the first year. Students can present
specific studies or results to provide evidence for these conclusions. Infants first base categorization on
visual dimensions (although there is disagreement about whether they can also use causal
characteristics to categorize as young as 9 months).
Cognitive domain: Analysis
Question type: ESS
3. Mathematics is a primary subject in formal academics, yet some researchers argue infants have core
knowledge of number. First, describe the primary views of knowledge of number. Next, describe why
formal schooling is still needed.
*a. Knowledge of number is thought to be a core knowledge system with two parts: magnitude and small
number. Students may define these terms. Formal schooling is needed because these abilities form a
foundation for learning such things as square root and fractions, but simple number sense does not
provide higher mathematical functions.
Cognitive domain: Analysis
Question type: ESS
4. What is statistical learning? Does this mean infants do statistics? How does it apply to infants?
*a. Statistical learning should be defined. No, infants do not do statistics as we think of them, but they do
look for patterns in the environment in order to make sense of the environment. This idea is important
for understanding infancy because it helps us understand how infants interpret their environments and
process their worlds.
Cognitive domain: Application
Answer location: Memory Development in Infancy
Question type: ESS
5. Describe a study using the possible-impossible event paradigm to test at least two different topics in
this chapter (thus, you will describe two studies). How are they similar and different?
*a. Several studies were presented throughout the chapter. Students should describe two such studies.
Similarities described should be related to the overall method, whereas differences should relate to the
stimuli and findings.
Cognitive domain: Application
Answer location: Chapter
Question type: ESS

Cognitive Development Infancy Through Adolescence 2nd Edition Galotti Test Bank Download

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Cognitive Development Infancy Through Adolescence 2nd Edition Galotti Test Bank Download

Uploaded by

Copyright:

Available Formats

Galotti, Cognitive Development 2e Instructor Resource

Cognitive Development Infancy Through

Chapter 5: Knowledge of Objects and Concepts In Infancy

Cognitive domain: application

10. Baillargeon’s research is criticized because

Cognitive domain: application

19. One view of development of object identity is

*b. core knowledge

22. Core knowledge systems are

27. Results from a variety of infants studies show

28. Infants seem to quickly categorize based on

c. visual preference reaction time

33. Mandler has used the sequential touching task to conclude

c. infants under 9 months do not have any number sense

41. Research shows language is

You might also like