Test Bank For The Dynamic Child 1st Canadian Edition Franklin R Manis Alissa Pencer Full Download

Test Bank for The Dynamic Child, 1st Canadian Edition, Franklin R.
Manis, Alissa Pencer
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Multiple-Choice Questions
1. For Piaget, ________ is a stage in which children’s thinking is marked by an absence of logical mental operations.
conservation
centration
the preoperational period
egocentrism
Difficulty: 1
QuestionID: TB_Q8.1.1
Topic: Piaget’s Preoperational Period
Skill: Remember the Facts
Objective: LO 8.1 Outline the advances and limitations of children’s thinking in Piaget’s preoperational
period.
Answer: the preoperational period
2. ________ is the understanding that one object or action can stand for another.
Animism
Focus on appearances
Theory theory
Symbolic representation
Difficulty: 2
period.
Answer: Symbolic representation
3. In Piaget’s theory, pretend play is possible due to _____.
symbolic representation
conservation principle
animism
focus on appearances
Difficulty: 3
Skill: Understand the Concepts
period.
Answer: symbolic representation
1
4. When children use objects to stand for other things, or engage in imaginary actions, such as pouring nonexistent tea
from a cup, this is called
pretend play.
centration.
focus on appearances.
egocentrism.
Difficulty: 2
period.
Answer: pretend play.
5. “Here,” Leon said. He handed a piece of Lego to his friend Gary. “That’s a tiger,” Leon said.
Gary took the block—the tiger.
“And this is a lion!” Leon said, as he picked up another piece of Lego. “Let’s see who is fierce-er! The tiger or the
lion!”
Leon and Gary were engaged in
centration.
conservation activities.
pretend play.
egocentrism.
Difficulty: 3
Skill: Apply What You Know
period.
Answer: pretend play.
6. Miller and Emmet were taking turns being astronauts and evil aliens. In ________, children take turns pretending to be
something or someone.
cooperative pretend play
conservation
theory of mind
cooperative play
Difficulty: 3
period.
Answer: cooperative pretend play
2
7. ________ is a(n) understanding that basic properties of substances, such as number, mass, and volume, remain the same
after a transformation changes their appearance but not the amount of the substance.
Centration
Conservation
Focus on appearances
Symbolic representation
Difficulty: 2
Skill: Understand the Facts
period.
Answer: Conservation
8. Leo, age 4, complained that his cookie was smaller than his sister’s, age 8, even though they were the same size.
She broke his cookie in half and said, “there, now you have more!” Leo was satisfied. Leo sister’s trick relied on
Leo’s lack of understanding of
reality.
what cookies are made of.
conservation of area.
conservation of weight.
Difficulty: 3
period.
Answer: conservation of area.
9. Piaget called logical mental actions that can be reversed
egocentrism.
conservation.
mental operations.
theory theory.
Difficulty: 2
period.
Answer: mental operations.
3
10. From Piaget’s theory, the two typical errors in preschoolers’ thinking are:
animism and centration.

cooperative pretend play and animism.
centration and focus on appearances.
symbolic representation and egocentrism.
Difficulty: 3
period.
Answer: centration and focus on appearances.
11. Young children have a tendency to focus on one salient aspect or dimension in judging quantities, which Piaget
called
centration.
egocentrism.
pretend play.
the preoperational period.
Difficulty: 2
period.
Answer: centration.
12. A(n) ________ is the tendency of children to use how things look rather than their actual quantity to judge amounts.
egocentrism error
case of pretend play
Difficulty: 2
period.
Answer: focus on appearances
4
13. A child’s assumption that other people have the same point of view as the child is
animism.
egocentrism.
conservation.
Difficulty: 2
period.
Answer: egocentrism.
14. “What is that?” Cleo asked.

“What?” her friend Shawntel asked.
“That!” Cleo repeated. She was referring to a huge bird right outside the window.
“What?” Shawntel repeated. Shawntel was looking around the room, not outside.
Cleo saw the bird and assumed anyone else would see the same thing. She was showing what Piaget called
animism.
symbolic representation.
egocentrism.
centration.
Difficulty: 2
period.
Answer: egocentrism.
15. Attributing qualities of human beings or other living things to inanimate things is called
animism.
centration.
conservation.
Difficulty: 1
period.
Answer: animism.
5
16. Jennifer wanted her toy bear to be tucked in with her at night, “Because he might get cold.” This is an example of
________ in children’s thought.
pretend play at work
conservation
animism
Difficulty: 3
period.
Answer: animism
17. One interesting thing about Piaget’s ideas is that they
have stood the test of time.

inspired thousands of studies.
have been proven to be totally irrelevant.
are all true.
Difficulty: 3
Topic: Current Views of Young Children’s Thinking
Objective: LO 8.2 Describe the current understanding of young children’s thinking, based on follow-ups
to Piaget’s original studies.
Answer: inspired thousands of studies.
18. By changing the number of items in Piaget’s conservation test, subsequent researchers found that
young children make even more preoperational errors than Piaget thought.
older children were worse than younger children when it comes to preoperational errors.
young children make fewer preoperational errors than Piaget thought.
young children made no preoperational errors.
Difficulty: 2
Answer: young children make fewer preoperational errors than Piaget thought.
6
19. Subsequent researchers have found that children are less egocentric than Piaget claimed. They did this by using
simpler dioramas.
older children as research subjects.
more sophisticated statistical analysis of the results.
more complex dioramas.
Difficulty: 2
Answer: simpler dioramas.
20. Piaget claimed that young children confuse appearance and reality. Contemporary researchers gave children a
sponge that looked like a rock, and then showed them it could soak up water and felt exactly like a sponge. When
the experimenter spilled water, how did the average child behave?
Five-year olds, but not three-year olds, handed over the sponge-rock to soak up the water.
Children age 3-5 years of age did not think of using the sponge-rock to soak up the water.
Children used the sponge-rock to try to “smash” the water.
Even three-year olds handed over the sponge-rock to soak up the water.
Difficulty: 3
Answer: Even three-year olds handed over the sponge-rock to soak up the water.
21. Which statement about Piaget’s work today is true?
Most contemporary researchers would say that they are following a Piagetian tradition.
Piaget’s work is largely ignored today.
It is necessary to understand Piaget’s theory in order to grasp current research.
Piaget’s work was so voluminous that he left almost nothing for others to fill in.
Difficulty: 2
Answer: It is necessary to understand Piaget’s theory in order to grasp current research.
7
22. ________ is a theoretical perspective that views children as continually forming and testing theories.
Theory theory
Social learning theory
Theory of mind
Animism
Difficulty: 2
Topic: The Theory Theory
Objective: LO 8.3 Explain the key ideas behind theory theory.
Answer: Theory theory
23. “Starting state” theories—which children can modify and change based on their experience—are a feature of
Piaget’s stage model.

theory theory.
animism.
egocentrism.
Difficulty: 2
Answer: theory theory.
24. Adele got a new toy for her brother. “Let’s put it in a shoe box so he will think it is a pair of shoes!” Adele is
demonstrating
tricky behaviour typical of older sisters
pretend play
a focus on appearances
a theory of mind
Difficulty: 2
Answer: a theory of mind
25. Researchers have found that toddlers know that their own intentions and desires
are the same as those of others.

are useless.
can be different from those of others.
have nothing to do with how they behave.
8
Difficulty: 2
Answer: can be different from those of others.
26. The ability to understand that other people have different thoughts and beliefs than one’s own is called
theory of mind.
theory theory.
biological maturation.
egocentrism.
Difficulty: 2
Answer: theory of mind.
27. Between the ages of about 4 and 5, most children start to be able to attribute ________ to other people.
correct beliefs
the same beliefs as their own
false beliefs
intentions
Difficulty: 2
Answer: false beliefs
28. Research has suggested that children pass the false belief test
at the same time regardless of culture.

at a younger age in the West than in the East.
at a younger age in the East than in the West
at a time that is dependent on their specific cultural environment.
Difficulty: 2
Answer: at the same time regardless of culture.
9
29. One consequence of having a theory of mind is that children become able to
lie.
tell the truth.
be fair with other people
follow their conscience.
Difficulty: 1
Answer: lie.
30. Theory of mind is a product of
biological maturation.
social experience.
intelligence.
biological maturation and social experience.
Difficulty: 2
Answer: biological maturation and social experience.
31. One particular feature of the environment that is associated with earlier development of a theory of mind is
participation in a lot of pretend play.

having a younger sibling.
parents who punish the child for lying.
having a pet animal.
Difficulty: 3
Answer: participation in a lot of pretend play.
32. Contrary to what Piaget believed, 4-year-old children
employ thinking that is almost entirely animistic.

know a lot about the properties of living things.
always understand that plants are alive.
know that clouds are alive.
10
Difficulty: 2
Answer: know a lot about the properties of living things.
33. A more sophisticated understanding of biological processes, like the need to eat, is shown by children who
have no contact with animals.

can lie.
still have no concept of the theory of mind.
grow up with pets.
Difficulty: 1
Answer: grow up with pets.
34. Current theories differ from Piaget in that children are believed to develop a theory of living things
at the same time as a theory of mind.

under the same influences as the theory of mind.
at exactly age 5 in all cultures.
at different times, and with different influences, from the theory of mind.
Difficulty: 2
Answer: at different times, and with different influences, from the theory of mind.
35. A researcher recorded conversations of 4-year-olds and parents at a zoo. She found that children took many
opportunities to learn about animals as living things
by listening to their parents lecture them about the animals’ habits.
by asking an adult questions about biological processes.
by asking an adult questions about the names of the animals.
by asking the adult to read the signs on each cage.
Difficulty: 2
Answer: by asking an adult questions about biological processes.
11
36. Pam’s mother was impressed with how fast her daughter seemed to be growing up. Pam was drawing a castle, and
she stuck with the task much longer than she would have a year ago. Pam demonstrates
executive attention.
sustained attention.
theory of mind.
selective attention.
Difficulty: 3
Topic: Development of Attention
Objective: LO 8.4 Explain why sustained and selective attention are important in early childhood and in
the transition to school.
Answer: sustained attention.
37. Kenny, 3, seems to have trouble focusing on just one thing for long periods of time. As Kenny develops in the next
2 years, his _______ will increase.
executive attention
mental concentration
sustained attention
working memory
Difficulty: 3
Answer: sustained attention
38. The ability to focus only on relevant stimuli, and not be distracted by irrelevant stimuli, is called
theory theory.
Difficulty: 1
Answer: selective attention.
12
39. Executive attention
refers to attention span.

is easily distracted by irrelevant stimuli.
shifts and divides attention among diverse stimuli or responses.
stays focused on a particular task.
Difficulty: 1
Answer: shifts and divides attention among diverse stimuli or responses.
40. Researchers have found that all of the following aspects of attention and executive functions are correlated with
reading and math scores in kindergarten except ____________.
focus on appearances.
inhibitory control.
Difficulty: 3
Answer: focus on appearances.
41. The ability to pay attention is important in kindergarten most likely for all of the following reasons except
it enables children to pay attention to relevant information.

it enables children to avoid distractions and focus on their work.
it enables children to shift from one task to another.
it prevents children from becoming depressed when another child knows something they don’t.
Difficulty: 3
Objective: : LO 8.4 Explain why sustained and selective attention are important in early childhood and
in the transition to school.
Answer: it prevents children from becoming depressed when another child knows something they don’t.
13
42. The benefits of the ability to pay attention in kindergarten extend beyond math and reading readiness to include
getting along more successfully with peers.

improving compliance with teachers’ requests.
enhancing prerequisite knowledge for science.
reducing inhibitory control abilities.
Difficulty: 2
Answer: getting along more successfully with peers.
43. Sandy’s earliest memory was her fourth birthday party. Sandy is now 44 but she still remembers that party like
yesterday. The earliest memories that adults can recall, on average, are from about age
6 months.
1 year.
3 ½ years.
7 years.
Difficulty: 3
Topic: Memory Development
Objective: LO 8.5 Identify the factors that influence the development of autobiographical memory.
Answer: 3 ½ years.
44. Long-term memories of events, in which children recall their role in the events, is
a script.
autobiographical memory.
Difficulty: 2
Answer: autobiographical memory.
45. Research has shown that the brain’s system for forming long-term memories is well developed by about
3 months.
9 months.
12 months.
24 months.
14
Difficulty: 1
Answer: 24 months.
46. The earliest memories may be lost because infants encode information
verbally.
using executive attention.
nonverbally.
in the prefrontal cortex.
Difficulty: 2
Answer: nonverbally.
47. A(n) ________ is a type of memory in which people store generalized versions of the events that occur in a common
activity.
scaffold
script
autobiographical memory
theory of mind
Difficulty: 1
Answer: script
48. Children’s autobiographical narratives
are universally the same regardless of culture.

are the same for either gender.
reflect gender and cultural differences.
from girls and boys provide about the same amount of detail.
Difficulty: 2
Answer: reflect gender and cultural differences.
15
49. Three-year-old Hermione went to her grandparents’ apartment with her mother and now her mother is asking her
to tell her father about the visit. When Hermione leaves out an important event, her mother prompts her. Which skill
is Hermione and her mother working on?
Forming grammatically correct sentences
Producing accurate and complete narratives
Telling a good story, whether it is true or not
Forming a script for everyday events
Difficulty: 2
Skill: Understanding the Concepts
Answer: Producing accurate and complete narratives
50. Researchers who asked children to recall what happened to them at 3 to 4 years of age during Hurricane Andrew
found that over 9 to 10 years’ time
children recalled less than they had when interviewed at age 3 to 4.
children recalled about the same amount as they had when interviewed at age 3 to 4.
children recalled more than they had when interviewed at age 3 to 4.
children produced longer narratives, but made more errors than they had at age 3 to 4.
Difficulty: 3
Answer: children recalled more than they had when interviewed at age 3 to 4.
51. Which of the following gender and/or cultural differences have been found in children’s autobiographical narratives?
Boys produce more organized and detailed narratives than girls

Parents have more frequent conversations about past events with girls than with boys
Children from Asian countries produce more details in reporting on past events than children from Europe and
the United States
Girls tend to produce longer narratives than boys but their narratives contain more errors
Difficulty: 2
Answer: Parents have more frequent conversations about past events with girls than with boys
16
52. Vygotsky called the gap between children’s ability to solve a problem independently, and their ability to solve it
with the help of more capable partners,
the zone of proximal development.
scaffolding.
fast mapping.
guided participation.
Difficulty: 2
Topic: Vygotsky’s Core Ideas
Objective: LO 8.6 Explain Vygotsky’s key contributions to understanding child cognition.
Answer: the zone of proximal development.
53. The zone of proximal development
is static.
is the same regardless of the situation.
changes over time.
is not a source of cognitive change.
Difficulty: 2
Answer: changes over time.
54. ________ is the process by which children’s ability to perform a task is enhanced by observing and participating in the
activity with a more skilled partner.
Scaffolding
Private speech
The zone of proximal development
Guided participation
Difficulty: 2
Answer: Guided participation
55. _______ is support for a child’s performance provided by a more skilled partner.
The zone of proximal development

Scaffolding
Fast mapping
A script
17
Difficulty: 2
Answer: Scaffolding
56. ________ of adults occurs when children copy adults’ actions that are irrelevant to the task at hand.
Underimitating
Fast mapping
Overimitating
Inattentiveness to the behavior
Difficulty: 2
Answer: Overimitating
57. Overimitating has been demonstrated to be
culture-specific.
rare.
universal.
most common among adults.
Difficulty: 1
Answer: universal.
58. Social and cultural influences are
absent in Vygotsky’s theory.

at odds with one another in Piaget’s theory.
central in Vygotsky’s theory.
central in Piaget’s theory.
Difficulty: 1
Answer: central in Vygotsky’s theory.
18
59. Amithi talked quietly to herself as she pretended to cut her doll’s hair. “Cut the side,” she said. “Here too.” She
cut some more with her pretend scissors. “Cut the front,” Amithi said. Amithi was using ________ to guide her actions
and attention.
private speech
public speech
a script
communicative speech
Difficulty: 3
Answer: private speech
60. After about age 7, Vygotsky suggested that private speech
disappears.
becomes communicative speech.
follows a script.
becomes inner speech.
Difficulty: 2
Answer: becomes inner speech.
61. Researchers have found that children who use more private speech as they solve problems show higher levels of
cognitive development.
executive functions.
vocabulary knowledge.
grammatical development.
Difficulty: 1
Answer: executive functions.
62. Which statement is true about Vygotsky’s theory?
Although interesting, Vygotsky’s theory has made no positive contributions to developmental psychology.
His theory focuses on biological over social factors in development.
Society and culture really seem absent from Vygotsky’s theory.
There are obvious applications to education.
19
Difficulty: 2
Topic: Evaluating Vygotsky’s Theory
Objective: LO 8.7 Outline both positive contributions and shortcomings of Vygotsky’s theory.
Answer: There are obvious applications to education.
63. Which evaluation of Vygotsky’s theory is correct?
Vygotsky inspired contemporary researchers who are interested in how society and culture influence
development.
Vygotsky’s theory is basically a restatement of Piaget’s theory.
Contemporary researchers have rejected Vygotsky’s concepts.
It contributes little to the understanding of development.
Difficulty: 3
Answer: Vygotsky inspired contemporary researchers who are interested in how society and culture
influence development.
64. A critique of Vygotsky’s theory is that it
is vague.
is too easy to measure.
relies too heavily on information-processing concepts.
is overly developmental.
Difficulty: 2
Answer: is vague.
65. One criticism of Vygotsky’s theory is that it is
limited in application.
too closely based on Piaget’s stages.
hard to measure some of the key concepts.
overly precise.
Difficulty: 2
20
Answer: hard to measure some of the key concepts.
66. Hakim listened with amazement sometimes when he heard his 1 ½-year-old son, Abdel, say a word that Hakim
hadn’t even known that Abdel knew. Abdel’s vocabulary was getting so big so quickly. Researchers have found
that 16-month-old children know about ________ words.
10
50
170
415
Difficulty: 3
Topic: Language Development
Objective: LO 8.8 Outline key advances in vocabulary, grammar, and communication in early
childhood.
Answer: 170
67. By the time that children start school at age 5 or 6, approximately how many words are they thought to
comprehend?
100
1000
10,000
100,000
Difficulty: 1
childhood.
Answer: 10,000
68. When children use ________, they quickly acquire an approximate meaning of a word from a few exposures to the word
used in context.
fast mapping
private speech
pragmatics
overregularization errors
Difficulty: 2
childhood.
Answer: fast mapping
21
69. Children tend to repeat new words they have just heard, making it likely the word will be used by adults in a slightly
different way than before. This particular practice is thought by researchers to facilitate the learning of
grammar.
word meanings.
word pronunciations.
social skills.
Difficulty: 3
childhood.
Answer: word meanings.
70. Anthony had always liked to talk to his son, Deon, even before Deon could talk back. He read stories to the child,
and even sometimes read the newspaper out loud. Whenever Deon asked a question, Anthony tried to answer and
to engage the boy in a conversation. Compared to other children his age without the same experience, Deon’s
knowledge of words is likely
to be about the same.
to be less detailed.
to be more detailed.
to contain adult words rather than words a child would use.
Difficulty: 3
childhood.
Answer: to be more detailed.
71. At the two-word phase, children’s speech is
telegraphic.
empathetic.
intuitive.
grammatically perfect.
Difficulty: 1
childhood.
Answer: telegraphic.
22
72. When it comes to “function words,” English-speakers add them
all at once about age 5.

as soon as they are in school and someone is teaching them the words.
gradually between 2 and 5.
at the two-word phase.
Difficulty: 2
childhood.
Answer: gradually between 2 and 5.
73. “Mommy go store,” Lee said, when his did asked where she was. The plural and the past tense, which Lee hadn’t
mastered yet, are
unknown to 5-year-olds.
called function words.
unknown to 3-year-olds.
called inflections.
Difficulty: 3
childhood.
Answer: called inflections.
74. In ________ errors, a child applies a grammatical rule to a word that does not follow the rule.
underregularization
pragmatics
overregularization
fast mapping
Difficulty: 2
childhood.
Answer: overregularization
23
75. “The ball falled down,” young Justin said. Justin’s speech demonstrates
a pragmatics error.
an instance of fast mapping.
an overregularization error.
a script.
Difficulty: 3
childhood.
Answer: an overregularization error.
76. The wug test, which uses nonsense words, is an excellent way to test whether a child has acquired a particular
inflectional rule (such as the past tense or plural rule) because
the presence of a word such as horses, or walked in the child’s speech does not necessarily mean the child
knows the rule for plural or past tense.
children must apply their knowledge of a rule to a nonsense word (such as turning wug into wugs to indicate
use of the plural rule).
working with nonsense words is more motivating to children than working with real words.
children might know a rule, but be unable to produce it in the wug test.
Difficulty: 3
childhood.
Answer: children must apply their knowledge of a rule to a nonsense word (such as turning wug into wugs to
indicate use of the plural rule).
77. The development of which part of speech is particularly gradual, but crucial to advances in children’s ability to
form complete sentences?
Verb
Noun
Adjective
Article
Difficulty: 2
childhood.
Answer: Verb
24
78. Aspects of language that facilitate communicative and social goals are known as
emergent literacy.
regularization errors.
fast mapping.
pragmatics.
Difficulty: 2
childhood.
Answer: pragmatics.
79. When Jorge told his first joke, his mother who was a linguist, recorded this as a prime example of
semantics.
syntax.
inflections.
pragmatics.
Difficulty: 3
childhood.
Answer: pragmatics.
80. When children engage in conversations with adults, they practice all of the following pragmatic skills except
stating their message clearly.

using appropriate grammar.
turn-taking.
staying on topic.
Difficulty: 2
childhood.
Answer: using appropriate grammar.
25
81. Where do children’s conversational skills most likely originate?
In dreams
During social give-and-take between child and caregiver in infancy
From answering questions in class
During play with imaginary friends
Difficulty: 2
childhood.
Answer: During social give-and-take between child and caregiver in infancy
82. Older siblings
play a role in developing a child’s conversational skills.

seem to make it more difficult for a younger child to communicate with adults.
are not as effective as younger siblings in developing a child’s conversational skills.
don’t really affect a younger child’s conversational skills.
Difficulty: 2
childhood.
Answer: play a role in developing a child’s conversational skills.
83. Children understand the basic structure of an English-language sentence as early as
prenatally.
4 months.
1 year.
17 to 18 months.
Difficulty: 1
childhood.
Answer: 17 to 18 months.
26
84. A cross-sectional study in Canada showed that the English receptive vocabulary of bilingual children at every age
between 3 and 10
was about the same as monolingual children.
was far advanced than that of monolingual children.
lagged slightly behind that of monolingual children.
was notably absent compared to monolingual children.
Difficulty: 2
Topic: The Bilingual Mind
Objective: LO 8.9 Compare and contrast the language and cognitive development of bilingual and
monolingual children.
Answer: lagged slightly behind that of monolingual children.
85. In ________, children learn two languages from an early age.
private speech
simultaneous bilingualism
scaffolding
sequential bilingualism
Difficulty: 1
Answer: simultaneous bilingualism
86. Adelit moved with his parents from Senegal to Toronto when he was 5 years old. Adelit knew French from Senegal.
But as soon as he got to Toronto, he started learning English. Children learn a second language after mastering the
first language in
sequential bilingualism.
emergent literacy.
simultaneous bilingualism.
most elementary schools.
Difficulty: 3
Answer: sequential bilingualism.
27
87. In the first 3-4 years, children learning two languages at the same time
frequently mix up words and grammar from the two languages.

reach language milestones (such as putting two words together) at about the same time in the two languages
as monolingual children.
reach language milestones in the same order as monolingual children but at later ages.
generally follow the grammatical rules from one of the two languages fully, and the other only partially.
Difficulty: 2
Answer: reach language milestones (such as putting two words together) at about the same time in the two
languages as monolingual children.
88. Canadian studies show that when children start learning their second language between age 3-9 years, they
generally slow down in the learning of the first language.

generally learn the second language as quickly as the first when it is taught in school, even if the second
language is not spoken at home.
will generally never become as fluent in the second language as the first.
learn the second language as quickly as the first, but only when it is spoken across multiple contexts (school,
home, and community).
Difficulty: 2
Answer: learn the second language as quickly as the first, but only when it is spoken across multiple
contexts (school, home, and community).
89. Research studies show that bilinguals who successfully learn both of their languages are nevertheless slightly
behind monolinguals in terms of
development of receptive vocabulary and speed of word retrieval.
knowledge of basic grammatical rules.
milestones of early language development, such as first words.
understanding of pragmatics in both languages.
Difficulty: 2
Answer: development of receptive vocabulary and speed of word retrieval.
28
90. In general, bilingual children perform ________ monolingual children on tasks that involve executive functions.
better than
the same as
worse than
more slowly than
Difficulty: 2
Answer: better than
91. The advantage of being bilingual for executive functions is thought to occur because
bilingual children have faster brain development than monolingual children.

bilingual children have a smaller vocabulary in their second language, which makes them think of clever
nonverbal solutions to problems.
bilingual children speak less, and think more about problems.
using more than one language gives children opportunities to develop flexibility and control over their mental
processes.
Difficulty: 3
Answer: using more than one language gives children opportunities to develop flexibility and control over
their mental processes.
92. Which statement is true about bilinguals?
Bilingual adults show denser gray matter in an area of the cortex involved with verbal fluency.
Bilingual children are more intelligent.
Being bilingual has no impact on executive function.
Compared to monolingual adults, the brains of bilingual adults are the same.
Difficulty: 2
Answer: Bilingual adults show denser gray matter in an area of the cortex involved with verbal fluency.
29
93. ________ is a set of print-related and oral language skills that are relevant to the process of eventually learning to
read.
Phonological awareness
Pragmatics
Scaffolding
Emergent literacy
Difficulty: 2
Topic: Early Literacy Development
Objective: LO 8.10 Explain the impact that the development of emergent literacy in early childhood has
on learning to read.
Answer: Emergent literacy
94. The awareness that spoken words can be broken down into smaller sound-parts is called
sequential bilingualism.
pragmatics.
phonological awareness.
emergent literacy.
Difficulty: 2
Answer: phonological awareness.
95. Jordana enjoyed playing rhyming games with her father. “I spy with my little eye, something that rhymes with
bone,” said her father. Jordana looked around. “Cell phone!” she said. These games are likely teaching Jordana
vocabulary.
pragmatics.
letter awareness.
Difficulty: 2
Answer: phonological awareness.
30
96. At first Alexandro’s letters were just scribbles. Then he started lining up marks from left to right. When Alexandro
learned to copy some letters, he put them down in random sequence. Finally, Alexandro started spelling out familiar
words. This process is called
literacy.
letter awareness.
oral language skills.
Difficulty: 3
Answer: letter awareness.
97. Reading stories aloud to young children is thought to enhance which particular skills that are important to reading
comprehension in school?
Attention and processing speed
Pragmatic skills
Memory and language comprehension
Executive functions
Difficulty: 2
Answer: Memory and language comprehension
98. Counting involves
knowing the cardinality principle.

being able to make numerical magnitude comparisons.
knowing how to subtract.
knowing how to extend number patterns.
Difficulty: 2
Topic: Early Mathematics Development
Objective: LO 8.11 Explain how early mathematics skills develop and their importance to learning math
in elementary school.
Answer: knowing the cardinality principle.
31
99. Most children in Canada and the United States have developed a basic “number sense” by age
2
4
5
8
Difficulty: 2
Answer: 5
100. An important principle of counting, ________, is to assign a single number to each object.
the one-to-one principle

cardinality
number transformation
the stable order principle
Difficulty: 2
Answer: the one-to-one principle
101. When a child follows the ________ principle, he or she always says the number words in the same sequence, even if
the order is initially wrong.
cardinality
one-to-one
stable order
story problem
Difficulty: 2
Answer: stable order
32
102. In counting, ________ means that the last number counted represents the quantity of the set.
cardinality
the stable order principle
extending number patterns
the one-to-one principle
Difficulty: 2
Answer: cardinality
103. In developing mathematical skills,
SES and preschool experience with numbers are related to the rate of development.
SES doesn’t seem to play a role.
preschool experience doesn’t help pave the way when the child starts with school-age concepts.
verbal story problems are the key.
Difficulty: 3
Answer: SES and preschool experience with numbers are related to the rate of development.
104. Learning to count accurately facilitates all of the following numerical skills except
comparing the quantity of two sets.

learning to add and subtract.
estimation.
discovering the cardinality principle for small numbers.
Difficulty: 2
Answer: estimation.
33
105. Research indicates that children’s math skills will benefit greatly if
they become familiar with counting before they start formal schooling.
they work on literacy before the start of formal schooling, and their number sense and literacy after they
enter school.
parents have them memorize the multiplication tables before they enter kindergarten.
the school system handles all of their training.
Difficulty: 2
Answer: they become familiar with counting before they start formal schooling.
106. Lilli had been in child care almost since she was born. She began to learn reading there. She learned how to write
her name. This was all before she entered school. In child care today,
there is no educational component.
the educational programs are of no lasting benefit once children enter school.
there is usually an educational component for children age 2 and older.
the primary purpose is to provide babysitting services.
Difficulty: 2
Topic: Child Care Programs
Objective: LO 8.12 Describe influences of child care programs on cognitive development.
Answer: there is usually an educational component for children age 2 and older.
107. Children who attend child care programs with warm, responsive caregivers and stimulating activities tend to score
the same as children who are in less stimulating and responsive child care programs.
higher in expressive and receptive language skills, but lower in early literacy and numeracy skills than
children who are in less stimulating and responsive child care programs.
one grade ahead when they start school compared to children in less stimulating and responsive child care
programs.
higher in early literacy and numeracy skills than children in less stimulating and responsive child care
programs.
Difficulty: 2
Answer: higher in early literacy and numeracy skills than children in less stimulating and responsive child
care programs.
34
108. The Abecedarian study, which provided a full-day, year-round educational program to low-income African
American children from 4 months to 5 years,
had an initial gain in IQ by 5 years that was largely gone by age 15.
actually yielded a lower IQ compared to people who did not participate.
raised IQ values from 4 months through age 21 years.
resulted in a lower attendance at 4-year colleges.
Difficulty: 2
Answer: raised IQ values from 4 months through age 21 years.
109. The Abecedarian study, which provided full-day, year-round education to low-income African American children
from 4 months to 5 years,
produced benefits for cognitive skills but not for social behaviour compared to the control group.
had benefits for progress in school but did not reduce delinquency compared to the control group.
did not affect the likelihood of repeating a grade or being in special education classes.
led to higher attendance at 4-year colleges, compared to the control group.
Difficulty: 2
Answer: led to higher attendance at 4-year colleges, compared to the control group.
110. Although there is a scarcity of well-developed, standardized research the existing studies of children who
attended Aboriginal Head Start programs generally show
no significant benefits in language or academic skills, but an increased pride in and connection with their
Indigenous culture.
benefits for language and academic skills that were short-term, mostly fading by the end of kindergarten.
long-term benefits from increased language, motor and academic skills, as well as social development skills.
no benefits for the children, but improvements in parenting skills and family relationships.
Difficulty: 3
Topic: Aboriginal
Objective: LO 8.13 Discuss the research on Aboriginal Head Start.
Answer: long-term benefits from increased language, motor and academic skills, as well as social
development skills.
35
Test Bank for The Dynamic Child, 1st Canadian Edition, Franklin R. Manis, Alissa Pencer
111. Inspired by the Head Start movement in the United States, the Aboriginal Head Start initiative is uniquely
Canadian in that the programs
included Canadian history lessons and rehearsal of the national anthem to encourage Indigenous children to
embrace the dominant non-aboriginal culture.
were developed in collaboration with Indigenous community partners to help incorporate activities that
promote Indigenous culture and language in their programming.
included education on the diverse multicultural population of Canada to enhance acceptance and integration
into society.
focused only on Indigenous history, culture, and language in order to honor and respect their traditions, with
no standardized non-aboriginal education strategies being introduced.
Difficulty: 2
Topic: Aboriginal Head Start
Answer: were developed in collaboration with Indigenous community partners to help incorporate activities
that promote Indigenous culture and language in their programming.
112. Federal funding for Aboriginal Head Start is
sufficient to serve all Indigenous children across Canada, regardless of where they live.
non-existent today, and has been replaced by inadequate provincial funding.
is primarily provided to Indigenous children in remote communities living below the poverty level.
insufficient to serve all Indigenous children in need, especially those in geographically isolated
communities.
Difficulty: 1
Topic: Aboriginal Head Start
Answer: insufficient to serve all Indigenous children in need, especially those in geographically isolated
communities.
36
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Answer: the preoperational period

Answer: Symbolic representation

3. In Piaget’s theory, pretend play is possible due to _____.

Answer: symbolic representation

Answer: pretend play.

Answer: pretend play.

Answer: cooperative pretend play

Answer: conservation of area.

9. Piaget called logical mental actions that can be reversed

Answer: mental operations.

animism and centration.

Answer: centration and focus on appearances.

Answer: focus on appearances

14. “What is that?” Cleo asked.

17. One interesting thing about Piaget’s ideas is that they

have stood the test of time.

Answer: inspired thousands of studies.

Answer: simpler dioramas.

21. Which statement about Piaget’s work today is true?

Answer: It is necessary to understand Piaget’s theory in order to grasp current research.

Answer: Theory theory

Piaget’s stage model.

Answer: theory theory.

Answer: a theory of mind

are the same as those of others.

Answer: can be different from those of others.

Answer: theory of mind.

Answer: false beliefs

at the same time regardless of culture.

Answer: at the same time regardless of culture.

30. Theory of mind is a product of

Answer: biological maturation and social experience.

participation in a lot of pretend play.

Answer: participation in a lot of pretend play.

32. Contrary to what Piaget believed, 4-year-old children

employ thinking that is almost entirely animistic.

Answer: know a lot about the properties of living things.

have no contact with animals.

Answer: grow up with pets.

at the same time as a theory of mind.

Answer: by asking an adult questions about biological processes.

Answer: sustained attention.

Answer: sustained attention

Answer: selective attention.

refers to attention span.

Answer: shifts and divides attention among diverse stimuli or responses.

Answer: focus on appearances.

it enables children to pay attention to relevant information.

getting along more successfully with peers.

Answer: getting along more successfully with peers.

Answer: autobiographical memory.

48. Children’s autobiographical narratives

are universally the same regardless of culture.

Answer: reflect gender and cultural differences.

Answer: Producing accurate and complete narratives

Boys produce more organized and detailed narratives than girls

Answer: the zone of proximal development.