Child Development 7th Edition Feldman Test Bank

Child Development 7th Edition Feldman
Test Bank
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Chapter 6: Cognitive Development in Infancy
TOTAL ASSESSMENT GUIDE

Topic Factual Conceptual Applied
QUICK QUIZ 1 Multiple 1-3, 5 8, 10 4, 6-7, 9
Choice
LO1: How would Multiple 1, 3-4, 8 2 5-7, 9-10
you describe the Choice
fundamental True/False 86, 90 89, 91 87-88, 92
features of Short Answer 102 101
Piaget’s theory of Essay 111
cognitive
development?
LO2: What Multiple 11-13, 16, 14, 19, 21, 27, 29 15, 17, 20, 25,
advances in Choice 18, 22-24, 28, 32
cognitive 26, 30-31, 33
development True/False 94 93, 95
occur during the Short Answer 103-104 105
sensorimotor Essay 112-113
stage?
LO3: How would Multiple 34
you compare Choice
Piaget’s theory True/False 96
with later Short Answer
research? Essay 114
LO4: How do Multiple 35-36, 38-39, 37, 40
infant’s process Choice 59
information? True/False 97
Short Answer 106
Essay
LO5: How would Multiple 41-43, 45 46 44
you describe Choice
infants’ memory True/False
capabilities and Short Answer
the duration of Essay
memories?
LO6: How would Multiple 47-48, 51-52, 49-50, 53-54, 57-
you explain and Choice 55-56 58
measure True/False 98
intelligence Short Answer
among infants? Essay 115
LO7: What Multiple 60-66, 68, 67, 69, 76, 79 74, 78
processes Choice 70-73, 75,
underlie 77, 80
Copyright © 2016, 2012, 2010 Pearson Education, Inc. All rights reserved.
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children’s growth True/False 99 100
in language Short Answer 109
development? Essay 118 116-117
LO8: What Multiple 81-83
characterizes the Choice
different theories True/False
of language Short Answer 107-108
development? Essay
LO9: How do Multiple 84-85
children influence Choice
adults’ language? True/False
Short Answer 110
Essay
Quick Quiz
1. The first stage of Piaget’s theory of cognitive development begins with reflex action and ends
with mental representations. This first stage is known as the
a. sensorimotor stage. c. concrete operational stage.
b. preoperational stage. d. formal operations stage.
2. According to Piaget’s theory, children’s understanding grows through two main processes:
____________, in which the child places a new stimulus or experience within the context of
the way he or she currently thinks; and ____________, in which the child changes his or her
way of thinking to include the new stimulus or experience.
a. accommodation; assimilation c. assimilation; accommodation
b. adaptation; organization d. organization; adaptation
3. The information-processing approach to cognitive development examines three processes in
terms of children’s ability to process information. Those processes are _____________,
_____________, and _____________.
a. decay; interference; amnesia
b. semantic; episodic; procedural memory
c. sensory; short-term memory; long-term memory
d. encoding; storage; retrieval
4. For Ashley’s second birthday, her family went on a trip to Disney World, but now, just four
years later, Ashley has little or no memory of this family trip. Ashley’s inability to remember
this major family excursion is due to
a. memory interference. c. infantile amnesia.
b. retrograde amnesia. d. proactive amnesia.
5. Which of the following measures mental and motor abilities in infants?
a. visual-recognition memory measurement
b. Minnesota Multiphasic Personality Inventory
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c. APGAR
d. Bayley Scales of Infant Development
6. Claude gets his mother’s attention by making a kind of grunting noise and then looks at the
ball just out of his reach. Claude’s attempt to communicate his desire for the ball is an
example of
a. semantics. c. language.
b. babbling. d. prelinguistic communication.
7. Alfie calls for the “book” when he wants the menu in the neighborhood diner. Alfie’s use of
the word “book” to include the menu best illustrates which characterization of early speech?
a. holophrases c. overextension
b. telegraphic d. underextension
8. In the nativist approach to language development, theorist Noam Chomsky suggests that an
innate mechanism directs language development. He refers to the neural system of the brain
hypothesized to permit understanding of language as a(n) ____________.
a. language acquisition device c. grammar checker
b. universal grammar d. communication device
9. Martha went from person to person asking if they wanted some birthday cake, but when she
asked the youngest children at the party her voice pitch rose and she spoke with a type of
singing quality. Martha was utilizing ____________ with the children present.
a. attention-getting speech c. holographic speech
b. infant-directed speech d. telegraphic speech
10. Research on deaf infants reveal which of the following comparisons in language
development when compared with non-deaf infants?
a. Deaf infants appear to not babble, as do non-deaf infants.
b. Mothers of deaf and non-deaf children both employ infant-directed speech.
c. Deaf infants do not seem to overextend when acquiring language.
d. Deaf infants are more likely to demonstrate underextensions when acquiring language.
Quick Quiz Answers

1. Chapter Section: Piaget’s Approach to Cognitive Development
Answer: a Page(s): 146 Type: Factual Diff: Easy
Rationale: Piaget’s first stage is the sensorimotor stage, which consists of six substages.
This stage begins at birth with reflexive actions and continues through the achievement of
mental representations.
2. Chapter Section: Piaget’s Approach to Cognitive Development
Answer: b Page(s): 146 Type: Factual Diff: Moderate
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Rationale: In the Piagetian view, children’s understanding grows through assimilation of
their experiences into their current way of thinking, or through accommodation of their
current way of thinking to their experiences.
3. Chapter Section: Information-Processing Approaches to Cognitive Development
Answer: d Page(s): 152 Type: Factual Diff: Difficult
Rationale: Information-processing approaches to the study of cognitive development seek
to learn how individual receive, organize, store, and retrieve information. These are
accomplished through encoding, storage, and retrieval processes.
Answer: c Page(s): 154 Type: Applied Diff: Moderate
Rationale: Infantile amnesia refers to the lack of memory for experiences occurring prior to
3 years of age.
Answer: b Page(s): 155-156 Type: Factual Diff: Moderate
Rationale: The developmental quotient, Bayley Scales of Infant Development, and the
visual-recognition memory measurement are all traditional measures used for infant
intelligence. The MMPI is not used with infants.
6. Chapter Section: The Roots of Language
Answer: d Page(s): 159 Type: Applied Diff: Difficult
Rationale: This is an example of prelinguistic communication, communication through
sounds, facial expressions, gestures, imitation, and other nonlinguistic means.
Answer: c Page(s): 162 Type: Applied Diff: Difficult
Rationale: All of these answers represent characterizations of early speech; however, the
example best illustrates the use of overextension, or the broad application or
overgeneralization of a word. Alfie applies the word “book” broadly to include the diner’s
menu.
Answer: a Page(s): 163 Type: Conceptual Diff: Easy
Rationale: The nativist approach to language development is a theory that a genetically
determined, innate mechanism directs language development. Linguist Noam Chomsky
hypothesized that a language acquisition device or a neural system that permits the
understanding of language provides a child with the strategies and techniques for learning
the language to which the child is exposed.
Answer: b Page(s): 164 Type: Applied Diff: Moderate
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Rationale: Martha was using infant-directed speech. Infant-directed speech is a shift in your
language to a style of speech that characterizes much of the verbal communication directed
toward infants. The term infant-directed speech is a gender-free term used in place of the
former motherese.
Answer: c Page(s): 159 Type: Conceptual Diff: Moderate
Rationale: The process of language acquisition for deaf children through signing has some
striking similarities with the process of language acquisition for non-deaf children. Consider
the fact that deaf children babble, using signs much as non-deaf children babble. In addition,
mothers of deaf children also employ the use of infant-directed speech, in this case using a
slower tempo for signing and often repeating signs.
Chapter 6
Cognitive Development in Infancy
Multiple Choice Questions
6.1 Piaget’s stage theory is composed of a series of four universal stages that occur in a fixed
order from birth through adolescence and are, in chronological order,
a. formal operational; concrete operational; preoperational; and sensorimotor.
b. sensorimotor; preoperational; concrete operational; and formal operational.
c. sensorimotor; formal operational; preoperational; and concrete operational.
d. sensorimotor; formal operational; concrete operational; and preoperational.
Chapter Section: Piaget’s Approach to Cognitive Development
Rationale: Piaget’s theory is a stage-based theory that occurs in a fixed order from birth
through adolescence. The four universal stages are, in order, sensorimotor, preoperational,
concrete operational and formal operational.
LO1: How would you describe the fundamental features of Piaget’s theory of cognitive
development?
6.2 Piaget’s views of the ways infants learn could be summed up in which of the following
equations?
a. action = knowledge c. perception = knowledge
b. facts = knowledge d. experience = perception
Answer: a Page(s): 145-146 Type: Conceptual Diff: Moderate
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Rationale: Piaget’s theory argues against knowledge from facts communicated by others,
as well as through sensation or perception. Instead, Piaget espoused that action equals
knowledge.
development?
6.3 Piaget believed that the basic building blocks of the way we understand the world are
mental structures called _____________, organized patterns of functioning that adapt and
change with mental development.
a. schemes c. accommodation
b. assimilation d. concepts
Answer: a Page(s): 145 Type: Factual Diff: Moderate
Rationale: Schemes are mental structures that are organized patterns of functioning; they
adapt and change with mental development.
development?
6.4 According to Piaget, ____________ is the process in which people understand an
experience in terms of their current stage of cognitive development and way of thinking.
a. scheme c. accommodation
b. assimilation d. concept
Answer: b Page(s): 145-146 Type: Factual Diff: Easy
Rationale: Assimilation is the process in which people understand an experience in terms
of their current stage of cognitive development and way of thinking.
development?
6.5 The first time Aiesha saw a flying squirrel, she called it a bird. Aiesha is ____________
the squirrel to her existing scheme of bird.
a. accommodating c. comparing
b. assimilating d. categorizing
Answer: b Page(s): 145-146 Type: Applied Diff: Moderate
of their current stage of cognitive development and way of thinking. In this example,
Aiesha is relating the flying squirrel to her current scheme that a flying animal is a bird.
development?
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6.6 Twelve-month-old Mitchell loves to play with his kickball. One day his father came home
with a new ball for him to enjoy. Mitchell jumped up and down and shouted gleefully,
“Kickball!” His father said, “No, Mitchell, this is a soccer ball.” Mitchell is
____________ the soccer ball to his existing scheme of kickball.
a. accommodating c. comparing
b. assimilating d. categorizing
Answer: b Page(s): 145-146 Type: Applied Diff: Difficult
Mitchell is relating the soccer ball to his current scheme of a ball of a certain size as a
kickball.
development?
6.7 The first time Charlie saw a full moon he called it a ball. Charlie is most likely
____________ the full moon into his ball scheme.
a. organizing c. accommodating
b. assimilating d. transferring
Charlie is relating the moon to his current scheme of a round object as a ball.
development?
6.8 According to Piaget, ____________ is the result of making changes in our existing ways
of thinking, and it occurs in response to encounters with new stimuli or events.
a. scheme c. accommodation
b. assimilation d. concept
Answer: c Page(s): 145-146 Type: Factual Diff: Easy
Rationale: Accommodation is changes in ways of thinking that occur in response to
encounters with new stimuli or events.
development?
6.9 The first time 10-month-old Daniel tried to use a cup and a straw, he tipped the whole cup
up like a bottle and got very wet. His mother quickly intervened and put the cup in an
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upright position. Soon, Daniel learned that you may tip up your bottle, but cups and straws
must remain in an upright position. Daniel’s modification to his drinking scheme is the
result of a(n)
a. scheme. c. accommodation.
b. assimilation. d. concept.
Answer: c Page(s): 145-146 Type: Applied Diff: Difficult
encounters with new stimuli or events. In this example, the new encounter is a cup and
straw, as opposed to the familiar bottle. At first, Daniel treats the cup like a bottle, but he
changes his way of thinking and therefore uses the cup and straw differently than the
bottle.
development?
6.10 During a visit to the dentist, 2-year-old Arya saw a mural with a mermaid in it. Arya said,
“Hey, Mom, why is that fish woman swimming in the water?” Arya is most likely
beginning the process of
a. schemation. c. accommodation.
b. assimilation. d. concept.
encounters with new stimuli or events. In this example, Arya is beginning to question the
current way of her thinking and is beginning the process of changing her thinking to fit
this new information.
development?
6.11 The first substage of the sensorimotor period is _____________, which encompasses the
first month of life.
a. primary circular reactions c. secondary circular reactions
b. simple reflexes d. the sleep-wake cycle
Rationale: The earliest schemes are reflexes and these simple reflexes also represent the
first substage of the sensorimotor stage of cognitive development.
LO2: What advances in cognitive development occur during the sensorimotor stage?
6.12 In Piaget’s theory, the ____________ stage is the initial major stage of cognitive
development, which can be broken down into six substages.
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a. preoperational c. formal operational
b. concrete operational d. sensorimotor
Answer: d Page(s): 146-147 Type: Factual Diff: Easy
Rationale: The sensorimotor stage is the initial stage of Piaget’s theory of cognitive
development.
6.13 According to Piaget, the earliest schemes are primarily limited to the ____________ with
which we are all born, such as sucking and rooting.
a. reflexes c. ideas
b. concepts d. notions
Answer: a Page(s): 146-147 Type: Factual Diff: Moderate
Rationale: Schemes are, at first, related to sensorimotor activity, and the earliest schemes
are primarily limited to reflexes.
6.14 Three-week-old Alex will suck on anything that touches his lips whether it was his hand,
his father’s back, a cloth diaper, or a toy. This indiscriminate sucking is an example of a
a. simple reflex. c. primary circular reaction.
b. circular reaction. d. secondary circular reaction.
Answer: a Page(s): 146-147 Type: Conceptual Diff: Difficult
Rationale: The earliest schemes are reflexes, and these simple reflexes also represent the
first substage of the sensorimotor stage of cognitive development. In this example, Alex is
displaying the sucking reflex.
6.15 Nicholas was a breastfed baby. However, when he was 3 weeks old, his mother introduced
him to a bottle. Nicholas quickly learned to modify his ____________ scheme to the
different sucking patterns required by the bottle.
a. circular reaction c. secondary circular reaction
b. primary circular reaction d. reflex
Answer: d Page(s): 146-149 Type: Applied Diff: Moderate
Rationale: The earliest schemes are reflexes, and these simple reflexes also represent the
first substage of the sensorimotor stage of cognitive development. In this example,
Nicholas is modifying his sucking reflex.
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6.16 According to Piaget, ____________ is an activity that permits the constructions of
cognitive schemes through the repetition of a changed motor event.
a. circular reaction c. secondary reaction
b. primary reaction d. tertiary reaction
Rationale: Circular reactions are repetition of chance motor events that help the baby start
building cognitive schemes.
6.17 Three-month-old Lionel loved to suck on his fingers. He was quite fond of putting his
fingers into his mouth and then pulling them out only to look them over for a minute or
two before putting them back into his mouth. He repeated this behavior over and over.
Lionel’s behavior with his fingers illustrates a
a. simple reflex. c. secondary circular reaction.
b. primary circular reaction. d. tertiary circular reaction.
Rationale: Circular reactions are repetition of chance motor events that help the baby start
building cognitive schemes. In this example, Lionel is repeating the event of putting his
fingers into his mouth and pulling them out again.
6.18 ____________ reactions are schemes regarding repeated actions that bring about a
desirable consequence.
a. Primary circular c. Tertiary circular
b. Secondary circular d. Fourth circular
Rationale: Secondary circular reactions are repeated actions that bring about a desirable
consequence.
6.19 Primary circular reactions are activities that focus on ____________ while secondary
circular reactions involve actions relating to ____________.
a. the infant’s own body; the world outside
b. any infant; the environment
c. the self; nature
d. the concrete; abstract thought
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Answer: a Page(s): 146-147 Type: Conceptual Diff: Difficult
Rationale: Primary circular reactions focus on the infant’s own body, while the secondary
circular reactions relate to the world outside.
6.20 Five-month-old Stewart enjoyed repeatedly shaking his rattle in new and innovative ways
in order to hear the different sounds each new movement made. According to Piaget,
Stewart is demonstrating a
a. simple reflex. c. secondary circular reaction.
b. primary circular reaction. d. tertiary circular reaction.
Rationale: Secondary circular reactions are repetition of chance motor events in the
outside world that help the baby start building cognitive schemes. In this example, it is the
initial chance motor event of shaking the rattle that is repeated in new and innovative
ways.
6.21 When 10-month-old Mary Kate was placed on the floor with a pile of toys, she would
actively push toys out of her way in an effort to reach her partially covered favorite toy
telephone. According to Piaget, Mary Kate is demonstrating
a. target-directed behavior. c. center-directed behavior.
b. goal-directed behavior. d. focused behavior.
Answer: b Page(s): 148 Type: Conceptual Diff: Moderate
Rationale: Goal-directed behavior is behavior in which several schemes are combined
and coordinated to generate a single act to solve a problem. Mary Kate’s pushing of toys
to reach a favorite toy is an example of goal-directed behavior.
6.22 Behavior in which several schemes are combined and coordinated to generate a single act
to solve a problem is called
Answer: b Page(s): 148 Type: Factual Diff: Easy
and coordinated to generate a single act to solve a problem.
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6.23 According to Piaget, ____________ is the realization that people and objects exist even
when they cannot be seen.
a. object stability c. object permanence
b. object mobility d. object constancy
Answer: c Page(s): 148 Type: Factual Diff: Easy
Rationale: Object permanence is the realization that people and objects exist even when
they cannot be seen.
6.24 Before an infant has understood the idea of ____________, he will not search for an
object that has been hidden right before his eyes.
they cannot be seen. The absence of object permanence means that the infant is not aware
that the hidden object still exists.
6.25 James accidentally got his hands on a knife. When James’s mother took the knife and put
it where he could no long reach or see it, James howled and kept trying to reach for the
knife that had disappeared. According to Piaget, James’s behavior is an example of
a. object stability. c. object permanence.
b. object mobility. d. object constancy.
Answer: c Page(s): 148 Type: Applied Diff: Difficult
they cannot be seen. In this example, James demonstrates object permanence by
continuing to cry and reach for the knife even though it is hidden.
to solve a problem is called
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and coordinated to generate a single act to solve a problem.
6.27 Tertiary circular reactions differ from secondary circular reactions by the fact that they
a. focus on the infant’s own body awareness.
b. only deal with the infant’s immediate environment.
c. lead only to chance results.
d. focus on experimentation.
Answer: d Page(s): 149 Type: Conceptual Diff: Difficult
Rationale: Tertiary circular reactions are the deliberate variation of actions that bring
desirable consequences. As opposed to just repeating activities, in tertiary circular
reactions the baby appears to carry out mini-experiments.
6.28 Eighteen-month-old Joshua received a train set from his visiting grandmother. Joshua’s
grandmother set it up and demonstrated how to drive the train on the track while saying
“chugga, chugga, choo, choo.” Later that day, Joshua picked up a train piece and imitated
the “chugga, chugga, choo, choo” sounds. Joshua’s behavior places him in the
____________ substage of the sensorimotor stage.
a. primary circular reaction c. tertiary circular reaction
b. secondary circular reaction d. beginnings of thought
Answer: d Page(s): 149 Type: Applied Diff: Difficult
Rationale: Joshua is demonstrating deferred imitation, which presents in the sixth
substage of the sensorimotor stage of cognitive development, the beginnings of thought.
6.29 According to Piaget, in the ____________ substage, infants will push one toy out of the
way to reach a partially hidden toy underneath.
a. primary circular reaction c. coordination of secondary circular reaction
b. secondary circular reaction d. tertiary circular reaction
Answer: d Page(s): 149 Type: Conceptual Diff: Moderate
Rationale: It is in this, the fourth substage that goal-directed behavior begins. Pushing one
toy out of the way to reach a partially hidden toy underneath is an example of goal-
directed behavior.
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6.30 With the attainment of the cognitive skill of ____________, children are able to imitate
people and scenes they have witnessed in the past.
a. mental symbolics c. deferred imitation
b. mind representation d. mind symbolics
Rationale: Deferred imitation is the ability to present and repeat a scene or action that was
witnessed in the past.
6.31 A ____________ is an internal image of a past event or object.
a. mind representation c. mental symbol
b. mental image d. mental representation
Answer: d Page(s): 149 Type: Factual Diff: Easy
Rationale: A mental representation is an internal image of a past event or object.
6.32 Eighteen-month-old Lawrence’s favorite pastime is to roll balls around the house. He
particularly likes to roll balls under the furniture and run to where he thinks they might
emerge. This is an example of a
a. mind representation. c. mental symbol.
b. mental image. d. mental representation.
Answer: d Page(s): 149 Type: Applied Diff: Moderate
Rationale: A mental representation is an internal image of a past event or object. In this
example, Lawrence has an internal mental image of where the balls will roll and emerge.
6.33 According to Piaget, ____________ is an act in which children imitate a person who is no
longer present.
a. deferred imitation c. deferred modeling
b. delayed imitation d. delayed modeling
Rationale: Deferred imitation is the ability to present and repeat a scene or action that was
witnessed in the past.
6.34 Piaget’s critics cast doubt on Piaget’s view that infants are incapable of mastering the
concept of ____________ until they are close to a year old.
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Answer: c Page(s): 150 Type: Factual Diff: Moderate
Rationale: One criticism of Piaget’s theory deals with the concept of object permanence.
Critics have suggested that the reason Piaget’s research indicated that object permanence
was not achieved until the age of 1 had more to do with the way that he determined the
presence versus the cognitive functions of the infant.
LO3: How would you compare Piaget’s theory with later research?
6.35 An approach to cognitive development that seeks to identify the way that individuals take
in, use, and sort information is called the ____________ approach.
a. data-processing c. cognitive-processing
b. information-processing d. mental-processing
Chapter Section: Information-Processing Approaches to Cognitive Development
Rationale: The information-processing approach is a model that seeks to identify the way
that individuals take in, use, and store information.
LO4: How do infants process information?
6.36 According to the information-processing approach, ____________ refers to the
maintenance of material saved in memory.
a. encoding c. retrieval
b. storage d. automatization
Rationale: Storage refers to the placement of material into memory.
6.37 Marcus has just moved to a new town and now must learn a new telephone number. He
finds that the first three digits are the ages of his sisters and the remaining four numbers
coincide with Columbus’s voyage to America. According to the information-processing
approach, Marcus is ____________ his telephone number in a form that can be later
remembered.
a. encoding c. retrieving
b. storing d. automatizing
Answer: a Page(s): 151-152 Type: Applied Diff: Difficult
Rationale: Encoding is the process by which information is initially recorded in a form
usable in memory.
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6.38 According to the information-processing approach, ____________ is the process by which
material in memory storage is located, brought into awareness, and used.
Rationale: Retrieval is the process by which material in memory storage is located,
brought into awareness, and used.
6.39 According to the information-processing approach, ____________ is the degree to which
an activity requires attention.
Answer: d Page(s): 151-152 Type: Factual Diff: Moderate
Rationale: Automatization is the degree to which an activity requires attention.
6.40 Sixteen-year-old Amber has just completed a drivers’ education course. She often
comments to friends that at first driving required her undivided attention, but with a little
practice she often finds that she has driven home without being aware of stopping for
traffic lights or stop signs. According to the information-processing approach, driving has
become ____________ for Amber.
a. automatic c. time consuming
b. boring d. trivial
Answer: a Page(s): 152 Type: Applied Diff: Difficult
Rationale: Automatization is the degree to which an activity requires attention. In this
example, Amber requires less attention to the process of driving, causing the activity to
become automatic for Amber.
6.41 Memory experiments have shown that even after two training sessions infants remember
the association between ____________ for up to a week later.
a. kicking and crying c. crying and eating.
b. kicking and moving a mobile. d. crying and moving a mobile.
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Rationale: Infants who were later prompted to recall an association between kicking and
moving a mobile showed evidence that after just two 9-minute trainings, they were able to
recall the association, but not after two weeks.
LO5: How would you describe infants’ memory capabilities and the duration of
memories?
6.42 ____________ is memory that is conscious and that can be recalled intentionally. In
comparison, ____________ is memory that is recalled unconsciously.
a. Implicit memory; explicit memory c. Storage memory; retrieval memory
b. Explicit memory; implicit memory d. Retrieval memory; storage memory
Answer: b Page(s): 155 Type: Factual Diff: Difficult
Rationale: Explicit memory is memory that is conscious and that can be recalled
intentionally. In comparison, implicit memory is memory that is recalled unconsciously,
including motor skills, habits, and activities that can be remembered without conscious
cognitive effort.
memories?
6.43 The lack of memory for experiences that occurred prior to 3 years of age is known as
a. juvenile amnesia. c. immature amnesia.
b. child amnesia. d. infantile amnesia.
Rationale: Infantile amnesia is the lack of memory for experiences that occurred prior to
3 years of age.
memories?
6.44 Layla was 3 years old when her brother, Cameron, was born; however, she has no memory
of the birth of her brother. This illustrates
a. juvenile amnesia. c. immature amnesia.
b. child amnesia. d. infantile amnesia.
Answer: d Page(s): 154 Type: Applied Diff: Moderate
Rationale: Infantile amnesia is the lack of memory for experiences that occurred prior to
3 years of age.
memories?
6.45 Memory that is recalled unconsciously is called ____________ memory.
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a. explicit c. exact
b. implicit d. approximate
Rationale: Implicit memory is memory that is recalled unconsciously, including motor
skills, habits, and activities that can be remembered without conscious cognitive effort.
memories?
6.46 Remembering how to ride a bike is an example of ____________ memory.
a. explicit c. exact
b. implicit d. approximate
Answer: b Page(s): 155 Type: Conceptual Diff: Moderate
Rationale: Implicit memory is memory that is recalled unconsciously, including motor
skills such as riding a bicycle.
memories?
6.47 Gesell, a developmental psychologist, developed a ____________ that is an overall
developmental score that relates to performance in four domains: motor skills, language
use, adaptive behavior, and personal-social.
a. developmental quotient c. developmental measure
b. developmental proportion d. developmental number
Rationale: The developmental quotient, formulated by Arnold Gesell, is an overall
developmental score that relates to performance in four domains: motor skills (balance
and sitting), language use, adaptive behavior (alertness and exploration), and personal-
social (feeding and dressing).
LO6: How would you explain and measure intelligence among infants?
6.48 The ____________ is a measurement that evaluates an infant’s development from 2 to 42
months. It focuses on two areas: mental and motor abilities.
a. developmental quotient c. visual-recognition memory measure
b. Bayley Scales of Infant Development d. Gesell Scales of Child Development
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Rationale: The Bayley Scales of Infant Development, developed by Nancy Bayley,
focuses on two areas, mental and motor development, and evaluates an infant’s
development from 2 to 42 months.
6.49 The Bayley Scales of Infant Development is composed of two scales. The ____________
scale focuses on the senses, perception, memory, learning, problem solving, and language,
while the ____________ scale evaluates fine and gross motor skills.
a. sensation; perception c. mental; motor
b. thinking; movement d. intellectual; spatial
Answer: c Page(s): 155-156 Type: Conceptual Diff: Difficult
Rationale: The Bayley Scales of Infant Development, developed by Nancy Bayley,
focuses on two areas, mental and motor development, and evaluates an infant’s
development from 2 to 42 months.
6.50 Traditional measures of infant intelligence
a. do a good job of predicting intelligence scores in adulthood.
b. are an integral part of the assessment of newborns.
c. can help identify developmental delays or advances.
d. are roughly equivalent to adult intelligence tests.
Answer: c Page(s): 155-156 Type: Conceptual Diff: Difficult
Rationale: There is some correlation between efficiency of information processing and
later IQ scores, suggesting some consistency of cognitive development across the lifespan.
Currently, however, the traditional measures of infant intelligence focus on behavioral
attainments, which only help to identify developmental delays or advances, and not adult
intelligence.
6.51 An overall developmental score that relates to performance in four domains—motor skills,
language use, adaptive behavior, and personal-social—is called
a. a developmental quotient.
b. the Bayley Scales of Infant Development.
c. visual-recognition memory measurement.
d. IQ.
19
Rationale: The developmental quotient, formulated by Arnold Gesell, is an overall
developmental score that relates to performance in four domains: motor skills (balance
and sitting), language use, adaptive behavior (alertness and exploration), and personal-
social (feeding and dressing).
6.52 The memory and recognition of a stimulus that has been previously seen, as well as the
speed with which an infant can retrieve a representation of a stimulus from memory, is the
approach to examine intelligence during infancy known as
a. a developmental quotient.
b. a visual-recognition memory measurement.
c. the Bayley Scales of Infant Development.
d. an intelligence quotient.
Rationale: Visual-recognition memory measurement measures the memory of and
recognition of a stimulus that has been previously seen. The more quickly an infant can
retrieve a representation of a stimulus from memory, the more efficient the infant’s
information processing.
6.53 Habituation tests are good predictors of later intellectual performance because they seem
to measure
a. speed of learning. c. sensorimotor skills.
b. higher-order thinking skills. d. problem-solving skills.
Answer: a Page(s): 156-157 Type: Conceptual Diff: Moderate
Rationale: The speed with which infants process information may correlate most strongly
with later intelligence, as measured by IQ tests administered during adulthood.
6.54 To date, in infancy, the best predictor of later intelligence is
a. the Bayley Scales of Infant Development.
b. the Brazelton Neonatal Behavioral Assessment.
c. habituation tests.
d. the Apgar test.
Answer: c Page(s): 156-157 Type: Conceptual Diff: Moderate
Rationale: The speed with which infants process information may correlate most strongly
with later intelligence, as measured by IQ tests administered during adulthood.
20
6.55 The memory and recognition of stimuli that has been previously seen is known as
a. sensory-recognition memory. c. visual-recognition memory.
b. visual-recall memory. d. sensory-recall memory.
Rationale: Visual-recognition memory measurement measures the memory and
recognition of a stimulus that has been previously seen.
6.56 The ability to identify a stimulus that previously has been experienced only through one
sense by using another sense is referred to as
a. bi-modal transference. c. overextension.
b. underextension. d. cross-modal transference.
Answer: d Page(s): 157 Type: Factual Diff: Moderate
Rationale: Cross-modal transference is the ability to identify a stimulus that previously
has been experienced through only one sense by using another sense.
6.57 As a baby, Simone was able to recognize by sight a screwdriver that she had previously
only touched but had not seen. This ability is referred to as
a. bi-modal transference. c. underextension.
b. underextension.. d. cross-modal transference.
Answer: d Page(s): 157 Type: Conceptual Diff: Difficult
Rationale: Cross-modal transference is the ability to identify a stimulus that previously
has been experienced through only one sense by using another sense. In this example,
Simone had previously touched a screwdriver, but could now identify that screwdriver by
sight.
6.58 Research has found that the degree of cross-modal transference by an infant at age 1 is
____________ with intelligence scores several years later.
a. associated c. not linked
b. not associated d. erroneously connected
Answer: a Page(s): 157 Type: Conceptual Diff: Moderate
Rationale: The degree of cross-modal transference displayed by an infant at age 1 is
associated with intelligence scores several years later.
21
6.59 Information processing looks at ____________ change.
a. qualitative c. erroneous
b. quantitative d. quality
Rationale: The information-processing model is very different from Piaget’s cognitive
development model in that the information-processing model focuses on the quantitative
changes that take place.
6.60 The basic sounds of language that are combined to produce words and sentences are
referred to as
a. phonemes. c. semantics.
b. morphemes. d. language.
Chapter Section: The Roots of Language
Rationale: Phonemes are the basic sounds of language that are combined to produce
sounds and sentences.
LO7: What processes underlie children’s growth in language development?
6.61 The systematic, meaningful arrangement of symbols, which provides the basis for
communication, is known as
a. language. c. speech.
b. symbolism. d. verbalization.
Rationale: Language is the systematic, meaningful arrangement of symbols, which
provides the basis for communication.
6.62 Characterized as the smallest language units that have meaning, some ____________
are complete words, whereas others add information necessary for interpreting a word,
such as the endings “-s” for plural and “-ed” for past tense.
a. phonemes c. semantics
b. morphemes d. phonology
Rationale: The morpheme is the smallest language unit that has meaning. Some are
complete words, whereas others add information necessary for interpreting a word, such
as the ending “-s” for plural and “-ed” for past tense.
22
6.63 The smallest language unit that has meaning is a
a. phoneme. c. semantic.
b. morpheme. d. phonology.
Rationale: The morpheme is the smallest language unit that has meaning.
6.64 _____________ are the rules that govern the meaning of words and sentences.
a. Phonemes c. Semantics
b. Morphemes d. Phonology
Rationale: Semantics are the rules that govern the meaning of words and sentences.
6.65 The understanding of speech is called linguistic ____________, whereas the use of
language to communicate is referred to as linguistic ____________.
a. comprehension; production c. fabrication; comprehension
b. production; comprehension d. comprehension; fabrication
Rationale: Linguistic comprehension is the understanding of speech, while linguistic
production is the use of language to communicate.
6.66 Communication through sounds, facial expressions, gestures, imitation, and other
nonlinguistic means is known as ____________ communication.
a. prelanguage c. baby talk
b. prelinguistic d. motherese
Rationale: Prelinguistic communication is communication through sounds, facial
expressions, gestures, imitation, and other nonlinguistic means.
6.67 Prelinguistic communication teaches infants
a. the give and take of conversation.
b. to hear the sounds of their native language.
23
c. to listen to the noises in their environment.
d. to talk to themselves.
Answer: a Page(s): 159 Type: Conceptual Diff: Moderate
Rationale: Prelinguistic communication is communication through sounds, facial
expressions, gestures, imitation, and other nonlinguistic means. This prelinguistic
communication teaches infants the give and take of social interactions.
6.68 Making speech-like but meaningless sounds is called
a. bubbling. c. babbling.
b. gibber. d. prattle.
Rationale: Babbling, making speech-like but meaningless sounds, begins at about the age
of 2 or 3 months and continues to about the age of 1.
6.69 Which of the following statements about babbling is true?
a. Babbling sounds are typically only consonant and not vowel sounds.
b. Babbling produces the sounds of the languages infants hear.
c. Deaf children do not babble.
d. Deaf children exposed to sign language only demonstrate vocal babbling.
Answer: b Page(s): 159 Type: Conceptual Diff: Difficult
Rationale: Deaf babies exposed to sign language exhibit babbling through hand motions.
Babbling often begins with vowel sounds and then consonant sounds are added later.
Infants produce sounds during babbling for many languages, even those they do not hear.
6.70 Deaf infants that are taught sign language babble with their
a. voices. c. facial expressions.
b. hands. d. feet.
Rationale: Deaf babies exposed to sign language exhibit babbling through hand motions.
6.71 One-word utterances that stand for a whole phrase, and whose meanings depend on the
particular context in which they are used, are called
a. semantics. c. telegraphic speech.
24
b. holophrases. d. animates.
Rationale: Holophrases are one-word utterances that stand for a whole phrase, and whose
meaning depends on the particular context in which they are used.
6.72 The overly restrictive use of words, common among children just mastering spoken
language, is called
a. telegraphic speech. c. overextension.
b. underextension. d. holophrases.
Rationale: Underextension is the use of words too restrictively, which is common among
children just mastering spoken language.
6.73 Speech that leaves out words that are not critical to the message is known as
a. telegraphic speech. c. telephone speech.
b. telegram speech. d. telepicture speech.
Rationale: Telegraphic speech is when words that aren’t critical to the message are left
out.
6.74 Nineteen-month-old Evan enjoys books, and he often says, “Read book.” This is Evan’s
shorthand version of “I would like you to read a book to me.” This is an example of
a. telegraphic speech. c. telephone speech.
b. telegram speech. d. telepicture speech.
Answer: a Page(s): 162 Type: Applied Diff: Moderate
Rationale: Telegraphic speech is when words that aren’t critical to the message are left
out.
6.75 The overly broad use of words, where children overgeneralize their meaning, is known as
a. overextension. c. referential style.
b. underextension. d. expressive style.
25
Rationale: Overextension is the use of words too broadly, where children overgeneralize
their meaning.
6.76 Much to the consternation of 15-month-old Sara’s mom, Sara constantly calls out
“Daddy” to any man she sees. Sara is making a(n) ____________ error.
a. overextension c. referential style
b. underextension d. expressive style
Answer: a Page(s): 162 Type: Conceptual Diff: Difficult
Rationale: Overextension is the use of words too broadly, where children overgeneralize
their meaning. In this example, Sara uses the term “Daddy” too broadly, using it to refer to
all men.
6.77 A style of language use in which language is used primarily to label objects is called
a. expressive style. c. learning style.
b. referential style. d. reinforcement style.
Rationale: A referential style is one in which language is primarily used to label objects.
6.78 Thirteen-month-old Clara uses the word “babydoll” to refer to only her doll, and not to
other dolls. Clara is making a(n) ____________ error.
a. overextension c. referential style
b. underextension d. expressive style
Answer: b Page(s): 162 Type: Applied Diff: Difficult
Rationale: Underextension is the use of words too restrictively, which is common among
children just mastering spoken language. In this example, Clara is using the word
“babydoll” only to refer to her doll and not other dolls.
6.79 As a toddler, Michael had an impressive vocabulary consisting of words like mom, dad,
dog, car, bike, chair, table, and so on. Michael’s style of language use is called the
____________ style.
a. overextension c. referential
b. underextension d. expressive
Answer: c Page(s): 162 Type: Conceptual Diff: Moderate
26
Rationale: A referential style is one in which language is primarily used to label objects.
6.80 A style of language use in which language is used primarily to express feelings and needs
about oneself and others is known as
a. overextension. c. referential style.
b. underextension. d. expressive style.
Rationale: An expressive style is one in which language is used primarily to express
feelings and needs about oneself and others.
6.81 The theory that language acquisition follows the basic laws of reinforcement and
conditioning is known as
a. learning theory. c. nativist approach.
b. interactionist approach. d. humanistic approach.
Rationale: The learning theory approach is a theory that language acquisition follows the
basic laws of reinforcement and conditioning.
LO8: What characterizes the different theories of language development?
6.82 The theory that a genetically determined innate mechanism directs language development
is known as
a. learning theory. c. nativist approach.
b. interactionist approach. d. humanistic approach.
Answer: c Page(s): 163 Type: Factual Diff: Moderate
Rationale: The nativist approach is a theory that a genetically determined innate
mechanism directs language development.
6.83 The idea that language is a consequence of both environmental and innate factors is
known as the ____________ of language development
a. learning theory c. nativist approach
b. interactionist approach d. humanistic approach
Rationale: The interactionist approach combines aspects of the nativist and learning
theories to language development. This perspective suggests that language is produced
27
through a combination of genetically determined predispositions and environmental
circumstances.
6.84 A type of speech directed toward infants, characterized by short, simple sentences, is
called
a. infant-directed speech. c. motherese.
b. baby-directed speech. d. child-directed speech.
Rationale: Infant-directed speech is a style of speech that characterizes much of the
verbal communication directed toward infants.
LO9: How do children influence adults’ language?
6.85 Compared to boys, girls hear twice as many ____________ by the time they are 32
months old.
a. diminuitives c. motherese.
b. direct “ no” responses. d. child-directed speech.
Rationale: Gleason found that, by the age of 32 months, girls hear twice as many
diminutives as boys hear.
True/False Questions
6.86 According to Piaget, schemes are organized patterns of mental functioning that adapt and
change with mental activity.
Answer: True Page(s): 145 Type: Factual Diff: Easy
development?
6.87 An infant picks up a rattle and shakes it. This is an example of a physical scheme.
Answer: True Page(s): 145 Type: Applied Diff: Moderate
development?
6.88 According to Piaget, as children develop, their schemes become less complex.
28
Answer: False Page(s): 145 Type: Applied Diff: Difficult
development?
6.89 Piaget believed that infants acquire knowledge through direct motor behavior.
Answer: True Page(s): 145 Type: Conceptual Diff: Moderate
development?
6.90 Changes in existing ways of thinking that occur in response to encounters with new
stimuli is called assimilation.
Answer: False Page(s): 146 Type: Factual Diff: Easy
development?
6.91 According to Piaget, infants do not begin to modify their schemes until after one year of
age.
Answer: False Page(s): 146 Type: Conceptual Diff: Moderate
development?
6.92 When a child sees a flying squirrel and calls it a “bird with a tail,” the child has begun to
accommodate new knowledge.
Answer: True Page(s): 146 Type: Applied Diff: Difficult
development?
6.93 The sucking reflex that causes an infant to suck at anything placed at its lips is an example
of a simple reflex.
Answer: True Page(s): 146-147 Type: Applied Diff: Moderate
to solve a problem is called object permanence.
Answer: False Page(s): 146-148 Type: Factual Diff: Moderate
29
6.95 Jack is playing with his favorite car, when his father takes the car and hides it under a
blanket. Jack protests and begins to look for the car. Jack has displayed the concept of
object permanence.
Answer: True Page(s): 146-148 Type: Applied Diff: Difficult
6.96 One of the major criticisms of Piaget’s theory is that he overestimated the cognitive
capabilities of infants.
Answer: False Page(s): 150 Type: Conceptual Diff: Moderate
6.97 The information-processing approach to cognitive development, seeks to identify the way
individuals take in, use, and store information.
6.98 The information-processing approach focuses on cognitive changes from a qualitative
perspective.
Answer: False Page(s): 157 Type: Factual Diff: Moderate
LO6: How would you explain and measure intelligence in infants?
6.99 Throughout infancy comprehension precedes production.
6.100 A two-month-old infant is babbling and cooing as her mother responds by repeating the
same sounds. This parent and child are engaged in prelinguistic communication.
Answer: True Page(s): 159 Type: Applied Diff: Moderate
Short Answer
6.101 Provide an overview of the progression of schemes according to Piaget.
30
Page(s): 145 Type: Applied Diff: Difficult
Answer: A good answer would include the following key points:
• Piaget believed that the basic building blocks of the way we understand the world are
mental structures called schemes, these adapt and change with mental activity.
• At first schemes are related to physical or sensorimotor activity, such as picking up or
reaching for toys.
• As children develop, their schemes move to a mental level, reflecting thought.
development?
6.102 What are the two principles that underlie all cognitive growth according to Piaget?
Page(s): 146 Type: Conceptual Diff: Moderate
• Piaget suggested that two principles underlie growth in children’s schemes,
assimilation, and accommodation.
• Assimilation is the process in which people understand an experience in terms of their
current stage of cognitive development and way of thinking.
• Accommodation refers to changes in existing ways of thinking that occur in response
to encounters with new stimuli.
development?
6.103 Describe the highlights of Substage 4 of the sensorimotor period.
Page(s): 146-148 Type: Conceptual Diff: Moderate
• Substage 4 lasts from 8 months to 12 months. Infants begin to employ goal-directed
behavior, in which several schemes are combined and coordinated to generate a single
act to solve a problem.
• Object permanence emerges in this stage as well. This is the realization that people
and objects exist even when they can’t be seen.
• The recognition of object permanence fosters the infant’s growing assertiveness.
6.104 What is the major difference between Substage 2 (first habits and primary circular
reactions) and Substage 3 (secondary circular reactions) of Piaget’s sensorimotor period?
Page(s): 146-148 Type: Conceptual Diff: Difficult
31
• During Substage 2, the infant begins to coordinate separate actions into a single,
integrated action.
• During Substage 3, infants take major strides in shifting their cognitive horizons
beyond themselves.
• The major difference between the two stages is whether the infant’s activity is focused
on the infant and involves his/her body, or involves actions related to the outside
world.
6.105 What is the relationship between the development of object permanence and social
attachments?
• Object permanence extends not only to inanimate objects, but to the people in the
child’s life too.
• An infant understands that parents exist, even if they are out of sight. This awareness
is a key element of social attachments and a feeling of security.
6.106 How do infants process information according to the information-processing approach to
cognitive development?
Page(s): 151-152 Type: Applied Diff: Difficult
• Information-processing approaches seek to identify the way the individuals take in,
use, and store information.
• According to this approach, the quantitative changes in infants’ abilities to organize
and manipulate information represent the hallmarks of cognitive growth.
• An infant’s cognitive growth is characterized by increasing sophistication and speed in
information processing.
• Infants are believed to have memory capabilities from their earliest days, although the
accuracy is debated.
6.107 What theories explain the origins of language development?
Page(s): 162-163 Type: Conceptual Diff: Moderate
• The learning theory approach: the theory that language acquisition follows the basic
laws of reinforcement and conditioning.
32
• The nativist approach: the theory that a genetically determined mechanism directs
language development.
• The interactionist approach: the theory that suggests that language is produced through
a combination of genetically determined predispositions and environmental
circumstances.
6.108 Describe the interactionist perspective of language development.
• The interactionist approach to language development suggests that language
development is produced through a combination of genetically determined
predispositions and environmental circumstances that help teach language.
• The interactionist perspective accepts that innate factors shape the broad outlines of
language development. However, social factors also play a role in development.
6.109 Describe prelinguistic communication.
Page(s): 159 Type: Factual Diff: Easy
• Prelinguistic communication is communication through sounds, facial expressions,
gestures, imitation, and other nonlinguistic means.
• It is an early form of communication, where parents may respond to infants’ cooing
and babbling with a repetition of these sounds. The repetition sets the stage for the
give-and-take of conversation.
• The most common manifestation of prelinguistic communication is babbling, the
speechlike but meaningless sounds, that start at the age of 2 or 3 months.
6.110 What role does infant-directed speech play in language acquisition?
• Infant-directed speech is a type of speech characterized by short, simple sentences.
• Newborns appear to prefer infant-directed speech over regular speech.
• Some research suggests that babies who are exposed to a great deal of infant-directed
speech early in life seem to begin to use words and show other forms of linguistic
competence earlier.
33
Essay Questions
6.111 Define and provide examples of assimilation and accommodation.

• Assimilation is the process in which people understand new stimuli in terms of their
current thinking.
• Examples are numerous, but they should include the current scheme that is used
and the similarity to the new stimuli.
• Accommodation is the process in which people change their thinking to include the
new information gained from the new experience or stimulus.
• Again, examples are numerous, but they should include how the new
stimulus/experience does not fit the current scheme and how that scheme has now
been changed.
LO1: How would describe the fundamental features of Piaget’s theory of cognitive
development?
6.112 According to Piaget, the sensorimotor period is composed of six substages. Define and
provide an example of each substage.
Answer: A good answer would include the following substages:
• One—Simple reflexes—Various reflexes determine the infant’s interactions
• Two—Primary circular reaction—Coordination of separate actions into single,
integrated activities
• Three—Secondary circular reactions—Shift occurs from focus on oneself to the
outside world
• Four—Coordination of secondary circular reactions—Use more calculated approaches
to produce events and coordinate several schemes to generate a single act; goal-
directed behaviors; object permanence is achieved
• Five—Tertiary circular reactions—Use of deliberate variation of actions that bring
desirable consequences
• Six—Beginnings of thought—Develops capacity for mental representations
6.113 Why would the concept of object permanence be important to a caregiver?
34
• Object permanence allows the infant to live in more than the “here and now” as they
recognize absent objects as hidden.
• The awareness of people who exist when out of sight assists in the formation of social
attachment security.
6.114 What are some of the major strengths and criticisms of Piaget’s theory of cognitive
development?
• Much research has been conducted to demonstrate the basic foundation that children
learn much about the world by acting on objects in their environment.
• The broad outlines established by Piaget of the cognitive accomplishments that occur
during infancy are generally accurate.
• There are questions about the stage conception, including the suggestion that cognitive
development occurs in waves versus stages.
• Some researchers suggest that sensation and perception should be considered to play a
role in cognitive development, not just motor activities.
• There is considerable questioning about Piaget’s assertion that object permanence is
achieved at about the age of 1. Other age ranges have been proposed.
• Piaget’s work describes children of Western countries better than those of non-
Western countries.
6.115 Why is it so difficult to assess infant intelligence as a predictor of later intelligence?
Page(s): 155 Type: Factual Diff: Moderate
• Although there is a correlation between early information-processing capabilities and
later measures of IQ, the correlation is only moderate, and it does not imply causation.
• Intelligence as measured by traditional IQ tests measure only one kind of intelligence.
6.116 Why might linguistic comprehension precede linguistic production?
35
• Linguistic comprehension is the understanding of speech.
• Linguistic production is the use of language to communicate.
• An infant understands complex communication prior to being able to communicate at
the same level.
• Comprehension outpaces production throughout infancy.
6.117 Define and provide examples of referential style language learners and expressive style
language learners.
• In the referential style, language is used primarily to label objects.
• In the expressive style, language is used primarily to express feelings and needs about
oneself and others.
6.118 Describe and contrast the major theories of language development.
Page(s): 158-162 Type: Factual Diff: Moderate
• Social learning theory indicates language acquisition follows the basic laws of
reinforcement and conditioning.
• The nativist approach is a theory that a genetically determined innate mechanism
directs language development.
• The interactionist approach is a combination of the social learning and nativist theories
in that language development is produced through a combination of genetically
determined predispositions and environmental circumstances that help teach language.
Virtual Child Questions

6.121 Think about the progression of cognitive development thus far of your virtual child. Piaget
noted that in order for cognitive growth to occur, both assimilation and accommodation
must take place. Have you observed these processes with your child? Give one example of
each related to your child’s cognitive growth.
6.122 When considering the progression of language development, we note that linguistic
comprehension precedes production. What does this mean in relationship to how much
your child can articulate, versus the level of understanding? Perhaps you’ve noted you can
give a detailed direction, and it is understood by your child, but can’t be articulated. Give
36
one example where you have observed this principle of comprehension preceding
production.
6.123 First words are generally spoken around the age of 10-14 months. What have you
observed with your own child in regard to language development? Has your child spoken
his/her first words yet, and has that development coincided with your text’s description of
typical first words spoken? Explain. When do you think your child will speak first
sentences in relation to when first words were spoken?
6.124 Infant-directed speech is a type of speech directed toward infants, characterized by short,
simple sentences. Have you spoken to your child using this type of speech? What did you
notice about your infant’s response to this type of speech? Is there a difference in the level
of interest that your infant displays depending on the type of speech you use? Explain.
How do you think the use of infant-directed speech facilitates language development?
What role has it played in your relationship with your infant?
37

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6.111 Define and provide examples of assimilation and accommodation.

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