Children and Their Development Canadian 3rd Edition Kail Test Bank

Children and Their Development
Canadian 3rd Edition Kail Test Bank

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1) Piaget was trained as a
a. psychologist.
b. medical doctor.
c. biologist.
d. neurologist.
Correct: Piaget was trained as a biologist.
Incorrect: Piaget was trained as a biologist.
Answer: c
Page Reference: 191
Topic: Setting the Stage: Piaget’s Theory
Skill: Factual
2) Piaget’s primary approach to investigating the origins of knowledge involved

a. debate.
b. introspection.
c. experiments with children.
d. discussion with other scientists.
Correct: Piaget investigated the origins of knowledge by doing experiments rather than
through discussion and debate.
Incorrect: Piaget investigated the origins of knowledge by doing experiments rather than
through discussion and debate.
Answer: c
Page Reference: 191
Skill: Factual
3) According to Piaget
a. children will not be curious unless parents provide a stimulating environment.
b. children create theories about how the world works.
c. children are capable of abstract thought from the time they are born.
d. children’s thinking is very similar to adults’ thinking.
Correct: Piaget thought children were like scientists, creating theories about how the
world works.
Incorrect: Piaget thought children were like scientists, creating theories about how the
world works.
Answer: b
Page Reference: 192
Skill: Conceptual
4) Piaget thought children were like

a. little scientists.
b. miniature adults.
c. blank slates.
d. computers.
Correct: Piaget thought children were like scientists, creating theories about how the
world works.
Incorrect: Piaget thought children were like scientists, creating theories about how the
world works.
Answer: a
Page Reference: 192
Skill: Conceptual
5) According to Piaget, more advanced mental structures would not develop without
a. reinforcement.
b. short-term storage space.
c. imitation.
d. disequilibrium.
Correct: Development occurs when there is a disequilibrium between assimilation and
accommodation and the brain works to regain equilibrium.
Incorrect: Development occurs when there is a disequilibrium between assimilation and
accommodation and the brain works to regain equilibrium.
Answer: d
Page Reference: 193
Skill: Conceptual
6) Who is experiencing disequilibrium?

a. Becky, who is doing much more accommodating than assimilating
b. Sandy, who is doing more assimilating than accommodating
c. Jane, who is doing equal amounts of assimilating and accommodating
d. Carla, who is not doing any assimilating or accommodating
Correct: Disequilibrium occurs when a child is doing much more accommodation than
assimilation.
Incorrect: Disequilibrium occurs when a child is doing much more accommodation than
assimilation.
Answer: a
Page Reference: 193
Skill: Applied
7) Which of the following is the correct order of Piaget’s stages?

a. sensorimotor, concrete operational, preoperational, and formal operational
b. sensorimotor, preoperational, concrete operational, and formal operational
c. sensorimotor, preoperational, formal operational, and concrete operational
d. the order varies from individual to individual
Correct: The stages, in order, are sensorimotor, preoperational, concrete operational,
and formal operational.
Incorrect: The stages, in order, are sensorimotor, preoperational, concrete operational,
and formal operational.
Answer: b
Page Reference: 199
Skill: Factual
8) Each new stage of cognitive development

a. is fundamentally the same as the previous stage.
b. is marked by a distinctive way of thinking about and understanding the world.
c. occurs every two years during childhood.
d. can be skipped by children who are smarter than their peers.
Correct: There are qualitative differences between the stages, so each one is marked by a
distinctive way of thinking about the world.
Incorrect: There are qualitative differences between the stages, so each one is marked by
a distinctive way of thinking about the world.
Answer: b
Page Reference: 193
Skill: Conceptual
9) According to Piaget, preschoolers are in the ________ period of cognitive

development.
a. preoperational
b. concrete operational
c. sensorimotor
d. formal operational
Correct: Children between the ages of two and seven, which encompasses the preschool
age, are in the preoperational stage.
Incorrect: Children between the ages of two and seven, which encompasses the preschool
age, are in the preoperational stage.
Answer: a
Page Reference: 195
Skill: Factual
10) According to Piaget, a seven to 11-year-old child is in the ________ period.

a. preoperational
b. conservational
c. formal operational
d. concrete operational
Correct: Children between the ages of seven and 11 are in the concrete operational stage.
Incorrect: Children between the ages of seven and 11 are in the concrete operational
stage.
Answer: d
Page Reference: 197
Skill: Factual
11) Which of the following would violate the principles of Piaget’s theory?
a. if identical twins reached the preoperational stage at different times
b. if more intelligent children went through the stages faster than less intelligent children
c. if a gifted child skipped the concrete operational stage and went directly to the formal
operational stage
d. if a child went through a revolutionary change of thought at two years of age
Correct: Piaget did not believe that children could skip stages, so if a gifted child skipped
a stage, that would violate the universal principals of his theory.
Incorrect: Piaget did not believe that children could skip stages, so if a gifted child
skipped a stage, that would violate the universal principals of his theory.
Answer: c
Page Reference: 193
Skill: Conceptual
12) Moses knows that even though he cannot see his favourite blanket, it still exists.
Moses understands the concept of
a. assimilation.
b. accommodation.
c. object permanence.
d. equilibrium.
Correct: Knowing that an object continues to exist even if you cannot see it is called
object permanence.
Incorrect: Knowing that an object continues to exist even if you cannot see it is called
object permanence.
Answer: c
Page Reference: 194
Skill: Applied
13) According to Piaget, infants do not have a full understanding of object permanence
until
a. one month of age.
b. six months of age.
c. 12 months of age.
d. 18 months of age.
Correct: Object permanence begins to develop around eight months and is fully
understood by about 18 months, according to Piaget.
Incorrect: Object permanence begins to develop around eight months and is fully
understood by about 18 months, according to Piaget.
Answer: d
Page Reference: 195
Skill: Factual
14) According to Piaget, most infants begin to use symbols at about

a. birth to one month.
b. four months.
c. eight months.
d. 18 months.
Correct: Infants begin using symbols at about 18 months, which marks the end of the
sensorimotor period and the beginning of the preoperational period at around 24
months.
Incorrect: Infants begin using symbols at about 18 months, which marks the end of the
months.
Answer: d
Page Reference: 195
Skill: Factual
15) Which of the following abilities marks the end of the sensorimotor period?
a. the ability to use mental symbols
b. walking
c. talking
d. the decline of egocentrism
Correct: Infants begin using symbols at about 18 months, which marks the end of the
months.
Incorrect: Infants begin using symbols at about 18 months, which marks the end of the
months.
Answer: a
Page Reference: 195
Skill: Conceptual
16) When infants begin using ________, they are then able to mentally anticipate
consequences rather than having to perform them.
a. object permanence
b. reflexes
c. means to achieve ends
d. symbols
Correct: The use of symbols means that infants can mentally anticipate consequences
rather than having to perform them.
Incorrect: The use of symbols means that infants can mentally anticipate consequences
rather than having to perform them.
Answer: d
Page Reference: 195
Skill: Conceptual
17) Which infant is using mental symbols?

a. Eric, who is kicking his leg over and over
b. Dan, who is squeezing different toys to see if they squeak
c. Roger, who is climbing up on a chair to reach a toy on a shelf
d. Peter, who is saying “Vrrrrroooommm!” and moving his hand like a car
Correct: Peter is using symbols (sounds and his hand to represent a car) during his
make-believe play.
Incorrect: Peter is using symbols (sounds and his hand to represent a car) during his
make-believe play.
Answer: d
Page Reference: 195
Skill: Conceptual
18) If an infant watches while a toy that has been hidden in one location is then hidden in
a new location, most 8- to 12-month-olds
a. cannot find the toy.
b. cannot decide whether to look for the toy in the old or the new location.
c. look for the toy in the old location, indicating that they do not understand that objects
exist independently.
d. look for the toy in the new location, indicating that they understand that objects exist
independently.
Correct: Eight to twelve-month-olds do not have a fully developed sense of object
permanence, so they will often look for the toy in the old location.
Incorrect: Eight to twelve-month-olds do not have a fully developed sense of object
permanence, so they will often look for the toy in the old location.
Answer: c
Page Reference: 194
Skill: Conceptual
19) Piaget’s ________ stage is characterized by the child’s use of symbols to represent
objects and events.
a. formal operational
b. sensorimotor
c. concrete operational
d. preoperational
Correct: While the use of symbols begins late in the sensorimotor stage, the use of
symbols really characterizes the preoperational stage, as children begin to use letters
and numbers.
Incorrect: While the use of symbols begins late in the sensorimotor stage, the use of
symbols really characterizes the preoperational stage, as children begin to use letters
and numbers.
Answer: d
Page Reference: 195
Skill: Conceptual
20) The inability of the young child to grasp the fact that his or her view of the world,
both literally and figuratively, may be but one of many is known as
a. animism.
b. conservation.
c. egocentrism.
d. intellectual realism.
Correct: Definition given in the text
Incorrect: Definition given in the text
Answer: c
Page Reference: 195
Skill: Conceptual
21) When preoperational children are asked to identify different perspectives of model
mountains on a table, which of the following characteristics of preoperational thought do
they demonstrate?
a. egocentrism
b. animism
c. centration
d. intellectual realism
Correct: Preoperational children demonstrate egocentrism in the three mountains task,
as they are unable to take another point of view (literally) than their own.
Incorrect: Preoperational children demonstrate egocentrism in the three mountains task,
as they are unable to take another point of view (literally) than their own.
Answer: a
Page Reference: 195
Skill: Conceptual
22) ________ would best explain why Joey thinks that when he sees Winnie the Pooh on
TV and shows him a picture that Winnie the Pooh can see the picture just like he can.
a. Centration
b. Animism
c. Appearance as reality
d. Egocentrism
Correct: Egocentrism would lead Joey to think that Pooh can see things exactly as he
can.
Incorrect: Egocentrism would lead Joey to think that Pooh can see things exactly as he
can.
Answer: d
Page Reference: 195
Skill: Conceptual
23) Centration is characterized by
a. difficulty in seeing the world from another’s outlook.
b. crediting inanimate objects with real-life properties.
c. believing an object’s appearance tells what the object is really like.
d. focusing on one aspect of a problem while ignoring other relevant aspects of the
problem.
Answer: d
Page Reference: 196
Skill: Conceptual
24) Piaget used ________ experiments to see whether children realized that
characteristics of objects remained the same despite changes in physical appearance.
a. circular reaction
b. conservation
c. deductive reasoning
d. equilibration
Correct: Piaget used a series of conservation experiments to determine whether children
realized that certain characteristics of objects remain the same despite changes in
appearance.
Incorrect: Piaget used a series of conservation experiments to determine whether
children realized that certain characteristics of objects remain the same despite changes
in appearance.
Answer: b
Page Reference: 196
Skill: Factual
25) In a conservation of liquid experiment, Victoria is shown two identical beakers filled
with the same amount of juice. The juice from one of the beakers is poured into a taller,
thinner beaker. Victoria now thinks there is more juice in the tall, thin beaker than in the
original beaker. Victoria appears to be in Piaget’s ________ stage of cognitive
development.
a. preoperational
c. sensorimotor
d. formal operational
Correct: Children in the preoperational stage demonstrate an inability to correctly
perform conservation experiments such as the liquid task.
Incorrect: Children in the preoperational stage demonstrate an inability to correctly
perform conservation experiments such as the liquid task.
Answer: a
Page Reference: 196
Skill: Conceptual
26) Preoperational children’s incorrect responses on conservation tasks are best explained
by the ________ which is characteristic of their thought.
a. egocentrism
b. deductive reasoning
c. centration
d. animism
Correct: Centration best explains why preoperational children have difficulty with
conservation tasks, as they cannot focus on more than one aspect of the object at a time.
Incorrect: Centration best explains why preoperational children have difficulty with
conservation tasks, as they cannot focus on more than one aspect of the object at a time.
Answer: c
Page Reference: 196
Skill: Conceptual
27) According to Piaget, the concrete operational child

a. cannot reverse mental operations.
b. cannot solve conservation tasks.
c. thinks in a way that is limited to the tangible and real.
d. doesn’t know that appearances can be deceiving.
Correct: In the concrete operational stage, children are able to reverse mental operations
and solve conservation tasks, but their thinking is not yet abstract; it is limited to the
tangible and real.
Incorrect: In the concrete operational stage, children are able to reverse mental
operations and solve conservation tasks, but their thinking is not yet abstract; it is limited
to the tangible and real.
Answer: c
Page Reference: 197
Skill: Conceptual
28) During Piaget’s ________ stage, children begin using mental operations to solve
problems.
a. formal operational
c. sensorimotor
d. preoperational
Correct: In the concrete operational stage, children begin using mental operations to
solve problems, and these strategies and rules make thinking more systematic and
powerful.
Incorrect: In the concrete operational stage, children begin using mental operations to
powerful.
Answer: b
Page Reference: 197
Skill: Conceptual
29) ________ are strategies and rules that make thinking more systematic and more
powerful.
a. Circular reactions
b. Symbolic processes
c. Mental operations
d. Scaffolds
Correct: In the concrete operational stage, children begin using mental operations to
powerful.
Incorrect: In the concrete operational stage, children begin using mental operations to
powerful.
Answer: c
Page Reference: 197
Skill: Conceptual
30) Which characteristic of the concrete operational child’s thinking allows him or her to
solve Piaget’s conservation problem?
a. reversible mental operations
b. hypothetical thinking
c. egocentrism
d. animism
Correct: Being able to reverse mental operations (e.g., to pour the liquid back from the
new container to the original container) allows children to solve Piaget’s conservation
tasks.
Incorrect: Being able to reverse mental operations (e.g., to pour the liquid back from the
new container to the original container) allows children to solve Piaget’s conservation
tasks.
Answer: a
Page Reference: 197
Skill: Conceptual
31) ________ thought is rule-oriented and logical but limited to the tangible and real.
a. Sensorimotor
b. Formal operational
c. Preoperational
d. Concrete operational
Correct: In the concrete operational stage, children begin using strategies and rules
making thinking more systematic and powerful, but it is limited to the tangible and real,
as thinking is not yet abstract.
Incorrect: In the concrete operational stage, children begin using strategies and rules
making thinking more systematic and powerful, but it is limited to the tangible and real,
as thinking is not yet abstract.
Answer: d
Page Reference: 197
Skill: Conceptual
32) During Piaget’s ________ stage, individuals become capable of abstract, hypothetical
thought and deductive reasoning.
a. concrete operational
b. formal operational
c. preoperational
d. sensorimotor
Correct: Abstract thinking and deductive reasoning develop during the formal
operational stage.
Incorrect: Abstract thinking and deductive reasoning develop during the formal
operational stage.
Answer: b
Page Reference: 199
Skill: Conceptual
33) Who is likely to be able to answer a hypothetical question such as, “What would
happen if no one had to work anymore?”
a. preoperational thinkers only
b. formal operational thinkers only
c. concrete operational thinkers only
d. concrete operational and formal operational thinkers
Correct: Because this is an abstract question, only formal operational thinkers would be
likely to answer it.
Incorrect: Because this is an abstract question, only formal operational thinkers would be
likely to answer it.
Answer: b
Page Reference: 199
Skill: Conceptual
34) The formal operational child approaches problems by

a. forming hypotheses and systematically evaluating all possibilities.
b. trial-and-error.
c. relying on past experience.
d. using centration.
Correct: Formal operational children, who are capable of abstract thought and deductive
reasoning, are able to form hypotheses to systematically evaluate all possibilities.
Incorrect: Formal operational children, who are capable of abstract thought and
deductive reasoning, are able to form hypotheses to systematically evaluate all
possibilities.
Answer: a
Page Reference: 198
Skill: Conceptual
35) When formal operational thinkers are faced with a problem such as figuring out what
combination of clear liquids will produce a blue liquid, they will
a. haphazardly mix liquids to find the correct combination.
b. become confused and irritated.
c. systematically test hypotheses about different combinations of liquids.
d. concentrate on trying to pour the liquids without spilling them.
Correct: Formal operational children, who are capable of abstract thought and deductive
reasoning, are able to form hypotheses to systematically test different combinations of
liquids.
Incorrect: Formal operational children, who are capable of abstract thought and
deductive reasoning, are able to form hypotheses to systematically test different
combinations of liquids.
Answer: c
Page Reference: 198
Skill: Conceptual
36) When concrete operational and formal operational thinkers are asked to combine a
number of clear liquids to produce a blue liquid
a. neither the concrete operational child nor the formal operational adolescent test the
combinations of liquids in a systematic manner.
b. only the concrete operational child tests the combinations of liquids in a systematic
manner.
c. only the formal operational child tests the combinations of liquids in a systematic
manner.
d. both the concrete operational child and the formal operational adolescent test the
combinations of liquids in a systematic manner.
Correct: Concrete operational children mix liquids haphazardly while formal operational
children will form hypotheses and systematically test different combinations of liquids.
Incorrect: Concrete operational children mix liquids haphazardly while formal
operational children will form hypotheses and systematically test different combinations
of liquids.
Answer: c
Page Reference: 198
Skill: Conceptual
37) Which of the following is characteristic of formal operational thought?

a. animism
b. centration
d. reasoning that is limited to the tangible and real
Correct: Only C is an example of formal operational thought—the rest represent earlier
stages.
Incorrect: Only C is an example of formal operational thought—the rest represent earlier
stages.
Answer: c
Page Reference: 198
Skill: Conceptual
38) Consider the following:

Premise 1: If an animal barks, it is a dog.
Premise 2: A snail barks.
The concrete operational child would fail to draw the conclusion that “a snail is a dog”
because his or her conclusions are based ona. tertiary circular reactions.
b. experience.
c. deductive reasoning.
d. egocentrism.
Correct: Because they cannot think abstractly and their thinking is linked to tangible and
real experiences, concrete operational children would fail to draw the conclusion that a
“snail is a dog.”
Incorrect: Because they cannot think abstractly and their thinking is linked to tangible
and real experiences, concrete operational children would fail to draw the conclusion
that a “snail is a dog.”
Answer: b
Page Reference: 198
Skill: Conceptual
39) In contrast to concrete operational thinkers, formal operational thinkers

a. can reach counterfactual conclusions.
b. can use mental operations.
c. do not confuse appearances with reality.
d. are not centred in their thinking.
Correct: Because they cannot think abstractly and their thinking is linked to tangible and
real experiences, concrete operational children would fail to draw counterfactual
conclusions.
Incorrect: Because they cannot think abstractly and their thinking is linked to tangible
and real experiences, concrete operational children would fail to draw counterfactual
conclusions.
Answer: a
Page Reference: 198-199
Skill: Conceptual
40) Which of the following is NOT characteristic of formal operational thinking?

a. abstract thinking
b. hypothetical reasoning
d. centration
Correct: Centration is a characteristic of thinking in the preoperational stage.
Incorrect: Centration is a characteristic of thinking in the preoperational stage.
Answer: d
Page Reference: 196
Skill: Conceptual
41) According to Piaget, cognitive development is complete when the ________ period is
reached.
a. concrete operational
b. preoperational
c. formal operational
d. sensorimotor
Correct: Piaget’s final stage is the formal operational stage, when thinking becomes
more adult-like in nature.
Incorrect: Piaget’s final stage is the formal operational stage, when thinking becomes
more adult-like in nature.
Answer: c
Page Reference: 199
Skill: Factual
42) Piaget’s theory

a. stimulated research in the area of cognitive development.
b. viewed children as playing a passive role in their development.
c. does not provide useful ideas for fostering children’s development.
d. has not had a lasting impact on the field of child development research.
Correct: Piaget viewed children as active, and his theory has had long-lasting impact and
provided useful ideas, particularly in the field of education. So, A is the correct answer.
Incorrect: Piaget viewed children as active, and his theory has had long-lasting impact
and provided useful ideas, particularly in the field of education. So, A is the correct
answer.
Answer: a
Page Reference: 199
Skill: Factual
43) The view of children as active participants in their own development who
systematically create ever more sophisticated understandings of their worlds is referred to
as
a. the zone of proximal development.
b. the core knowledge hypothesis.
c. constructivism.
d. the theory of mind.
Answer: c
Page Reference: 199
Skill: Factual
44) Teaching suggestions based on Piaget’s theory include

a. teaching at a level slightly ahead of children’s current level of thinking.
b. using lectures to tell children how the world works.
c. not allowing children to see their mistakes.
d. using flashcards to drill facts.
Correct: According to Piaget, children learn best when they are active, hands-on
constructors of their own knowledge, and when the instruction level is slightly ahead of
the child’s current level of thinking.
Incorrect: According to Piaget, children learn best when they are active, hands-on
the child’s current level of thinking.
Answer: a
Page Reference: 200
Skill: Applied
45) Which of the following is an implication of Piaget’s theory for teaching practices?
a. Teachers should tell children facts that they can absorb passively.
b. Children should be encouraged to look at the consistency of their own thinking and to
sort out any inconsistencies.
c. The best teaching experiences are slightly behind a child’s current level of thinking.
d. Teachers should construct a child’s understanding of the world.
Correct: According to Piaget, children learn best when they are active, hands-on
the child’s current level of thinking. They should be encouraged to sort out any
inconsistencies in their own thinking as part of the process of equilibration.
Incorrect: According to Piaget, children learn best when they are active, hands-on
the child’s current level of thinking. They should be encouraged to sort out any
inconsistencies in their own thinking as part of the process of equilibration.
Answer: b
Page Reference: 200
Skill: Applied
46) The best way to summarize research that has examined alternative explanations of
children’s performance on Piagetian tasks would be to say that
a. in almost every instance, Piaget’s explanation is strongly supported.
b. in many instances, children’s performance is better explained using concepts that are
not part of Piaget’s theory.
c. Piaget’s description of object permanence must be revised, but his accounts of
conservation are strongly supported.
d. when Piaget’s tasks are modified, they are usually not solved until children are older
than the ages predicted by Piaget’s theory.
Correct: Because Piaget’s theory is vague with respect to processes and mechanisms of
change, in many instances, children’s performance may be better explained using
concepts that are not part of Piaget’s theory.
Incorrect: Because Piaget’s theory is vague with respect to processes and mechanisms of
change, in many instances, children’s performance may be better explained using
concepts that are not part of Piaget’s theory.
Answer: b
Page Reference: 201
Skill: Conceptual
47) When children and adolescents are tested on a number of tasks that have the same
underlying structure
a. as predicted by Piaget’s theory, children’s performance is quite consistent across the
different tasks.
b. as predicted by Piaget’s theory, children’s performance is inconsistent across the
different tasks.
c. in contrast to Piaget’s theory, children’s performance is quite consistent across the
different tasks.
d. in contrast to Piaget’s theory, children’s performance is inconsistent across the
different tasks.
Correct: Contrary to Piaget’s beliefs, children’s performance across tasks is not always
consistent.
Incorrect: Contrary to Piaget’s beliefs, children’s performance across tasks is not always
consistent.
Answer: d
Page Reference: 201
Skill: Conceptual
48) According to Piaget, each stage of cognitive development involves consistent thought
across different tasks. Recent research has found
a. very consistent performance across tasks as Piaget would predict.
b. very consistent performance across tasks only in concrete operational children.
c. inconsistent performance across tasks only in formal operational adolescents.
d. inconsistent performance across tasks contrary to Piaget’s predictions.
Correct: Contrary to Piaget’s beliefs, children’s performance across tasks is not always
consistent.
Incorrect: Contrary to Piaget’s beliefs, children’s performance across tasks is not always
consistent.
Answer: d
Page Reference: 201
Skill: Factual
49) The zone of proximal development refers to

a. the highest level of achievement a child can reach by himself.
b. the difference between what a child can do with and without help.
c. a teaching style that matches the amount of assistance to the learner’s need.
d. comments not intended for others but intended to help children regulate their own
behaviour.
Answer: b
Page Reference: 203
Topic: Modern Theories of Cognitive Development
Skill: Conceptual
50) ________ refers to a teaching style that matches the amount of assistance to the
learner’s needs.
a. The zone of proximal development
b. Private speech
c. Scaffolding
d. Hypothetical reasoning
Answer: c
Page Reference: 204
Skill: Conceptual
51) According to Vygotsky, development is optimal when

a. the child learns independently.
b. a child is guided by someone with more skill.
c. someone with more skill does NOT interfere by trying to structure a task for the child.
d. the amount of assistance given exceeds the amount that the child needs.
Correct: Vygotsky believed that development was optimized when a more skilled learner
was available to help guide the child.
Incorrect: Vygotsky believed that development was optimized when a more skilled learner
was available to help guide the child.
Answer: b
Page Reference: 203
Skill: Factual
52) Private speech

a. eventually becomes inner speech.
b. involves talking aloud to others.
c. is more likely to occur while performing easy tasks than difficult tasks.
d. occurs before children’s behaviour is regulated by speech from other people.
Correct: As children get older, private speech evolves into inner speech.
Incorrect: As children get older, private speech evolves into inner speech.
Answer: a
Page Reference: 205
Skill: Factual
53) The concepts of scaffolding, private speech, and the zone of proximal development
are most closely associated with
a. Piaget.
b. Vygotsky.
c. neo-Piagetian theories.
d. the theory of mind.
Correct: Vygotsky gave us the concepts of scaffolding, private speech and the zone of
proximal development.
Incorrect: Vygotsky gave us the concepts of scaffolding, private speech and the zone of
proximal development.
Answer: b
Skill: Factual
54) The computer is used as a metaphor for the mind in which theory?
a. learning theory
b. information processing theory
c. psychodynamic theory
d. Piaget’s theory
Correct: In the 1970s, information processing theory was developed. It is a theory that
uses the computer as a metaphor for the mind.
Incorrect: In the 1970s, information processing theory was developed. It is a theory that
Answer: b
Page Reference: 207
Skill: Conceptual
55) Information-processing theorists use a ________ as a model for human cognition.

a. black box
b. microsystem
c. computer
d. macrosystem
Correct: In the 1970s, information processing theory was developed. It is a theory that
Incorrect: In the 1970s, information processing theory was developed. It is a theory that
Answer: c
Page Reference: 207
Skill: Conceptual
56) In information-processing theory, mental hardware includes

a. cognitive processes.
b. different types of memory.
c. schemas.
d. operant conditioning.
Correct: Mental hardware refers to sensory memory, working memory, and long-term
memory.
Incorrect: Mental hardware refers to sensory memory, working memory, and long-term
memory.
Answer: b
Page Reference: 207
Skill: Factual
57) Which is the site of ongoing cognitive activity?

a. sensory memory
b. working memory
c. the central executive
d. long-term memory
Correct: Working memory holds the software and the data being used when the
“computer” is in operation.
Incorrect: Working memory holds the software and the data being used when the
“computer” is in operation.
Answer: b
Page Reference: 208
Skill: Conceptual
58) Cognitive processes are compared to computer ________ by information-processing

theorists.
a. memory
b. disk drives
c. hardware
d. software
Correct: Cognitive structures are the mental hardware, while cognitive processes are the
mental software.
Incorrect: Cognitive structures are the mental hardware, while cognitive processes are
the mental software.
Answer: d
Page Reference: 208
Skill: Factual
59) According to information-processing theory, the central executive is like the

computer’s
a. hard drive.
b. RAM.
c. operating system.
d. keyboard.
Correct: The central executive coordinates all the mental activities, which is like the
computer’s operating system (e.g., Windows 8 or Linux).
Incorrect: The central executive coordinates all the mental activities, which is like the
computer’s operating system (e.g., Windows 8 or Linux).
Answer: c
Page Reference: 208
Skill: Conceptual
60) The information-processing approach
a. is based on Piaget’s theory of cognitive development.
b. states that human thinking is based on mental hardware and mental software.
c. proposes that there are four stages of cognitive development.
d. is no longer a widely used theory of cognitive development.
Correct: According to information processing, human thinking is based on mental
hardware (cognitive structures) and mental software (cognitive processes).
Incorrect: According to information processing, human thinking is based on mental
hardware (cognitive structures) and mental software (cognitive processes).
Answer: b
Page Reference: 207
Skill: Conceptual
61) Information-processing theorists refer to sensory memory, working memory, and

long-term memory as mental
a. software.
b. hardware.
c. strategies.
d. operations.
Correct: The mental hardware (cognitive structures) is composed of the sensory, working,
and long-term memory.
Incorrect: The mental hardware (cognitive structures) is composed of the sensory,
working, and long-term memory.
Answer: b
Page Reference: 207
Skill: Conceptual
62) Which of the following is NOT one of the components of mental hardware?
a. mental processes
b. sensory memory
c. long-term memory
d. working memory
Correct: The mental hardware (cognitive structures) is composed of the sensory, working,
and long-term memory.
Incorrect: The mental hardware (cognitive structures) is composed of the sensory,
working, and long-term memory.
Answer: a
Page Reference: 207
Skill: Conceptual
63) Sensory memory

a. holds raw, unanalyzed information.
b. is limitless and permanent.
c. passes information to long-term memory.
d. holds information for many days.
Correct: The sensory memory is the lowest level of memory, where raw, unanalyzed
information is held briefly (a few seconds).
Incorrect: The sensory memory is the lowest level of memory, where raw, unanalyzed
Answer: a
Page Reference: 208
Skill: Conceptual
64) You clench your fist, rapidly open your hand, then rapidly re-clench your fist. After
you re-clench your fist, you momentarily see an image of your fingers extended. That
image is stored in
a. working memory.
b. long-term memory.
c. sensory memory.
d. the information processor.
Correct: The sensory memory is the lowest level of memory, where raw, unanalyzed
Incorrect: The sensory memory is the lowest level of memory, where raw, unanalyzed
Answer: c
Page Reference: 208
Skill: Applied
65) Working memory

a. holds visual images for a few seconds.
b. is a limitless, permanent storehouse of knowledge.
c. is like a computer’s hard drive.
d. is the site of ongoing cognitive activity.
Answer: d
Page Reference: 208
Skill: Conceptual
66) As you read and think about this test question, it is stored in
a. long-term memory.
b. working memory.
c. sensory memory.
Correct: Working memory is the site of ongoing cognitive activity, so as you think about
things, you store those thoughts in the working memory, which functions much like a
computer’s RAM.
Incorrect: Working memory is the site of ongoing cognitive activity, so as you think about
computer’s RAM.
Answer: b
Page Reference: 208
Skill: Applied
67) Which is most like a computer’s RAM (Random Access Memory)?

a. a memory strategy
b. long-term memory
c. sensory memory
d. working memory
Correct: Working memory is the site of ongoing cognitive activity, so as you think about
computer’s RAM.
Incorrect: Working memory is the site of ongoing cognitive activity, so as you think about
computer’s RAM.
Answer: d
Page Reference: 208
Skill: Conceptual
68) Long-term memory

a. is a permanent storehouse of information.
b. is like a computer’s random-access memory (RAM).
c. holds raw, unanalyzed information.
d. is the site of ongoing cognitive activity.
Answer: a
Page Reference: 208
Skill: Conceptual
69) Before you read this question, the name of the prime minister of Canada was most
likely stored in your
a. information processor.
b. sensory memory.
c. long-term memory.
d. working memory.
Correct: Your permanent storehouse of information is your long-term memory.
Incorrect: Your permanent storehouse of information is your long-term memory.
Answer: c
Page Reference: 208
Skill: Applied
70) The limitless, permanent storehouse of knowledge of the world is called

a. long-term memory.
b. sensory memory.
c. working memory.
Correct: Your permanent storehouse of information is your long-term memory.
Incorrect: Your permanent storehouse of information is your long-term memory.
Answer: a
Page Reference: 208
Skill: Conceptual
71) According to information-processing theorists, mental software consists of

a. built-in mental and neural structures.
b. sensory memory, short-term memory, and long-term memory.
c. a limitless, permanent storehouse of knowledge.
d. specialized strategies that are the basis for performing particular tasks.
Correct: Mental software is the specialized strategies that are the basis for performing
particular tasks.
Incorrect: Mental software is the specialized strategies that are the basis for performing
particular tasks.
Answer: d
Page Reference: 208
Skill: Conceptual
72) Which of the following is NOT true of working memory?

a. It stores information.
b. It is a permanent storehouse.
c. It holds “software” and “data.”
d. It is analogous to computer RAM.
Correct: Working memory is not a permanent storehouse; it is the site of ongoing
cognitive activity. The rest are true.
Incorrect: Working memory is not a permanent storehouse; it is the site of ongoing
cognitive activity. The rest are true.
Answer: b
Page Reference: 208
Skill: Conceptual
73) You have been studying vocabulary words for your upcoming French test. What
component of cognition is responsible for moving the words from working memory into
long-term memory?
a. the central executive
b. sensory memory
c. inhibitory processes
d. automatic processes
Correct: Among other things, the central executive moves information from working
memory to long-term memory.
Incorrect: Among other things, the central executive moves information from working
memory to long-term memory.
Answer: a
Page Reference: 208
Skill: Applied
74) Information-processing theorists believe that developmental change occurs

a. as a result of equilibration.
b. in several different forms, rather than by a single mechanism.
c. when mental structures are massively reorganized.
d. in a social context.
Correct: A and C are Piaget, D is Vygotsky, and B is representative of information
processing.
Incorrect: A and C are Piaget, D is Vygotsky, and B is representative of information
processing.
Answer: b
Page Reference: 211
Skill: Conceptual
75) How is the cognitive functioning of Rachel, an eight-year-old, likely to compare with
Bethany, a 16-year-old?
a. Rachel will use less efficient strategies.
b. Rachel and Bethany will have the same amount of working memory.
c. Rachel will use more automatic processes.
d. Bethany will process information more slowly.
Correct: Information processing theorists believe that there are quantitative (rather than
qualitative) changes in cognitive functioning, so Rachel, the younger sister, is likely to
use less efficient strategies.
Incorrect: Information processing theorists believe that there are quantitative (rather
than qualitative) changes in cognitive functioning, so Rachel, the younger sister, is likely
to use less efficient strategies.
Answer: a
Page Reference: 209
Skill: Applied
76) Compared to an older child, a younger child is likely to use problem-solving

strategies that are
a. faster.
b. less efficient.
c. more accurate.
d. easier.
Correct: Information processing theorists believe that there are quantitative (rather than
qualitative) changes in cognitive functioning, so younger children are likely to use less
efficient strategies.
Incorrect: Information processing theorists believe that there are quantitative (rather
than qualitative) changes in cognitive functioning, so younger children are likely to use
less efficient strategies.
Answer: b
Page Reference: 209
Skill: Conceptual
77) How do children learn more effective problem-solving strategies?

a. Parents and teachers show children more effective strategies.
b. Children learn strategies by watching more skilled children.
c. Children learn new strategies on their own.
d. Children learn new strategies by instruction from others, observation of others, and
self-discovery.
Correct: Children learn more efficient strategies through direct instruction, observational
learning, and self-discovery.
Incorrect: Children learn more efficient strategies through direct instruction,
observational learning, and self-discovery.
Answer: d
Page Reference: 209
Skill: Conceptual
78) Compared to younger children, older children

a. have more working memory.
b. have less working memory.
c. have the same amount of working memory.
d. use working memory space less efficiently.
Correct: According to information processing theory, older children have more working
memory than younger children.
Incorrect: According to information processing theory, older children have more working
memory than younger children.
Answer: a
Page Reference: 209
Skill: Conceptual
79) Inhibitory processes

a. prevent task-irrelevant information from entering working memory.
b. decrease steadily during childhood.
c. increase the number of disruptions from irrelevant information.
d. bring the mental tools to mind that are needed for a current task.
Answer: a
Page Reference: 209
Skill: Conceptual
80) ________ prevent(s) task-irrelevant information from entering working memory.

a. Automatic processes
b. Inhibitory processes
c. Infantile amnesia
d. Mental hardware
Answer: b
Page Reference: 209
Skill: Conceptual
81) Cognitive activities that require very little effort are referred to as
a. working memory.
b. mental hardware.
c. mental software.
d. automatic processes.
Answer: d
Page Reference: 210
Skill: Conceptual
82) When Cookie first started golfing, she had to think about every part of her swing.
Now that she’s been golfing for years, she swings her club without even thinking about it.
For Cookie, swinging a golf club has become
a. an automatic process.
b. a sensory memory.
c. a complex task.
d. a working memory.
Correct: Cognitive activities that require virtually no effort are known as automatic
processes.
Incorrect: Cognitive activities that require virtually no effort are known as automatic
processes.
Answer: a
Page Reference: 210
Skill: Applied
83) Skills that are automatic require

a. less long-term memory.
b. more sensory memory.
c. less working memory.
d. more working memory.
Correct: Once a skill becomes automatic it requires less working memory.
Incorrect: Once a skill becomes automatic it requires less working memory.
Answer: c
Page Reference: 210
Skill: Conceptual
84) Information-processing theorists believe one reason older children outperform

younger children cognitively is that older children
a. are less likely to use strategies.
b. can process information more slowly.
c. have fewer automatic processes.
d. use less working memory.
Correct: Once a skill becomes automatic, it requires much less space in working memory,
so older children who have more automatic processes also use less working memory.
Incorrect: Once a skill becomes automatic, it requires much less space in working
memory, so older children who have more automatic processes also use less working
memory.
Answer: d
Page Reference: 210
Skill: Conceptual
85) According to an information-processing theorist, which of the following is an

explanation for cognitive development?
a. As children develop, their strategy use becomes slower and less accurate.
b. As children develop, speed of processing slows down.
c. As children grow, more cognitive activities become automatic.
d. As children grow, the capacity of working memory decreases.
Correct: Once a skill becomes automatic, it requires much less space in working memory,
so older children who have more automatic processes also use less working memory.
Incorrect: Once a skill becomes automatic, it requires much less space in working
memory, so older children who have more automatic processes also use less working
memory.
Answer: c
Page Reference: 210
Skill: Conceptual
86) Compared to adults, when children perform complex tasks they

a. use less working memory.
b. are likely to perform fewer processes automatically.
c. are unlikely to exceed the capacity of their working memory.
d. use more sensory memory.
Correct: Younger children have and use less automatic processes, so their speed of
processing is slower than that of an older child or an adult.
Incorrect: Younger children have and use less automatic processes, so their speed of
processing is slower than that of an older child or an adult.
Answer: b
Page Reference: 210
Skill: Conceptual
87) As children get older, their speed of processing

a. speeds up.
b. slows down.
c. cycles up and down.
d. does not change.
Correct: Speed of processing increases with age, as more processes become automatic.
Incorrect: Speed of processing increases with age, as more processes become automatic.
Answer: a
Page Reference: 210
Skill: Factual
88) Compared to Piaget’s theory, information-processing theory

a. puts more emphasis on qualitative changes in thought.
b. is more unified into a single comprehensive theory.
c. emphasizes the “whole” more than the “parts” of cognition.
d. describes the specific components of cognition in greater detail.
Correct: Piaget’s theory is somewhat vague, while information processing describes the
specific components of cognition in greater detail.
Incorrect: Piaget’s theory is somewhat vague, while information processing describes the
specific components of cognition in greater detail.
Answer: d
Skill: Conceptual
89) Professor Garrett tells his class, “Children’s cognition develops continuously and
gradually. There are no abrupt changes in thought. There are no distinct stages of
cognitive development.” Professor Garrett sounds most like
a. an information-processing theorist.
b. Piaget.
c. Kohlberg.
d. a psychodynamic theorist.
Correct: Information processing theorists believe in continuous, quantitative change.
Incorrect: Information processing theorists believe in continuous, quantitative change.
Answer: a
Page Reference: 211
Skill: Applied
90) ________ propose(s) distinctive domains of knowledge, some of which are acquired
very early in life.
a. Information processing theory
b. Core-knowledge theories
c. Cognitive-developmental theory
d. Sociocultural theory
Answer: b
Page Reference: 211
Skill: Factual
91) Core knowledge views cognitive development as an innate capability to easily

acquire knowledge in specialized domains of evolutionary importance such as
a. language.
b. knowledge of objects.
c. understanding people.
d. all of these answers.
Correct: All three of these would be considered forms of knowledge and are so important
for human survival that specialized systems have evolved that simplify learning.
Incorrect: All three of these would be considered forms of knowledge and are so
important for human survival that specialized systems have evolved that simplify
learning.
Answer: d
Page Reference: 212
Skill: Factual
92) Renee Baillargeon studied object permanence by showing infants possible events and
impossible events. In the possible event, a screen rotated until it made contact with a box,
at which point it began rotating backwards. In the impossible event, when the rotating
screen reached the box, it continued to rotate, the box appeared to disappear, and the box
reappeared after the screen rotated past it. She found that 4 ½-month-old infants looked
a. longer at the impossible event than the possible event, suggesting they understood
object permanence.
b. longer at the possible event than the impossible event, suggesting they understood
object permanence.
c. at both events equally, suggesting they understood object permanence.
d. at both events equally, suggesting they did not understand the concept of object
permanence.
Correct: Baillargeon found that infants as young as 4 ½ months old understood object
permanence, as demonstrated by their looking longer at the impossible event than the
possible event.
Incorrect: Baillargeon found that infants as young as 4 ½ months old understood object
permanence, as demonstrated by their looking longer at the impossible event than the
possible event.
Answer: a
Topic: Understanding in Core Domains
Skill: Conceptual
93) Baillargeon’s studies of object permanence using possible events and impossible
events suggest that the concept of object permanence is
a. acquired earlier than Piaget believed.
b. acquired at the same age as suggested by Piaget.
c. acquired later than Piaget suggested.
d. not really understood by infants of any age.
Correct: Piaget believed that infants begin acquiring object permanence at 8-10 months
while Baillargeon found that children have an understanding of object permanence by 4
1/2 months.
Incorrect: Piaget believed that infants begin acquiring object permanence at 8-10 months
while Baillargeon found that children have an understanding of object permanence by 4
1/2 months.
Answer: a
Page Reference: 215
Skill: Conceptual
94) Infants’ naïve theory of physics leads them to believe that

a. gravity is not important so floating objects are not unusual.
b. one object striking a second object does not affect the second object.
c. objects cannot move through other objects.
d. objects move along disconnected, discontinuous paths.
Correct: Infants have a naïve theory of physics that lets them know that objects cannot
move through other objects.
Incorrect: Infants have a naïve theory of physics that lets them know that objects cannot
move through other objects.
Answer: c
Page Reference: 216
Skill: Factual
95) Which of the following is TRUE concerning infants’ naïve theories of physics?
a. Infants do not appear surprised when a tall object is completely hidden when placed
behind a shorter object.
b. Infants expect unsupported objects to fall.
c. Infants assume that objects move in discontinuous, disconnected paths.
d. Infants believe that objects are able to move through other objects.
Correct: Infants have a naïve theory of physics that lets them know that unsupported
objects will fall.
Incorrect: Infants have a naïve theory of physics that lets them know that unsupported
objects will fall.
Answer: b
Page Reference: 216
Skill: Factual
96) Juliann is four. If she is like most four-year-olds, her naïve theory of biology will
include the belief that
a. animals can move by themselves but inanimate objects can only be moved by other
people or objects.
b. both animals and inanimate objects grow bigger and physically more complex.
c. the insides of both animate and inanimate objects contain the same kinds of materials.
d. when inanimate objects get damaged, they will heal by themselves, but when animate
things are injured they must be fixed by humans.
Correct: Four-year-olds have a naïve theory of biology that helps them know that animals
can move themselves but that inanimate objects can only be moved by people or other
objects.
Incorrect: Four-year-olds have a naïve theory of biology that helps them know that
animals can move themselves but that inanimate objects can only be moved by people or
other objects.
Answer: a
Skill: Applied
97) Many four-year-olds believe that

a. inanimate objects move by themselves.
b. only living things have offspring that resemble their parents.
c. inanimate objects can grow.
d. the internal parts of animate and inanimate objects are the same.
Correct: Four-year-year olds know that inanimate objects don’t move by themselves, that
they can’t grow, and that their internal parts are different from animate objects. They
also know that only living things have offspring that resemble their parents.
Incorrect: Four-year-year olds know that inanimate objects don’t move by themselves,
that they can’t grow, and that their internal parts are different from animate objects.
They also know that only living things have offspring that resemble their parents.
Answer: b
Skill: Applied
98) A person’s beliefs about connections between thoughts, beliefs, and behaviour are
central to
a. Piaget’s theory.
b. the theory of mind.
c. information processing theories.
d. Vygotsky’s theory.
Correct: These are all central to the theory of mind.
Incorrect: These are all central to the theory of mind.
Answer: b
Page Reference: 221
Skill: Conceptual
99) According to theory of mind, at three years of age children do not
a. understand that they and other people have desires.
b. understand that desires can cause behaviour.
c. emphasize desires when trying to explain other people’s behaviour.
d. understand that other people’s behaviour is based on beliefs.
Correct: By three years of age children do not understand that other people’s behaviour
is based on beliefs.
Incorrect: By three years of age children do not understand that other people’s behaviour
is based on beliefs.
Answer: d
Page Reference: 221
Skill: Conceptual
100) Four-year-old Ashton and three-year-old William are each given a false belief task.
They have accurate information about where a toy is (they know it is in a toy box), but a
girl in a story does not (she thinks the toy is under a bed). If they are asked where the girl
in the story will look for the toy
a. they will both say the girl will look in the toy box.
b. they will both say the girl will look under the bed.
c. Ashton will say the girl will look in the toy box, but William will say she will look
under the bed.
d. Ashton will say the girl will look under the bed, but William will say she will look in
the toy box.
Correct: At three, William can understand that other people’s behaviour is based on
beliefs, but he is likely to be confused by false beliefs, whereas four-year-old Ashton will
not be confused.
Incorrect: At three, William can understand that other people’s behaviour is based on
beliefs, but he is likely to be confused by false beliefs, whereas four-year-old Ashton will
not be confused.
Answer: d
Skill: Applied
101) A developmental psychologist is most likely to use a false belief task to study
a. theory of mind.
b. egocentrism.
c. animism.
d. attention.
Correct: False belief tasks are used to test children’s theory of mind.
Incorrect: False belief tasks are used to test children’s theory of mind.
Answer: a
Page Reference: 221
Skill: Conceptual

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Children and Their Development Canadian 3rd Edition Kail Test Bank

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Children and Their Development

Canadian 3rd Edition Kail Test Bank

2) Piaget’s primary approach to investigating the origins of knowledge involved

4) Piaget thought children were like

6) Who is experiencing disequilibrium?

7) Which of the following is the correct order of Piaget’s stages?

8) Each new stage of cognitive development

9) According to Piaget, preschoolers are in the ________ period of cognitive

10) According to Piaget, a seven to 11-year-old child is in the ________ period.

14) According to Piaget, most infants begin to use symbols at about

17) Which infant is using mental symbols?

27) According to Piaget, the concrete operational child

34) The formal operational child approaches problems by

37) Which of the following is characteristic of formal operational thought?

38) Consider the following:

39) In contrast to concrete operational thinkers, formal operational thinkers

40) Which of the following is NOT characteristic of formal operational thinking?

42) Piaget’s theory

44) Teaching suggestions based on Piaget’s theory include

49) The zone of proximal development refers to

51) According to Vygotsky, development is optimal when

52) Private speech

55) Information-processing theorists use a ________ as a model for human cognition.

56) In information-processing theory, mental hardware includes

57) Which is the site of ongoing cognitive activity?

58) Cognitive processes are compared to computer ________ by information-processing

59) According to information-processing theory, the central executive is like the

61) Information-processing theorists refer to sensory memory, working memory, and

63) Sensory memory

65) Working memory

67) Which is most like a computer’s RAM (Random Access Memory)?

68) Long-term memory

70) The limitless, permanent storehouse of knowledge of the world is called

71) According to information-processing theorists, mental software consists of

72) Which of the following is NOT true of working memory?

74) Information-processing theorists believe that developmental change occurs

76) Compared to an older child, a younger child is likely to use problem-solving

77) How do children learn more effective problem-solving strategies?

78) Compared to younger children, older children

79) Inhibitory processes

80) ________ prevent(s) task-irrelevant information from entering working memory.

83) Skills that are automatic require

84) Information-processing theorists believe one reason older children outperform

85) According to an information-processing theorist, which of the following is an

86) Compared to adults, when children perform complex tasks they

87) As children get older, their speed of processing

88) Compared to Piaget’s theory, information-processing theory

91) Core knowledge views cognitive development as an innate capability to easily

94) Infants’ naïve theory of physics leads them to believe that

97) Many four-year-olds believe that

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