How Children Develop 5th Edition Siegler Test Bank

How Children Develop 5th Edition Siegler Test Bank

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1. General ideas or understandings that can be used to group together objects are referred
to as:
A) concepts.
B) perceptions.
C) theories.
D) beliefs.

2. What do concepts do?

A) help us understand the world
B) tell us how to emotionally react to new experiences
C) provide a basis by which to group together objects
D) serve all of these functions

3. Nativists differ from empiricists in that nativists believe that children are born with:
A) the ability to remember.
B) a sense of the concept of time.
C) the ability to form associations.
D) a sense of the concept of vehicle.

4. The debate between nativists and empiricists reflects what fundamental, unresolved
question about human nature?
A) Do children shape their own concepts, or are they passive recipients of the concepts
taught to them by others?
B) Do children form all concepts through the same mechanisms, or do they possess
special mechanisms for forming a few particularly important concepts?
C) In what ways is concept development continuous, and in what ways is it
discontinuous?
D) Do all children learn concepts in the same manner, or does the sociocultural
context matter?

5. Which category do children generally form last?

A) flower
B) oak
C) tree
D) plant

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 6. Which question would a preschooler be LEAST likely to ask about a tractor trailer?
A) What are trucks for?
B) What do trucks like to eat?
C) How much stuff can fit in that truck?
D) Why are trucks so big?

7. Which list is an example of a category hierarchy?

A) people/grown-ups/Mommy
B) men/Daddy/Grandpa
C) people/plants/animals
D) people/Daddy/firemen

8. Which statement would be considered evidence that an infant has formed the category
“furniture”?
A) The infant habituates after repeatedly being shown pictures of tables.
B) After repeatedly being shown pictures of tables, the infant dishabituates to a picture
of a sofa.
C) After repeatedly being shown pictures of tables, chairs, sofas, dressers, and
grandfather clocks, the infant dishabituates to a picture of a car.
D) After repeatedly being shown pictures of tables, chairs, sofas, dressers, and
grandfather clocks, the infant does not dishabituate to a picture of a car.

9. Grouping together objects that have similar appearances is referred to as _____

categorization.
A) perceptual
B) manifestation
C) picture
D) observation

10. A plate and a clock would be put into the same category if the categorization were based
on:
A) a superordinate-subordinate relationship.
B) cross-class correspondence.
C) perceptual similarities.
D) functional similarities.

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11. Which group is made up of members of the same perceptual category?
A) lizard, kangaroo, salmon
B) mat, hat, cat
C) sofa, grandfather clock, table
D) iPad, picture frame, book

12. Which statement about the development of children's ability to categorize objects based
on appearance is TRUE?
A) The ability to categorize objects by shape develops at approximately 12 months
old.
B) Twelve-month-olds often categorize objects largely by specific parts of an object,
rather than on the object as a whole.
C) The ability to categorize objects based on overall shape develops at approximately
3 years of age.
D) The ability to categorize objects based on shape and size is fully developed by 18
months old.

13. Which pair would Iris, a 6-month-old infant, be MOST likely to place in the same
category?
A) elephant and fish
B) chandelier and chair
C) towel and rug
D) baby and caterpillar

14. Which group lists the three objects in subordinate/basic/superordinate order?

A) flower/daisy/plant
B) hammer/screwdriver/tool
C) sedan/car/vehicle
D) food/fruit/apple

15. Which level of category hierarchies do children usually learn FIRST?

A) basic
B) subordinate
C) superordinate
D) supersubordinate

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16. Which category would a young child be MOST likely to learn first?
A) color
B) blue
C) sky blue
D) dark blue

17. Which level of category hierarchies is the MOST specific?

A) basic
B) subordinate
C) superordinate
D) supersubordinate

18. Trains, boats, and buses are members of the same _____ category.
A) causal
B) subordinate
C) superordinate
D) perceptual

19. Children's early categories correspond MOST closely to the categories that adults
consider:
A) superordinate.
B) basic.
C) subordinate, but children also sometimes form their own superordinate categories.
D) basic, but children also sometimes form their own basic categories.

20. Which category would be considered by researchers to be a child-created basic category

that is likely to disappear as the child matures?
A) objects with wheels
B) food
C) objects that make you cool
D) places we go

21. Which category do children usually learn first?

A) superordinate
B) subordinate
C) basic
D) supersubordinate

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22. The parents of Elizabeth, a 2-year-old, are trying to teach her what hammers are. Which
action would be MOST likely to help her learn this new category?
A) describing what hammers look like
B) showing her a nail
C) demonstrating what hammers do
D) showing her a range of atypical hammers

23. The research of Krascum and Andrews on children's ability to learn about wugs and
gillies demonstrated that giving children the _____ was particularly important.
A) subordinate and superordinate categories of the objects
B) shapes and colors of the objects
C) functions of the objects' features
D) way in which the objects move

24. Which factor is NOT an aspect of psychological understanding that emerge by the early
part of the 2nd year?
A) understanding intention
B) a sense of self
C) theory of mind
D) intersubjectivity

25. When two or more people focus intentionally on the same referent what has occurred?
A) understanding intention
B) a sense of self
C) joint attention
D) intersubjectivity

26. The mutual understanding that people share during communication is known as:
A) understanding intention.
B) a sense of self.
C) joint attention.
D) intersubjectivity.

27. Make-believe activities in which children create new symbolic relations, such as if they
were in a situation different from their actual one is called:
A) pretend play.
B) sociodramatic play.
C) object substitution.
D) theory of mind.

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28. A commonsense understanding of oneself and other people is referred to as:
A) naïve psychology.
B) basic psychology.
C) an informal theory.
D) theory of mind.

29. Which concept is NOT at the center of naïve psychology?

A) actions
B) appearances
C) desires
D) beliefs

30. Which phrase is NOT a characteristic of naïve psychological concepts?

A) refer to invisible mental states
B) develop early in life
C) linked to each other in cause-effect relations
D) involved in understanding only the self

31. Children's psychological understanding begins to emerge by about what age?

A) 1 year
B) 3 years
C) 5 years
D) 10 years

32. The desire to behave in a particular way is referred to as a(n):

A) perception.
B) belief.
C) intention.
D) action.

33. _____ is NOT among the psychological concepts that emerge at the end of the 1st year
and the beginning of the second.
A) Understanding of intention
B) Understanding of other's emotions
C) Joint attention
D) Understanding of other's beliefs

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34. A structured understanding of how desires, beliefs, perceptions, and emotions influence
behavior is referred to as a theory of:
A) mind.
B) behavior.
C) thought.
D) psychology.

35. When 12-month-olds saw an experimenter look at and demonstrate an interest in one of
two toy stuffed kittens, they:
A) were surprised when the experimenter then held the other kitten.
B) were not surprised when the experimenter then held the other kitten.
C) were surprised when the experimenter held that kitten.
D) responded similarly no matter which kitten the experimenter held.

36. Children understand the connection between desires and actions at about what age?
A) 6 months
B) 8 months
C) 12 months
D) 18 months

37. The Phillips and colleagues study that recorded infants' looking times when they were
presented with actors holding stuffed toy kittens was examining infants' understanding
of the connection between:
A) beliefs and actions.
B) desires and beliefs.
C) abilities and actions.
D) desires and actions.

38. By age 2, understanding of the connection between people's _____ and actions is firmly
established.
A) beliefs
B) desires
C) abilities
D) goals

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39. Trevor, a 2-year-old who loves the color red, is told a story about a boy named Andy. In
the story, Andy loves the color blue. When Trevor is asked to choose the color crayon
that Andy would likely choose when drawing a picture, Trevor will MOST likely:
A) select red because it is his favorite color.
B) select blue because it is Andy's favorite color.
C) select yellow in an attempt to find a compromise.
D) choose randomly between red and blue.

40. Sheira, a 2-year-old, is told a story about a girl named Brenda. Brenda is looking for her
favorite doll. Although Brenda thinks the doll is under the bed, it really is in the kitchen
cabinet. When Sheira is asked where Brenda will look for her doll, Sheira will MOST
likely predict that Brenda will look in which location(s)?
A) under the bed
B) in the kitchen cabinet
C) in the garage
D) both under the bed and in the kitchen cabinet

41. Amelia, a 5-year-old, is told a story about a girl named Brenda. Brenda is looking for
her favorite doll. Although Brenda thinks the doll is under the bed, it really is in the
kitchen cabinet. When Amelia is asked where Brenda will look for her doll, Amelia will
MOST likely predict that Brenda will look in which location(s)?
A) under the bed
B) in the kitchen cabinet
C) in the garage
D) both under the bed and in the kitchen cabinet

42. Children who fail at false-belief problems do NOT understand:

A) the relation between beliefs and actions.
B) how other people's desires can be different from their own.
C) the difference between what is true and what is false.
D) that others can hold an incorrect belief when they themselves know the truth.

43. False-belief problems examine children's understanding of the relation between:

A) their own beliefs and actions.
B) others' desires and beliefs.
C) others' beliefs and actions.
D) the objective facts and others' actions.

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44. Children typically succeed on false-belief problems by the age of _____ years.
A) 2
B) 3
C) 5
D) 8

45. On false-belief problems, children who do not yet have a complete understanding of the
relation between their own beliefs and others' beliefs:
A) have difficulty understanding that other people could have false beliefs when they
themselves know the truth.
B) have difficulty understanding that other people could know the truth when they
themselves have false beliefs.
C) believe that others will not be convinced of the truth.
D) believe that others will be difficult to fool.

46. Harry, a 3-year-old, is shown a raisin box and then is shown that the box contains
pennies. If asked what he had thought the box contained before being shown its true
contents, Harry will MOST likely say he had thought it contained:
A) raisins.
B) pennies.
C) popcorn.
D) quarters.

47. Tina, a 3-year-old, is shown a Cheerios box and then shown that it contains marbles. If
asked what her friend Mark will think on seeing the box for the first time, Tina will
MOST likely say that Mark will think it contains:
A) Cheerios.
B) marbles.
C) Raisin Bran.
D) beads.

48. Which statement BEST characterizes the findings of cross-cultural research on

children's understanding of false beliefs?
A) The pattern of development is very consistent across cultures.
B) Children in Western cultures develop the understanding earlier than do children in
Eastern cultures.
C) Children in Western cultures develop the understanding later than do children in
Eastern cultures.
D) Children in developed countries develop the understanding earlier than do children
in developing countries.

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49. The existence of a TOMM is advocated by:
A) nativists.
B) empiricists.
C) neurologists.
D) nurturists.

50. Which statement supports the claim that children are born with a “theory of mind
module”?
A) Certain areas of the brains of children with autism spectrum disorder appear to be
atypically sized.
B) Preschoolers with older siblings do better on false-belief tasks than do those
without older siblings.
C) General information-processing skills are essential for understanding that other
people might have different knowledge than they themselves possess.
D) Children with autism spectrum disorder tend to have fewer interactions with other
people than do others.

51. The development of a theory of mind is severely impaired for:

A) only children.
B) children with autism spectrum disorder.
C) children with imaginary friends.
D) first born children.

52. Children with autism spectrum disorder do NOT have trouble:

A) showing concern for people when they are distressed.
B) interacting with other people.
C) with false-belief problems.
D) spending time by themselves.

53. Which influence is NOT cited by empiricists when explaining the development of
preschoolers' theory of mind from age 3 to age 5?
A) increasing experience with other people
B) improved information-processing capacity
C) brain maturation
D) solitary play experiences

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54. Jane, an 18-month-old, is pretending to put on makeup using a small block as her
lipstick. Jane is:
A) demonstrating a false belief.
B) engaging in object substitution.
C) demonstrating her underdeveloped theory of mind.
D) engaging in sociodramatic play.

55. Pretend play emerges at about the age of _____; sociodramatic play emerges at about
the age of _____.
A) 1 year; 2.5 years
B) 1 year; 18 months
C) 18 months; 2.5 years
D) 2.5 years; 4 years

56. Using a _____ is an example of an object substitution.

A) scale model of a room to show where a toy is hidden in a larger room
B) toy backhoe, rather than a toy dump truck, to haul blocks
C) play stove to cook pretend broccoli cheese soup
D) a bowl as a magician's hat

57. Which scenario is an example of sociodramatic play?

A) Alvaro is playing school with his brother, and Alvaro is the teacher.
B) Fiona is holding a play phone to her ear and saying, “Hello?”
C) Sander is dressed up as a ghost for Halloween.
D) Beatrice is putting a plate on her head and saying, “See my hat?”

58. Which statement about play is TRUE?

A) Pretend play is a type of object substitution.
B) Pretend play is a type of sociodramatic play.
C) Object substitution is a type of sociodramatic play.
D) Sociodramatic play is a type of pretend play.

59. Which list places the types of play in a typical developmental progression?
A) object substitution, sociodramatic play, pretend play
B) sociodramatic play, object substitution, pretend play
C) pretend play, object substitution, sociodramatic play
D) object substitution, pretend play, sociodramatic play

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60. Children tend to engage in pretend play, at least occasionally, until approximately what
age?
A) 3 years
B) 6 years
C) 9 years
D) 12 years

61. Research has suggested that pretend play and sociodramatic play:
A) cause children to experience setbacks in psychological understanding.
B) reflect children's most basic level of psychological understanding.
C) are correlated with higher levels of social understanding.
D) increase children's egocentrism.

62. A study by Taylor demonstrated that, compared with children who do not have
imaginary companions, children who do have imaginary companions:
A) are more intelligent.
B) are more likely to be depressed or anxious.
C) watch more television.
D) have more advanced theories of mind.

63. When 7-year-old Jacob is asked why giraffes came to exist, he is MOST likely to use
_____ in his explanation.
A) a physical process
B) a biological process
C) a purpose
D) magic

64. Which statement is NOT an argument used by nativists to support the idea that people
have a biology module?
A) During earlier periods of our evolution, it was crucial for human survival that
children learn quickly about animals and plants.
B) Children throughout the world are fascinated by plants and animals and learn about
them quickly and easily.
C) Children throughout the world organize information about plants and animals in
very similar ways.
D) Children during the preschool years tend to believe that plants are not alive.

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65. Developmental psychologists have settled on which description of children's
understanding of living things?
A) Children have only a shallow understanding of living things until they are 7 to 10
years old.
B) Children understand the essential characteristics of living things by the age of 5.
C) Young children simultaneously possess both mature and immature biological
understanding.
D) Children are fascinated by living things, especially animals.

66. The finding that babies smile less at rabbits than they do at people indicates that they:
A) can distinguish between animals and inanimate objects.
B) can differentiate between people and other animals.
C) know that animals and humans both belong to the category of living things.
D) have all of these skills.

67. Which list places children's understandings in a typical developmental progression?

A) distinction between living and nonliving things, people from animals, plants are
living
B) distinction between living and nonliving things, plants are living, people are
animals
C) people are animals, distinction between living and nonliving things, plants are
living
D) plants are living, distinction between living and nonliving things, people are
animals

68. By the age of _____ years, the majority of children understand that human beings are
animals that are similar in many ways to other animals.
A) 4
B) 6
C) 8
D) 10

69. When 3-year-old children are presented with the categories of people, caterpillars, and
chimpanzees, and asked which two are most similar, research indicates that they will
MOST likely choose:
A) people and caterpillars.
B) people and chimpanzees.
C) caterpillars and chimpanzees.
D) any of the three possible pairs with equal likelihood.

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70. Young children have difficulty understanding that plants are alive because children
equate being alive with:
A) being able to move.
B) breathing.
C) being able to dance.
D) having fur.

71. Telling children that _____ is likely to influence the age at which children understand
that plants are alive.
A) plants bend toward sunlight
B) plants drink water
C) animals eat plants
D) plants grow

72. Aidan, a 4-year-old child, is told a story about a girl who wants to grow to be taller than
her daddy, but she is still a young girl. When asked if the girl will get her wish, Aidan is
MOST likely to:
A) predict that she will get her wish.
B) predict that she will not get her wish.
C) say that, if her mom and dad are both tall, she will be tall too.
D) be confused by this false belief.

73. Kathryn, a 4-year-old child, is told a story about a baby turtle who is raised by a
mommy and a daddy giraffe. When asked what the turtle will grow up to be, Kathryn is
MOST likely to say a:
A) grown-up giraffe.
B) grown-up turtle.
C) very tall turtle with a long neck.
D) baby turtle.

74. The belief that living things have a core nature that makes them who they are is referred
to as:
A) naturism.
B) essentialism.
C) nativism.
D) spiritism.

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75. Preschoolers believe that the essence of a living thing:
A) can change as it grows up.
B) comes from its parents.
C) depends on the environment in which it grows up.
D) is a result of DNA.

76. On the subject of growth, preschoolers believe that:

A) living things can only grow larger.
B) living things can grow both larger and smaller.
C) animals but not plants can grow larger.
D) inanimate things can grow in the same manner as living things.

77. On the subject of healing, preschoolers believe that:

A) only people, not plants or animals, can heal.
B) living things, not inanimate objects, can heal.
C) living things and inanimate objects can both heal.
D) inanimate objects, not living things, can heal.

78. Which statement does NOT support the claim of nativists that children are born with a
“biology module”?
A) Across cultures, children are fascinated by plants and animals.
B) Japanese 5-year-olds are more likely than their Israeli peers to believe that
inanimate objects can feel pain.
C) Children throughout the world organize information about living things in very
similar manners.
D) Children learn about animals and learn about them much more quickly than about
many other aspects of the environment.

79. Which statement would BEST support the nativists' view of causal reasoning?
A) Causal reasoning is evident during the first year.
B) Parents explicitly teach children about causal relations.
C) The development of causal reasoning is delayed in blind children.
D) Children can reason about living things before they can reason about inanimate
objects.

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80. In the study in which 9- to- 11-month-old infants were shown a series of actions and
then given opportunities to reproduce the actions, _____ was necessary for the infants to
reproduce the actions accurately.
A) a causal relationship among the actions
B) prior experience with the objects
C) practice reproducing the actions
D) an opportunity to crawl to the objects on their own

81. Chen and Siegler's study about 1- and 2-year-olds' use of tools demonstrated that the
older toddlers were more likely than were the younger toddlers to:
A) try to use their hands instead of a tool.
B) generalize the causal nature of what they had learned on previous problems to new
superficially different tools.
C) ask their mothers for help.
D) search actively for causes when no cause was apparent.

82. Trisha, who is 3 years old, views an event in which no cause is visible. She is likely to:
A) expect that someone tricked her.
B) actively search for the cause.
C) laugh.
D) grasp that something strange has happened.

83. Daniel, who is 5 years old, and his brother James, who is 3 years old, watch a magic
show. Which reaction would NOT be expected?
A) James actively tries to figure out how the magician does his tricks.
B) Daniel is fascinated by the lack of an obvious causal mechanism.
C) James does not find the magic tricks very interesting.
D) Daniel believes that the magical effects have no cause.

84. In the domain of spatial representation and learning, nativists and empiricist agree on
which statement?
A) Certain parts of the brain are specialized for coding particular types of spatial
information.
B) Children possess an innate module that is specialized for representing and learning
about space.
C) Children's experience with vision is essential to development of spatial
representations.
D) General information-processing skills are the key to spatial representation.

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85. Which research finding would be MOST consistent with a nativist perspective on
children's development of the understanding of space?
A) Spatial information is processed in a part of the brain that is separate from the parts
of the brain that process other information.
B) Arm movement is necessary for infants' initial concepts of space.
C) Language shapes spatial development.
D) Infants exposed to different cultural practices develop spatial understanding at
different rates.

86. On which statement would nativists and empiricists NOT agree?

A) Certain parts of the brain are specialized for coding certain types of spatial
information.
B) Infants have an understanding of rudimentary spatial concepts.
C) Self-locomotion promotes processing of spatial information.
D) Language and other cultural tools shape spatial development.

87. The coding of spatial locations relative to one's own body is referred to as:
A) dead reckoning.
B) egocentric spatial representation.
C) egotistic spatial representation.
D) external environment representation.

88. Infants are first able to code space relative to:

A) their own immediate position.
B) prominent landmarks.
C) the intersection of a ceiling and a wall or two walls.
D) other nearby people.

89. Emily, a 7-month-old infant, is sitting on the floor in a nearly empty room. On each side
of her is a television screen. Every 10 seconds, an interesting picture appears on the
screen on her left. The screen on her right remains blank. Emily is then rotated so that
the screen that has been showing the interesting pictures is now on her right. Where will
Emily look in anticipation of the interesting picture?
A) directly in front of her
B) to her left
C) to her right
D) behind her

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90. Emilio, an 11-month-old infant, is sitting on the floor in a nearly empty room. On each
side of him is a television screen. Every 10 seconds, an interesting picture appears on
the screen on his right. The screen on his left remains blank. Emilio is then rotated so
that the screen that has been showing the interesting pictures is now on his left. Where
will Emilio look in anticipation of the interesting picture?
A) directly in front of him
B) to his left
C) to his right
D) behind him

91. Which statement BEST expresses Piaget's beliefs about infants' spatial representations?
A) Self-locomotion is key to the development of spatial coding.
B) Landmarks are necessary for infants' spatial coding.
C) Infants are able to code space correctly only if they remain in a single location.
D) Infants' ability to reach for objects precedes their development of spatial coding.

92. _____ appears to be a major factor in infants' development of a sense of space

independent of their own location.
A) Direct instruction from adults
B) Experience being carried around complex rooms
C) Self-locomotion
D) The ability to sit up

93. Researcher Barnes is interested in infants' ability to retrieve a hidden toy after relocating
to the opposite side of the hiding place. The first group of infants is carried to the
opposite side, and the second group is encouraged to crawl to the opposite side. Which
result would be expected?
A) Infants who are carried to the opposite side and those who crawl there will both do
very well on the task.
B) Infants who are carried to the opposite side will be more successful than will those
who crawl there.
C) Infants who crawl to the opposite side will be more successful than will those who
are carried there.
D) Most infants will fail at this task, regardless of whether they are carried to the
opposite side or crawl there themselves.

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94. The study that examined kindergartners' ability to point to various locations in their
classroom while imagining a walk from their seat to the teacher's chair demonstrated
that kindergarten children:
A) are essentially unable to imagine spatial arrangements.
B) have poor recall of their classroom arrangements.
C) can easily imagine spatial arrangements while standing stationary.
D) have mental representations of space that are improved with self-generated motion.

95. Which statement BEST describes the ability of 6-month-old infants to use landmarks to
code the locations of hidden objects?
A) Infants 6 months old are unable to use landmarks.
B) Six-month-old infants are able to use landmarks when there is only a single
landmark and it is very close to the hidden object.
C) Six-month-old infants are able to use landmarks when there are many possible
landmarks and one landmark is located right next to the hidden object.
D) Infants 6 months old are able to use landmarks regardless of the number of
landmarks and proximity to the hidden object.

96. The spatial thought of 3-month-old infants can be based on:

A) vision.
B) hearing.
C) either vision or hearing.
D) neither vision nor hearing.

97. Cases where adults who were born blind and have surgery to restore sight have provided
evidence that:
A) self-locomotion, even without visual input, is sufficient for perfect development of
the ability to mentally represent space.
B) the stream of visual information that accompanies self-locomotion is important for
an individual's current sense of space only.
C) early visual experience is important for full development of the ability to mentally
represent space.
D) individuals who are blind are better able to mentally represent space than those
with normal vision.

98. The ability to precisely and accurately code locations in the absence of straightforward
landmarks is:
A) fully developed by age 2.
B) fully developed by age 7.
C) fully developed by adulthood.
D) incomplete in some adults.

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 99. The study that compared the spatial skills of aboriginal children growing up in the
Australian desert with those of their White peers growing up in Australian cities
demonstrated that:
A) the lack of pressure exerted by parents of White children to develop spatial skills
enabled children to gain greater insight into spatial orientations.
B) the lack of human-made landmarks, such as street signs, in the desert resulted in
poor spatial ability in aboriginal children.
C) familiarity of context, not the importance of spatial ability in everyday life, was
associated with the memory for spatial location.
D) the importance of spatial ability in aboriginal culture resulted in better memory for
spatial location in aboriginal children regardless of context.

100. The study that compared the spatial skills of aboriginal children growing up in the
Australian desert with those of their White peers growing up in cities demonstrated the
importance of:
A) the active child.
B) nature.
C) the sociocultural context.
D) discontinuous development.

101. Many erroneously believe that spatial thinking is only related to

A) vision.
B) hearing.
C) touch.
D) taste.

102. When surgery has restored sight to people who were born either blind or with severely
impaired vision they are unable to use visual information to represent space as well as
those who never experienced impaired vision. This finding lends support to the role that
_____ plays in spatial abilities.
A) vision
B) hearing
C) touch
D) taste

103. Lack of visual experience during _____ limits subsequent spatial development.
A) early infancy
B) toddlerhood
C) childhood
D) adolescence

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104. The development of this spatial skill requires early visual experiences.
A) face perception
B) mental rotation
C) spatial awareness
D) space recognition

105. The MOST basic sense of time is:

A) timing of future events.
B) temporal order.
C) event duration.
D) ratio of duration of events.

106. Research demonstrating infants' habituation to a constant pattern was concerned with
their knowledge of:
A) future events timing.
B) temporal order.
C) event duration.
D) event duration ratios.

107. Six-month-old infants are NOT able to:

A) discriminate between two durations when their ratio is 2: 1.
B) detect repetitive order of events over time.
C) remember the order of events for a substantial period.
D) sense the duration of events.

108. It is NOT true that children can reason about:

A) the future before they can reason about the present.
B) the past before they can reason about the future.
C) the present before they can reason about the past.
D) recent past events before they can reason about events that occurred far in the past.

109. Which error is common among 8-year-olds?

A) confusing past and future
B) not accounting for current time when predicting amount of time in the future
C) failing to distinguish which past event occurred more recently
D) perceiving duration differently depending on whether or not their attention is
focused on it

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110. Which statement about the ability of 5-year-olds to make logical inferences about time
is TRUE?
A) Similar to their inability to estimate the passage of time, 5-year-olds are entirely
unable to make logical inferences about time.
B) Although they are able to estimate the passage of time, 5-year-olds are entirely
unable to make logical inferences about time.
C) Children 5 years old are able to make logical inferences about time only when the
situation does not involve distracting features.
D) Children 5 years old are able to make logical inferences about time that are similar
to those of adults.

111. The realization that all sets of a particular number of objects, say 5, have something in
common is referred to as:
A) algebraic inequalities.
B) numerical equality.
C) subitizing.
D) counting commonalities.

112. Empiricists would consider which finding to be evidence for their position on the
development of numerical perception?
A) The intraparietal sulcus is deeply involved in representing numerical magnitude.
B) There are large cultural differences in children's numerical understanding.
C) Specific neurons respond most strongly when a particular number of objects is
displayed.
D) There is a genetic tendency to learn numerical representations of objects in space.

113. Anna, a 6-month-old infant, is being tickled on the tummy by her grandmother. The
grandmother repeatedly tickles Anna twice and then pauses for Anna's giggles. With the
tickles, Anna's grandmother says, “Beep, beep.” After a minute or so of this, Anna
becomes bored and stops giggling. Anna's grandmother then changes the pattern to three
tickles and “Beep, beep, beep.” Which response to the change in number of tickles is
Anna MOST likely to make?
A) Anna remains bored.
B) Anna begins to giggle again.
C) Anna adds two and three and giggles five times.
D) Anna says, “Wow, three tickles!”

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114. Infants' discriminations between numerical sets depend in large part on:
A) their familiarity with the items.
B) the ration of the number of entities in them.
C) the ratio of the numbers.
D) whether the infants were able to touch the items.

115. The study examining infants' ability to do simple arithmetic that showed infants one or
two dolls and then either added or subtracted a doll from behind a screen demonstrated
that infants were surprised in which of these scenarios? Scenario A: A doll is placed
behind a screen where another doll was initially present, and lowering of the screen
reveals a single doll. Scenario B: A doll is removed from behind a screen where two
dolls were initially present, and lowering of the screen reveals a single doll. Scenario C:
A doll is placed behind a screen where another doll was initially present, and lowering
of the screen reveals two dolls. Scenario D: A doll is removed from behind a screen
where two dolls were initially present, and lowering of the screen reveals two dolls.
A) both scenarios A and D
B) both scenarios B and C
C) scenario A only
D) scenario C only

116. Children at the age of _____ can count but have no idea whether 3 is bigger than 5 or 5
is bigger than 3.
A) 2 years
B) 3 years
C) 4 years
D) 5 years

117. Which statement is NOT one of the counting principles proposed by Gelman and
Gallistel?
A) Any set of discrete objects or events can be counted.
B) The numbers should always be recited in the same order.
C) Objects must be counted from left to right.
D) The number of objects in the set corresponds to the last number counted.

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118. Isabella, who is 5 years old, observes her little brother counting the nine pennies in front
of him. He first lines up all the pennies, and then begins to count them, starting from the
middle of the line, proceeding first all the way to the end of the line on the right, and
then continuing with the left-most penny and counting to the right, ending on the penny
directly to the left of the penny he counted first. He counts, “1, 2, 3, 4, 5, 6, 7, 8, 9,” and
then says, “I have 9 pennies.” When Isabella is asked if her brother counted correctly,
which response is she MOST likely to make?
A) “Yes, that's the way I would count them. It's right.”
B) “That's the right number of pennies, but I would not count them that way.”
C) “You shouldn't count that way. That's not the right number of pennies.”
D) “That's not the right number of pennies. He only counted the middle penny once.”

119. Differences between the counting abilities of preschoolers in China and United States
appear to indicate that:
A) differences in language can affect the rate of development of the ability to count.
B) differences in the ability to count to 10 are apparent at age 3.
C) Chinese children do not show superior counting ability for numbers lower than 30.
D) all of these statements are true.

120. _____ is the realization that all sets of N objects have something in common.
A) Numeric arithmetic
B) Counting
C) Abstraction
D) Numerical equality

121. Which factor is NOT a principle underlying counting that preschoolers have acquired?
A) one-one correspondence
B) stable order
C) cardinality
D) order relevance

122. The understanding that each object must be labeled by a single number word represents:
A) one-one correspondence.
B) stable order.
C) cardinality.
D) order relevance.

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123. The understanding that numbers should always be recited in the same order represents:
A) one-one correspondence.
B) stable order.
C) cardinality.
D) order relevance.

124. The understanding that the number of objects in the set corresponds to the last number
stated represents:
A) one-one correspondence.
B) stable order.
C) cardinality.
D) order relevance.

125. The understanding that objects can be counted left to right, right to left, or in any other
order represents:
A) one-one correspondence.
B) stable order.
C) cardinality.
D) order irrelevance.

126. The understanding that any set of discrete objects or events can be counted represents:
A) one-one correspondence.
B) stable order.
C) cardinality.
D) abstraction.

127. The Lourenco and Longo study in which a particular decoration was associated with
either the larger or the smaller of two displays demonstrated that infants have a:
A) specific concept of number.
B) specific concept of time.
C) specific concept space.
D) general magnitude concept.

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Answer Key
1. A
2. D
3. B
4. B
5. B
6. B
7. A
8. C
9. A
10. C
11. D
12. B
13. C
14. C
15. A
16. A
17. B
18. C
19. D
20. A
21. C
22. C
23. C
24. C
25. C
26. D
27. A
28. A
29. B
30. D
31. A
32. C
33. D
34. A
35. A
36. C
37. D
38. B
39. B
40. B
41. A
42. D
43. C
44. C

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45. A
46. B
47. B
48. A
49. A
50. A
51. B
52. D
53. D
54. B
55. C
56. D
57. A
58. D
59. C
60. D
61. C
62. D
63. C
64. D
65. D
66. B
67. A
68. A
69. B
70. A
71. A
72. B
73. B
74. B
75. B
76. A
77. B
78. B
79. A
80. A
81. B
82. D
83. A
84. A
85. A
86. D
87. B
88. A
89. B
90. B

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How Children Develop 5th Edition Siegler Test Bank

91. C
92. C
93. C
94. D
95. B
96. C
97. C
98. D
99. D
100. C
101. A
102. A
103. A
104. A
105. B
106. B
107. C
108. A
109. D
110. C
111. B
112. B
113. B
114. B
115. A
116. A
117. C
118. B
119. A
120. D
121. D
122. A
123. B
124. C
125. D
126. D
127. D

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