Topical Approach To Lifespan Development 8th Edition Santrock Test Bank

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Chapter 07 - Information Processing
Chapter 07
Information Processing
Multiple Choice Questions
1. (p. 221) The cognitive developmental theories of Vygotsky, Piaget, and information
processing share a focus on how people
A. think.
B. behave.
C. interact.
D. mature biologically.
APA Outcome: 1.1

APA Outcome: 1.2
Bloom's Taxonomy: Understand
Difficulty Level: Basic
Learning Objective: Explain the information-processing approach and its application to development.
Topic: Information Processing
Topic: Memory Strategies
2. (p. 221) Which processes are required for effective information processing?
A. metacognition and metamemory
B. thought and behavior
C. attention, memory, and thinking
D. encoding, memory, and emotion
APA Outcome: 1.1

APA Outcome: 1.2
Bloom's Taxonomy: Remember
7-1
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
3. (p. 221) The information-processing approach to cognitive development is concerned mainly

with
A. the influence of culture on development.
B. how people manipulate, monitor, and manage information.
C. the influence of age on learning.
D. the influence of biology and evolution on an individual's development.
APA Outcome: 1.1

APA Outcome: 1.2
4. (p. 221) According to Siegler, which three mechanisms work together to create changes in
children's cognitive skills?
A. attention, memory, and thinking
B. assimilation, accommodation, and thinking
C. encoding, decoding, and recall
D. encoding, automatization, and strategy construction
APA Outcome: 1.2

5. (p. 222) What is the process by which information gets into memory?
A. encoding
B. attention
C. thinking
D. automaticity
APA Outcome: 1.1

APA Outcome: 1.2
7-2
6. (p. 222) Lane is learning to recognize lowercase letters. He is able to do this by ignoring the
fact that some lowercase letters do not look like their uppercase counterparts. This is an
example of
A. decoding.
B. encoding.
C. automaticity.
D. memory.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
Bloom's Taxonomy: Apply
Difficulty Level: Moderate
7. (p. 222) Tim is learning about Roman numerals. He _____ the relevant fact that the symbols
5 and V represent the same numerical value and _____ the irrelevant differences in their
shape.
A. remembers; forgets
B. encodes; ignores
C. thinks about; remembers
D. processes; attends to
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
7-3
8. (p. 222) Dallas no longer has to think about each letter in a word as he is reading. This skill is
becoming more automatic, because Dallas
A. practices reading.
B. memorizes every story he reads.
C. focuses his attention.
D. is fully conscious of the process while reading.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
9. (p. 222) Learning to drive a car requires deliberate coordination of mental processes but
eventually becomes nearly effortless. This is the concept of
A. encoding.
B. metacognition.
C. automaticity.
D. strategy construction.
APA Outcome: 1.1

APA Outcome: 1.2
10. (p. 222) The creation of a new procedure for processing information is
A. encoding.
B. automaticity.
C. strategy construction.
D. metacognition.
APA Outcome: 1.1

APA Outcome: 1.2
7-4
11. (p. 222) "Knowing about knowing" is called

A. automaticity.
B. metacognition.
C. strategy construction.
D. encoding.
APA Outcome: 1.1

APA Outcome: 1.2
12. (p. 222) Siegler argues that children learn to use what they have learned in the past to adapt
their responses to new situations. This is known as
A. automaticity.
B. the microgenetic method.
C. self-modification.
D. encoding.
APA Outcome: 1.2

13. (p. 222) Which of the following influences what we can do with information according to
the information-processing approach?
A. information-processing speed
B. the cognitive developmental stage the child is in
C. the microgenetic method that is used
D. whether the child has developed metacognitive abilities
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Speed of Information Processing
7-5
14. (p. 222) Which of the following statements accurately describes processing speed?
A. Processing speed decreases dramatically across the childhood years.
B. Processing speed increases dramatically across the childhood years.
C. Processing speed begins declining in adolescence.
D. Processing speed peaks in older adulthood.
APA Outcome: 1.1

APA Outcome: 1.2
15. (p. 223) In Schaie's Seattle Longitudinal Study, processing speed began to decline in
A. adolescence.
B. early adulthood.
C. middle adulthood.
D. late adulthood.
APA Outcome: 1.2

Topic: Middle Adulthood
16. A meta-analysis shows that processing speed begins to decline during

A. late childhood.
B. adolescence.
C. early adulthood.
D. middle adulthood.
APA Outcome: 1.2

7-6
17. (p. 223) Which of the following may help older adults slow down the decline in processing
speed?
A. health
B. exercise
C. health and exercise
D. whether one continues to drive in late adulthood
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Late Adulthood
18. (p. 223) Which of the following statements is correct?

A. The decline in processing speed begins in adolescence.
B. The processing speed is constant through our childhood and adolescence.
C. Health and exercise can slow the decline in processing speed.
D. Continued driving during late adulthood can improve processing speed.
APA Outcome: 1.1

APA Outcome: 1.2
19. (p. 224) Stacy is vigilant in watching her baby for any change in her breathing. This is an
example of _____ attention.
A. executive
B. selective
C. divided
D. sustained
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
Learning Objective: Define attention and outline its developmental changes.
Topic: Attention
7-7
20. (p. 224) Attention in infancy to the "what" and "where" are examples of a(n) _____ process.
A. orientating
B. executive attention
C. divided attention
D. joint attention
APA Outcome: 1.2

Topic: Infancy
Topic: Orientation/Investigative Process
21. (p. 224) Rob is listening to Katie's anecdote amidst the loud music and laughter of many
others at the party. This is an example of _____ attention.
A. executive
B. selective
C. divided
D. sustained
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Attention
22. (p. 224) Planning, monitoring, and attending to goals are examples of _____ attention.
A. executive
B. selective
C. divided
D. sustained
APA Outcome: 1.1

Topic: Attention
7-8
23. (p. 224-225) Monica rotates the presentation of her infant's toys every few minutes, because
she doesn't want him to become bored or
A. dishabituated.
B. habituated.
C. divided in his attention.
D. overstimulated.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
Topic: Habituation and Dishabituation
Topic: Infancy
24. (p. 224) Ruth is listening to her teacher while ignoring the noise coming from a nearby
classroom. Her attention allocation is
A. sustained.
B. selective.
C. divided.
D. habituated.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Attention
25. (p. 224) Jon listens to his favorite CD while studying for tomorrow's exam. This is an
example of _____ attention.
A. salient
B. selective
C. divided
D. sustained
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Attention
7-9
26. (p. 225) Joint attention requires all of the following EXCEPT
A. an ability to track another's behavior.
B. verbal dialog between the two parties.
C. one person directing another's attention.
D. reciprocal interaction.
APA Outcome: 1.2

Topic: Joint Attention
27. (p. 225) One-year-old Harry's mother looks outside at a large dog passing by. Harry notices
that his mother is looking at the dog, and starts to look at the dog, too. This is an example of
A. joint attention.
B. selective attention.
C. habituation.
D. divided attention.
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Infancy
28. (p. 225) Baby Emily and her mother often engage in joint attention. Emily will most likely
do which of the following?
A. develop an attention deficit disorder
B. have shorter long-term memory than her age peers
C. say her first word earlier than her age peers
D. develop a narrow vocabulary
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Infancy
7-10
29. (p. 226) A Police officer visits Laura's preschool class to discuss safety rules. To attract the
children's attention, the officer brings balloons. Later, Laura tells her parents about the police
officer and the balloons but can't remember any of the discussed safety rules. Laura
A. paid more attention to what was salient.
B. paid more attention to what was relevant.
C. was habituated to the information.
D. was dishabituated to the information.
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Attention
Topic: Early Childhood
30. (p. 226) In which of the following areas is preschool children's control of attention
deficient?
A. planfulness
B. joint attention
C. implicit memory
D. explicit memory
APA Outcome: 1.2

Topic: Attention
31. (p. 226) Young children advance in executive attention and sustained attention due, in part,
to advances in which of the following, according to Rothbart and Gartstein (2008)?
A. fine and gross motor skills
B. dramatic increase in information processing speed
C. comprehension and language
D. stability in information processing speed
APA Outcome: 1.2

Topic: Attention
7-11
32. (p. 227) Older adults are frequently characterized as unsafe drivers. Declining driving skills
is correlated to an apparent decrease in
A. executive attention.
B. sustained attention.
C. divided attention.
D. visual attention.
APA Outcome: 1.2

Topic: Attention
33. (p. 228) The retention of information over time is referred to as

A. strategy construction.
B. encoding.
C. memory.
D. attention.
APA Outcome: 1.1

APA Outcome: 1.2
Learning Objective: Describe what memory is and how it changes through the life span.
Topic: Memory
34. (p. 228) What are the three processes required for memory?
A. sensation, perception, behavior
B. reception, decoding, storage
C. encoding, storage, retrieval
D. input, storage, output
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Memory Processes
7-12
35. (p. 229) According to schema theory, people

A. mold memories to fit information that already exists in their minds.
B. store information as is without distortion.
C. remember only what is salient to them.
D. have a finite amount of brain storage space and must "weed out" old information to store
new information.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Constructing Memory
36. (p. 229) At a family reunion, Uncle Joe told a story about his childhood. Which of the
following statements is MOST likely true?
A. His story is accurate, as if he had taken an exact photograph of the event.
B. His story will be identical to his older brother’s recollection.
C. He stores and retrieves information about the event in a computer-like way.
D. His story presents a somewhat distorted impression of the event.
APA Outcome: 1.1

APA Outcome: 1.2
37. (p. 229) Which of the following statements characterizes the schema theory of memory?
A. People store and retrieve bits of data much as a computer.
B. We reconstruct the past with distortions due to existing information already in our minds.
C. Memories are like talking photographs.
D. Memory encoding is 100% accurate. Retrieval can be false.
APA Outcome: 1.1

APA Outcome: 1.2
7-13
38. (p. 229) Research shows that _____.

A. even fetuses before birth show a limited type of memory
B. only newborns right after birth show the earliest signs of memory
C. infants do not show any sign of memory until after 2 months of age
D. infants do not show any sign of memory until after 6 months of age
APA Outcome: 1.2

Topic: First Memories
Topic: Infancy
39. (p. 229) The Rovee-Collier (1987, 2007) studies in which infants kicked to try to move a
familiar mobile, but not an unfamiliar one, indicates that young infants
A. can imitate actions.
B. can memories about details.
C. can transfer kicking actions to different contexts.
D. can remember the general situation, but not the details.
APA Outcome: 1.2

Topic: Infancy
40. (p. 229) Mandler's main criticism of the Rovee-Collier studies on infant memory is that
A. these infants display only implicit memory.
B. the kicking was a reflex and shows no evidence of memory.
C. these infants were merely excited to see the stimuli, without having remembered anything.
D. these infants display only explicit memory.
APA Outcome: 1.2

Topic: Infancy
7-14
41. (p. 229) Josh has not been swimming for years. One day, he fell into the river, and he started
to swim. Obviously he remembers his swimming skills. What type of memory is he using?
A. short term
B. working
C. explicit
D. implicit
APA Outcome: 1.1

APA Outcome: 1.2
42. (p. 230) John does not remember much from his first 3 years of life. This is the phenomenon
of
A. lapse of implicit memory.
B. infantile amnesia.
C. early signs of dementia.
D. limited memory span.
APA Outcome: 1.2

Topic: Amnesia
43. (p. 230) Infantile amnesia may be due to

A. increased myelination.
B. traumatic childhood experiences.
C. immature brain development in the prefrontal lobes.
D. an immature pituitary gland.
APA Outcome: 1.2

Topic: Amnesia
Topic: Infancy
7-15
44. (p. 230) Without rehearsal, how long can information remain in short-term memory?
A. 5–20 seconds
B. 15–30 seconds
C. 20–60 seconds
D. 1–2 minutes
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Short-Term Memory
45. (p. 230) Which of the following enables conscious memories to improve throughout a child's
second year?
A. memory-span tasks
B. maturation of the occipital lobe
C. maturation of the temporal lobe
D. maturation of the hippocampus and the surrounding cerebral cortex
APA Outcome: 1.2

46. (p. 231) On a short-term memory task, Trent recalls eight digits, whereas his 6-year-old son,
Hunter, remembered only four. According to recent research, if the speed of repetition were
controlled, Hunter would
A. remember more digits than Trent.
B. still remember fewer digits than Trent.
C. remember the same number of digits as Trent.
D. remember fewer digits than other adults.
APA Outcome: 1.1

APA Outcome: 1.3
Difficulty Level: Difficult
Topic: Memory Span
7-16
47. (p. 231) Working memory is

A. synonymous with short-term memory.
B. synonymous with long-term memory.
C. the mental capacity where information is manipulated and assembled when people make
decisions or solve problems.
D. like a passive storehouse where information waits for long-term memory encoding.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Working Memory
48. (p. 231) While Leah makes decisions and solves problems on a science experiment, she is
manipulating and assembling new information. The manipulation and assembling of new
information uses _____.
A. short-term memory
B. long-term memory
C. working memory
D. rehearsal
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
Topic: Working Memory
49. When people recall important life events and experiences, they are engaging in
A. implicit memory.
B. working memory.
C. autobiographical memory.
D. witness testimony.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Autobiographical Memory
7-17
50. (p. 232) Some experts believe that young children should not testify in court because
A. their short-term memory is completely unreliable.
B. their working-memory is completely unreliable.
C. they are highly susceptible to suggestion.
D. they would reject any adult suggestion.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Eyewitness Testimony
51. (p. 232) All of the following are strategies to reduce suggestibility when interviewing
children EXCEPT
A. providing as much hypothetical details of the situation as possible.
B. reducing the motivation for children to make false reports.
C. limiting misleading questions.
D. keeping a neutral tone.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Eyewitness Testimony
52. (p. 233) While reading a book for literature class, Kelly tried to relate to the character's
struggles and note how they are similar and different from her own life so that she can
remember the events in the book better. Kelly is using the ______ strategy.
A. rehearsal.
B. imagery.
C. elaboration.
D. repetition.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Autobiographical Memory
7-18
53. (p. 233) While studying for a history exam, Michael finds it easier to recall details if he
creates a mental picture relating to the information he is reviewing. What memory strategy is
he using?
A. rehearsal
B. elaboration
C. organization
D. imagery
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
54. (p. 233) Jinni finds certain concepts from her human development class easy to remember,
because she is able to associate the information with many of her own childhood experiences.
What memory strategy is she using?
A. rehearsal
B. imagery
C. elaboration
D. repetition
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
7-19
55. (p. 233) Which of the following regarding fuzzy trace theory is true?
A. Young children are likely to remember the gist of information but not verbatim details.
B. Older children are likely to remember verbatim details of events or information.
C. Memory and reasoning skills are improved when older children begin to use gist rather
than verbatim memory trace to recall information.
D. Fuzzy traces of events or information are fleeting and likely to be forgotten.
APA Outcome: 1.2

Topic: Fuzzy Trace Theory
Topic: Middle and Late Childhood
56. (p. 234) Eighty-year-old Kathleen, who is healthy, will show a steady decline in:
A. implicit and semantic memory.
B. implicit and episodic memory.
C. working memory and processing speed.
D. procedural and working memory.
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Ageing
57. (p. 234) The ability to consciously remember past events and experiences is a type of
A. explicit memory.
B. implicit memory.
C. semantic memory.
D. procedural memory.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Explicit and Implicit Memory
7-20
58. (p. 234) "I had my first vacation to Manhattan, New York, in 1949, and stayed at the
Casablanca Hotel," says Mabel, who is 77 years old. This is an example of
A. semantic memory.
B. implicit memory.
C. visuospatial working memory.
D. episodic memory.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
59. (p. 234) Devon recalls details of his seventh birthday party. What type of memory is he
using?
A. semantic memory
B. working memory
C. explicit memory
D. implicit memory
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
60. (p. 234) Memory without conscious recollection is known as

A. explicit memory.
B. implicit memory.
C. episodic memory.
D. semantic memory.
APA Outcome: 1.1

APA Outcome: 1.2
7-21
61. (p. 234) When Derek writes his autobiography, he can just concentrate on recalling the
events he experienced in the past, without thinking about the keystrokes he needs to hit. He
uses _____ in recalling the past events, and ______ in hitting the right keystroke.
A. episodic memory; semantic memory
B. explicit memory; implicit memory
C. semantic memory; implicit memory
D. working memory; semantic memory
APA Outcome: 1.1

APA Outcome: 1.3
62. (p. 234) Explicit memory is also known as ____ memory, while implicit memory is also
known as _____ memory.
A. semantic; declarative
B. declarative; procedural
C. short-term; long-term
D. long-term; short-term
APA Outcome: 1.1

APA Outcome: 1.2
63. (p. 235) Sally tells a joke to her friend Helen. Helen smiles and responds, "I told you that
joke yesterday!" Sally's embarrassment is due to her failure in
A. source memory.
B. the reminiscence bump.
C. prospective memory.
D. short-term memory.
APA Outcome: 1.1

APA Outcome: 1.3
Topic: Source Memory
7-22
64. (p. 224) Most research shows that the majority of babies do not exhibit explicit memory
until
A. 3 to 6 months.
B. 6 to 12 months.
C. 18 months.
D. 2 years.
APA Outcome: 1.2

Topic: Infancy
65. (p. 235) Rita remembers when she received a school award for perfect attendance. What
type of memory is this?
A. episodic memory
B. implicit memory
C. semantic memory
D. working memory
APA Outcome: 1.1

APA Outcome: 1.3
66. (p. 235) General academic and field-of-expertise knowledge is labeled _____ memory.
A. episodic
B. working
C. source
D. semantic
APA Outcome: 1.1

7-23
67. (p. 235) Evie knows the capital cities of every state. What type of memory is this?
A. episodic memory
B. implicit memory
C. semantic memory
D. working memory
APA Outcome: 1.1

68. (p. 235) Mackenzie easily recalls events in her life, but has difficulty remembering the
knowledge she learned in college. Mackenzie shows good _____ memory, but poor _____
memory.
A. episodic; semantic
B. procedural; declarative
C. semantic; episodic
D. explicit; implicit
APA Outcome: 1.1

69. (p. 235) Ninety-year-old Ben enjoys talking about growing up on a corn farm in Illinois.
Given his age, Ben's episodic memory is likely to be
A. more accurate than his procedural memory
B. less accurate than his semantic memory
C. more accurate than his semantic memory
D. equally accurate as his semantic memory
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Ageing
7-24
70. (p. 235) Memory about life's events is labeled

A. semantic memory.
B. implicit memory.
C. working memory.
D. episodic memory.
APA Outcome: 1.1

71. (p. 235) Anna is trying to remember a quote she learned years ago. She can remember the
professor who quoted it but not the actual quote. She succeeded in ______, but failed in
_______.
A. source memory; semantic memory
B. semantic memory; source memory
C. procedural memory; semantic memory
D. episodic memory; prospective memory
APA Outcome: 1.1

APA Outcome: 1.3
72. (p. 235) Which of the following is 70-year-old Leo LEAST likely to forget?
A. names of high school classmates
B. the life events he had in his 40s and 50s
C. how to swim
D. capital city names
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Ageing
7-25
73. (p. 235) Andrea is worried that she will forget to take her antibiotic prescription three times
daily. Andrea feels her _____ memory is weak.
A. prospective
B. working
C. semantic
D. implicit
APA Outcome: 1.2

APA Outcome: 1.3
Topic: Prospective Memory
74. (p. 235) Research shows that adults remember more events from the second and third
decades of their lives than from other decades. This is known as
A. the reminiscence bump.
B. source memory.
C. semantic memory.
D. the tip-of-the-tongue phenomenon.
APA Outcome: 1.1

75. (p. 237) Manipulating and transforming information in memory is called

A. thinking.
B. wisdom.
C. semantic memory.
D. encoding.
APA Outcome: 1.1

Learning Objective: Characterize thinking and its developmental changes.
Topic: Thinking
7-26
76. (p. 237) Ideas about categories of people, events, objects, or ideas are called
A. concepts.
B. thinking.
C. implicit memory.
D. episodes.
APA Outcome: 1.1

Topic: Concept Formation and Categorization
77. (p. 237) A young infant may believe that a bird is more like an airplane than an animal if the
infant uses
A. executive function.
B. critical thinking.
C. conceptual categorization.
D. perceptual categorization.
APA Outcome: 1.2

Topic: Infancy
78. (p. 237) A child recognizes that an airplane is more like a car than a bird if the child uses
A. prospective memory.
B. procedural memory.
C. conceptual categorization.
D. perceptual categorization.
APA Outcome: 1.2

Topic: Infancy
7-27
79. (p. 237) According to Rakison and Lawson (2013), during the second year, younger infants
tend to have categories such as ________, while older infants tend to have categories such as
_______.
A. chairs/tables; furniture
B. furniture; chairs/tables
C. chairs; tables
D. furniture; animal
APA Outcome: 1.2

APA Outcome: 1.3
80. (p. 238) Which of the following sets of categories would interest 2-year-old Robert most,
according to the findings in gender difference research?
A. dress-ups, books/reading
B. balls, books, dolls
C. vehicles, machines, dinosaurs
D. equal interest in books/reading and dinosaurs.
APA Outcome: 1.2

APA Outcome: 1.3
81. (p. 239) Executive function _______________.

A. involves goal-setting and cognitive flexibility
B. includes executive attention
C. iinvolves cognitive inhibition and delay gratification
D. involves all of these answers
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Executive Function
7-28
82. In the marshmallow experiments, those children who sang songs or picked their nose
while waiting for the return of the experimenter ________ and ______.
A. engaged in “hot thoughts”; are less developed in executive function
B. engaged in “cool thoughts”; are less developed in executive function
C. engaged in “hot thoughts”; are more developed in executive function
D. engaged in “cool thoughts”; are more developed in executive function
APA Outcome: 1.1

APA Outcome: 1.2
83. Research found which of the following is NOT positively correlated with healthy
executive function development.
A. sensitive parenting
B. school readiness
C. mathematical skills in kindergartens
D. parents without self-regulation and inhibition
APA Outcome: 1.1

APA Outcome: 1.2
84. According to Langer (2005), _____ is being alert, mentally present, and cognitively
flexible while going through life's everyday activities.
A. mindfulness
B. attention
C. thinking
D. planfulness
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Critical Thinking
7-29
85. (p. 239) Critical thinking involves ______.

A. grasping the deeper meaning of ideas.
B. not restricting oneself to one approach/perspective.
C. asking questions and speculating beyond the known facts and arguments.
D. All of these answers are correct.
APA Outcome: 1.1

86. (p. 239) According to Jacqueline and Martin Brooks (1993, 2001), school teachers typically
did NOT do which of the following at school to promote critical thinking?
A. Make sure students got the single correct answer to a question.
B. Encourage students to come up with new ideas and rethink conclusions.
C. Ask students to define, describe, and list.
D. Ask students to recite and memorize.
APA Outcome: 1.2

87. (p. 239) Dr. Cook encourages her students to wonder, probe, analyze, question, and reflect
rather than learn facts by rote memorization. She values
A. critical thinking.
B. self inhibition.
C. scientific reasoning.
D. conceptual categories.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 1.3
7-30
88. (p. 241) What does Michael Pressley believe about training problem-solving skills in
children?
A. Teachers should model but need not give direct instructions about problem-solving
strategies.
B. Teachers should model and give direct instructions about effective problem-solving
strategies, and provide evaluative feedback concerning strategy employment.
C. Teachers should allow children to explore freely to figure out the most effective problem-
solving strategies on their own without intervention.
D. Teachers should give direct instructions about effective problem-solving strategies and
make sure that children fully understand them. After that, children should be left alone to
apply them independently.
APA Outcome: 1.2

Topic: Solving Problems
89. (p. 241) Which of the following enables children to learn to use strategies effectively?
A. Make sure that children use the effective strategy again and again until they can perform it
automatically
B. Make sure that children have a thorough understanding of the effective strategy, and can
recall it without thinking about it.
C. Make sure that children realize the importance of using the strategy by themselves without
the teacher’s scaffolding.
D. Make sure that children have used it effectively and perfectly the first time they use it.
APA Outcome: 1.2

7-31
90. (p. 241) Which of the following is NOT one of Michael Pressley's views about problem-
solving instruction?
A. Teachers should provide feedback about students' employment of problem-solving
strategies.
B. Practice will allow the use of strategy to become automatic.
C. Children will develop strategies for problem solving on their own and need not be
instructed.
D. Teachers should explain how a strategy will benefit the students.
APA Outcome: 1.2

91. (p. 241) Which of the following is TRUE of children's effective problem solving?
A. Most students today are given ample opportunities to practice strategic problem solving.
B. The best strategy for solving a particular problem is normally discovered by children
themselves while exploring the world independently.
C. Children benefit least when using multiple strategies in problem solving.
D. Children benefit most when using more than one strategy in problem solving, even if
some didn’t work or didn’t work well.
APA Outcome: 1.2

92. (p. 242) Being aware of options and available alternatives that allow for adaptation to
situations is known as
A. cognitive flexibility.
B. the dual-process model.
C. reducing interfering thoughts.
D. focusing attention.
APA Outcome: 1.2

Topic: Cognitive Control
7-32
93. (p. 233) Which of the following is NOT true of adolescents' decision-making ability?
A. Young adolescents are better decision makers than children.
B. Older adolescents are better decision makers than younger adolescents.
C. Adolescents tend to make better decisions when they are emotionally aroused.
D. Being able to make competent decisions does not guarantee that an adolescent will make a
good one.
APA Outcome: 1.2

Topic: Adolescence
Topic: Decision Making
94. (p. 243) Which of the following impacts an adolescent's decision to engage in risk-taking
behaviors?
A. the presence of peers
B. being under the influence of alcohol and drugs
C. having temptations readily available
APA Outcome: 1.2

Topic: Adolescence
95. (p. 244) The dual-process model argues that there are two cognitive systems, which compete
with each other. They are _____ and _____.
A. implicit; explicit
B. analytical; scientific
C. experiential; scientific
D. analytical; experiential
APA Outcome: 1.2

Topic: Adolescence
7-33
96. (p. 244) Which of the following is NOT a cognitive change that allows for improved critical
thinking in adolescence?
A. more knowledge in a variety of domains
B. increased ability to construct new combinations of knowledge
C. improved joint attention
D. increased speed of processing
APA Outcome: 1.2

Topic: Adolescence
97. (p. 245) During which part of the life span is expertise most likely to appear?
A. adolescence
B. early adulthood
C. middle adulthood
D. late adulthood
APA Outcome: 1.2

Topic: Early Adulthood
Topic: Practical Problem Solving and Expertise
98. (p. 245) In general, why are 40-year-olds better problem solvers than 20-year-olds?
A. They have better methods to improve their memory.
B. They have more experience.
C. They have better information processing speed.
D. They have better sustained attention.
APA Outcome: 1.2

7-34
99. (p. 247) Compared to younger adults, older adults show _____ activity in the frontal and
parietal regions while they are engaging in simple tasks. However, if the task requires more
attention, older adults display _____ functioning in the frontal and parietal lobes that involve
cognitive control.
A. less; greater
B. greater; less
C. the same level of; less
D. less; the same level of
APA Outcome: 1.2

Topic: Cognitive Neuroscience
100. (p. 247-248) If older adults are losing their cognitive skills due to the normal aging process,
which of the following did research find could help restore them to some extent?
A. cognitive training with challenging tasks
B. aerobic fitness training
C. training on video games
APA Outcome: 1.2

Topic: Use It or Lose It
7-35
101. (p. 248) Eighty-year-old Betty believes in the concept of "use it or lose it." In which of the
following activities should Betty engage in order to "use it" and reduce the rate of cognitive
decline?
A. Read daily.
B. Complete crossword puzzles.
C. Regularly attend lectures and concerts.
APA Outcome: 1.2

APA Outcome: 1.3
102. (p. 249) Although training ______ the cognitive skills of older adults, there is some
______of plasticity in late adulthood.
A. cannot improve; gain
B. cannot improve; loss
C. can improve; loss
D. can improve; gain
APA Outcome: 1.2

103. (p. 249-250) Jake is 45 years old and wants to avoid losing his cognitive functioning when
he is older. What can he do now to prepare?
A. eat foods low in fat
B. do crossword puzzles
C. take a multivitamin supplement daily
D. avoid mentally challenging tasks as much as possible
APA Outcome: 1.2

7-36
104. (p. 249-250) Which of the following older adults has the least successful strategy for
improving his cognitive skills?
A. Bob walks 2 miles each morning.
B. Earl does crossword puzzles.
C. Dwayne listens to easy-listening music for 2 hours everyday.
D. Sam reads biographies and participates in fitness classes at his local gym.
APA Outcome: 1.2

APA Outcome: 1.3
Bloom's Taxonomy: Analyze
105. (p. 251) Thinking about thinking or knowing about knowing is called
A. expertise.
B. metamemory.
C. wisdom.
D. metacognition.
APA Outcome: 1.1

Learning Objective: Define metacognition and summarize its developmental changes.
Topic: Metacognition
106. (p. 251) Knowledge about memory is called

A. metamemory.
B. wisdom.
C. memory strategy.
D. semantic memory.
APA Outcome: 1.1

Topic: Metamemory
7-37
107. (p. 252) The awareness of one's own mental processes and the mental processes of others is
called
A. critical thinking.
B. theory of mind.
C. wisdom.
D. metamemory.
APA Outcome: 1.1

APA Outcome: 1.2
Topic: Theory of Mind
108. (p. 252) Studies of theory of mind view the child as a(n) _____.
A. sponge who is trying to absorb as much knowledge from others as possible
B. thinker who is trying to explain, predict, and understand people's thoughts, feelings, and
communications
C. "island" that learns to satisfy desires and answer questions on his own
D. scientist who experiments with the people and objects around him
APA Outcome: 1.1

APA Outcome: 1.2
7-38
109. (p. 252) Which of the following would we expect a 3-year-old to understand about another
person's mental state?
A. If people cannot see a hidden object, they would not know where it is.
B. People may have different and false beliefs.
C. If the 3-year-old found that pencils, not crayons, are actually placed in a crayon box, the
child would predict that others would think that the box contains pencils, not crayons, when
they first see the box.
D. The 3-year-old just started to understand the concept of false belief.
APA Outcome: 1.2

110. (p. 253) The realization that people can have false beliefs is fully developed in a majority
of children by what age?
A. 2 years old
B. 3 years old
C. 5 years old
D. 8 years old
APA Outcome: 1.2

111. (p. 253) One of the significant developments in understanding others' desires by 18 months
of age is
A. being able to predict what others want.
B. recognizing that someone else's desires may differ from one's own.
C. verbalizing that others may have desires different from her own.
D. convincing others to abandon their desires and adopt one's own.
APA Outcome: 1.2

7-39
112. Child A understands that people may have ambivalent feelings. Child B begins to
understand that people’s behaviors do not necessarily reflect their thoughts and feelings. Child
C believes that if a person sits quietly, they are not thinking much. Child A is ____. Child B is
_______. Child C is __________.
A. 4 years old; 6 years old; a young adolescent
B. a young adolescent; 6 years old; 4 years old
C. a young adolescent; 4 years old; 6 years old
D. 6 years old; 4 years old; a young adolescent
APA Outcome: 1.2

113. (p. 253) Which of the following 5-year-old children would MOST likely perform well on
theory-of-mind tasks?
A. John, who has two big sisters and two brothers
B. Mary, who has two younger brothers
C. Susan, who is the only child in the family
D. Tom, who is autistic
APA Outcome: 1.2

Topic: Infancy
114. (p. 254) By age 6, children know that recognition is easier than recall, short lists are easier
to remember than long lists, and forgetting is more likely over time. They are developing
A. scientific reasoning.
B. expertise.
C. metamemory.
D. critical thinking.
APA Outcome: 1.2

Topic: Metamemory
7-40
115. (p. 255) In general, older adults are as accurate as younger adults in
A. monitoring all aspects of information.
B. monitoring source memory.
C. estimating their memory abilities.
D. monitoring the encoding and retrieval of information.
APA Outcome: 1.2

Topic: Metamemory
Short Answer Questions
116. (p. 221) According to Siegler, which three mechanisms work together to create changes in
children's cognitive skills?
Encoding, automatization, and strategy construction
APA Outcome: 1.2

117. (p. 224) List and explain three different ways to allocate attention.
Sustained attention: state of readiness to detect and respond to small changes occurring at
random times in the environment.
Selective attention: focus on a specific, relevant aspect of experience while ignoring irrelevant
parts.
Divided attention: concentrating on more than one activity at a time.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Attention
7-41
118. (p. 224-225) Explain the concepts of habituation and dishabituation.
Habituation is a decreased responsiveness to a stimulus after repeated presentations of the

stimulus. Dishabituation is the recovery of a habituated response after a change in stimulation.
APA Outcome: 1.2

APA Outcome: 4.1
Topic: Habituation and Dishabituation
119. (p. 228-229) What are the three basic processes required for memory?
Encoding, storage, and retrieval
APA Outcome: 1.1

Topic: Memory Processes
120. (p. 228) What is memory?
Memory is the retention of information over time.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Memory
7-42
121. (p. 229) Explain the schema theory of memory, and include one implication for recall of
events.
People construct and reconstruct their memories to fit with information that already exists in
their minds.
Implications:
People can "fill in the gaps" of memory with information that is not necessarily true.
People can be vulnerable to "planted" information and form false memories.
APA Outcome: 1.1

APA Outcome: 4.1
122. (p. 230) What is infantile amnesia? What explanation is given for this?
Infantile amnesia refers to the inability of most adults to remember anything from the first
three years of their life. The current explanation for this is lack of brain maturation.
APA Outcome: 1.2

APA Outcome: 4.1
Topic: Amnesia
Topic: Infancy
7-43
123. (p. 230-231) How does short-term memory differ from working memory?
Short-term memory involves the retention of information for up to 15 to 30 seconds without

rehearsal. Short-term memory has a very limited capacity.
Working memory is a kind of mental "workbench" where individuals manipulate and
assemble information. Working memory is described as more active and powerful in
modifying information than short-term memory.
APA Outcome: 1.1

APA Outcome: 4.1
Topic: Short-Term Memory
124. (p. 233) Explain fuzzy trace theory.
Memory is best understood by considering two types of memory representations: (1)

verbatim memory trace, and (2) gist. Verbatim memory trace consists of the precise details of
the information, while gist refers to the central idea of the information. When gist is used,
fuzzy traces are built up.
APA Outcome: 1.2

APA Outcome: 4.1
Topic: Fuzzy Trace Theory
125. (p. 232-233) Describe three types of mental strategies that may improve recall.
Rehearsal: repeating information over and over.

Imagery: creating a mental picture of information to be remembered.
Elaboration: thinking of examples or ways to personally associate learned material.
APA Outcome: 1.1

APA Outcome: 4.1
7-44
126. (p. 234) Define explicit and implicit memory.
Explicit memory: memory of facts and experiences that individuals consciously know and
can state.
Implicit memory: memory without conscious recollection; involves skills and routine
procedures that are automatically performed.
APA Outcome: 1.1

127. (p. 235) Define episodic and semantic memory.
Episodic memory: retention of information about the where and what of life's happenings.
Semantic memory: a person's knowledge about the world, including expertise, academic
knowledge, and "everyday" knowledge.
APA Outcome: 1.1

128. (p. 235) Define source memory and prospective memory.
Source memory: the ability to remember where one learned something. (Contexts may be
physical setting, emotional context, or the identity of the speaker.)
Prospective memory: involves remembering to do something in the future.
APA Outcome: 1.1

7-45
129. (p. 237-238) What is the difference between perceptual and conceptual categorization?
Perceptual categorization: based on similar perceptual features of objects, such as size, color,
and movement, as well as parts of objects.
Conceptual categorization: characterized by similarities; overlooks perceptual variability.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 4.1
Topic: Infancy
130. (p. 239-241) How is a child's thinking alike and different from that of a scientist?
Like scientists:
Children ask fundamental questions about reality and seek answers to problems that seem
trivial or unanswerable to other people.
Children aim to identify causal relationships.
Different from scientists:
Children are more influenced by happenstance than by an overall pattern.
Children often maintain their old theories regardless of the evidence.
Children have difficulty designing experiments that can distinguish among alternative causes.
APA Outcome: 1.2

APA Outcome: 4.1
Topic: Infancy
Topic: Scientific Thinking
7-46
131. (p. 241-242) List three of Michael Pressley's components for effectively teaching problem
solving strategies to children.
1. Teach the strategy.

2. Model the strategy.
3. Verbalize the steps.
4. Guide practice of the strategy.
5. Provide feedback.
6. Allow for practice.
7. Explain how the strategy will benefit the child.
APA Outcome: 1.2

132. (p. 245) List three ways in which experts are different from novices.
1. Experts are more likely to rely on accumulated experience to solve problems.

2. Experts often process information automatically and analyze it more efficiently when
solving a problem in their domain than a novice does.
3. Experts have better strategies and shortcuts to solving problems in their domain than a
novice does.
4. Experts are more creative and flexible in solving problems in their domain than novices
are.
APA Outcome: 1.2

7-47
133. (p. 248) What does "use it or lose it" mean in regard to cognitive skills?
Possible changes in cognitive activity patterns can result in disuse and may cause the atrophy
of cognitive skills. Cognitive activities such as reading books, doing crossword puzzles, and
going to lectures and concerts can help older adults maintain cognitive skills.
APA Outcome: 1.2

APA Outcome: 4.1
134. (p. 251) What is metacognition and how does it develop?
Metacognition is what a person knows about knowing. During first-order cognitive skills,
children know about the world; during second-order cognitive skills, children know
something about their own knowledge.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 4.1
135. (p. 251) What is metamemory?
Metamemory is an individual's knowledge about memory.
APA Outcome: 1.1

APA Outcome: 4.1
7-48
136. (p. 252-253) What is the theory of mind?
Refers to young children's thoughts about how mental processes work, such as becoming
aware that the mind exists and understanding cognitive connections to the physical world.
APA Outcome: 1.1

APA Outcome: 1.2
APA Outcome: 4.1
7-49

Topical Approach To Lifespan Development 8th Edition Santrock Test Bank

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Topical Approach to Lifespan

Development 8th Edition Santrock Test

Multiple Choice Questions

APA Outcome: 1.1

APA Outcome: 1.1

3. (p. 221) The information-processing approach to cognitive development is concerned mainly

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11. (p. 222) "Knowing about knowing" is called

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16. A meta-analysis shows that processing speed begins to decline during

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APA Outcome: 1.1

18. (p. 223) Which of the following statements is correct?

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33. (p. 228) The retention of information over time is referred to as

APA Outcome: 1.1

APA Outcome: 1.1

35. (p. 229) According to schema theory, people

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APA Outcome: 1.1

APA Outcome: 1.1

38. (p. 229) Research shows that _____.

APA Outcome: 1.2

APA Outcome: 1.2

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APA Outcome: 1.2

43. (p. 230) Infantile amnesia may be due to

APA Outcome: 1.2

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47. (p. 231) Working memory is

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APA Outcome: 1.1