Test Bank For Child Psychology A Contemporary View Point 7th Edition Parke

Test Bank for Child Psychology A Contemporary View Point, 7th Edition : Parke
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View Point, 7th Edition : Parke
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c9
Student: ___________________________________________________________________________
1. Theorists who advocate the information-processing approach in the study of cognitive development tend to
use the computer as a
A. primary tool for data analysis.
B. simulator of human thinking instead of doing human experimentation.
C. metaphor or model of human thought.
D. depository of developmental information.
2. According to information-processing theories, which of the following statements is NOT one of the ways the
human brain is similar to a computer?
A. Both the mind and the computer are limited in the amount and nature of information that can be processed.
B. Changes occur over time in both the mind and the computer that can aid in the processing of information.
C. Both the mind and the computer process information through the use of rules and strategies.
D. Both require old information to be replaced by newer information that is input into the system.
3. Two limits to human cognition are the amount of information that can be processed and
A. the speed of processing.
B. the amount of time that one can attend to a particular problem.
C. understanding of stimuli.
D. organization of information.
4. Which one of the following beliefs is NOT characteristic of the information-processing approach?
A. Thinking is information processing.
B. Change mechanisms work separately to impact upon cognitive abilities.
C. Development is driven by the process of self-modification.
D. A child's performance is influenced by the task or situation in which he or she is problem-solving.
5. Which of the following is NOT one of the four key mechanisms of developmental change?
A. Encoding
B. Strategy construction
C. Perception
D. Automatization
6. Microgenetic analysis involves
A. careful study of the ways in which genes contribute to development.
B. detailed examination of how a child solves a problem over a single episode or over several episodes that
occur close in time.
C. computerized mapping of changes in brain functioning.
D. analysis of developmental changes only visible under a microscope.
7. Which information-processing model focuses on the flow of information through the mental system as it is
processed?
A. Connectionist model
B. Multistore model
C. Neo-Piagetian model
D. Strategy construction model
8. According to multistore model, information-processing involves three separate memory stores; these stores
are
A. sensory register, short-term memory, and long-term memory.
B. sensory register, sensory store, and sensory retrieval.
C. sensory store, temporary storage, and classification.
D. attention, recognition, and storage.
9. Developmental research using the multistore model would most likely focus on changes in
A. parallel distributed processing.
B. executive control structure.
C. short-term memory strategies and how these impact long-term memory.
D. the zone of proximal development.
10. The simultaneous processing of information spread in various ways throughout the network of neural
connections is called
C. connection processing.
D. generalization.
11. According to connectionist models, development is the result of

A. improvement in the strategies used to solve problems.
B. changes in the strength and pattern of neural networks.
C. maturation in short-term memory.
D. movement from relational control structures to dimensional control structures.
12. An executive control structure
A. is a child's developmental level of functioning.
B. is a pattern of neural connections.
C. is the part of the brain that controls long-term memory.
D. guides children with strategies to use for solving problems.
13. Which of the following processes would NOT be of interest to an advocate or theorist of the
information-processing approach to cognitive development?
A. Encoding and representation
C. Scaffolding
D. Automatization
14. The process of changing information that has reached our sensory registers into mental representations is
referred to as
A. encoding.
B. representation.
C. assimilation.
D. conditioning.
15. Which of the following statements regarding strategies is NOT true?

A. Strategies can be applied at all levels of the information-processing system.
B. Strategies are conscious cognitive or behavioral activities used to enhance mental performance.
C. The main purpose of a strategy is to increase the efficiency of the information-processing system.
D. Strategies are specific to each task and cannot be generalized to other tasks.
16. When Sue first learned how to play the piano, she frequently had to stop to figure out which note went with
which key. However, after many months of lessons and practicing, she no longer finds herself doing this.
Information-processing theorists refer to this as
A. strategy.
B. generalization.
C. automatization.
D. encoding.
17. From the information-processing approach, what process is a child using when knowledge and strategies
previously acquired from problem solutions are employed to modify responses to new situations or problems?
A. Generalization
B. Self-modification
C. Adaptation
D. Basic analysis
18. A critical assumption of the information-processing system is that over the course of development,
children's thought processes become increasingly
A. more efficient.
B. more complex.
C. more active.
D. more involved.
19. Executive control processes are important because they reflect

A. an individual's control over his or her environmental surroundings.
B. the active role of the person in regulating cognitive processing.
C. children's unconscious ability to choose the best strategy in a particular situation.
D. the ways in which other people help guide the strategies we use for particular problems.
20. According to research by Chi, children's memories for certain tasks may not be a function of memory per se,
but rather a function of
A. experience.
B. age.
C. organization.
D. practice.
21. The intake of information from the surrounding environment, and the way each of us gives this information
meaning, are referred to as
A. sensation.
B. perception.
C. learning.
D. development.
22. The ability to focus on different or specific aspects of the environment is

A. habituation.
B. discrimination.
C. sensation.
D. attention.
23. Chad and Suzie are in the same classroom at Eureka Elementary School. Chad listens intently to the teacher
as he describes the children's homework assignment. Suzie, however, is watching the raindrops splash off the
window by the desk. Both children are involved in what aspect of cognition?
A. Daydreaming
B. Attention
C. Deficiency
D. Perception
24. According to information-processing theorists, a child's ability to gain increasing amounts of information
from a situation results from developmental interaction between
A. perceptual capabilities and attentional strategies.
B. educational opportunities and biological maturation.
C. learning experiences and reinforcement history.
D. cognition and social interaction.
25. The two main theories that address the ways in which experience affects perceptual learning and
development are
A. enrichment theory and differentiation theory.
B. information-processing theory and cognitive development theory.
C. feature detection theory and attention theory.
D. existential theory and diffusion theory.
26. Which of the following descriptions is INCORRECT?

A. Young children are more easily distracted than older children and adults.
B. Older children spend more time with their attention directed at a task.
C. The ability to attend remains relatively constant throughout childhood.
D. Young children are less distractible after they become fully engaged in a task.
27. Research on distraction suggests that

A. distraction can sometimes facilitate children's learning performance.
B. older children cannot concentrate on a learning task if sounds such as typing or children's music are played in
the room.
C. involvement in a task does not have an impact on distractibility.
D. children cannot ignore distracters until they reach school age.
28. In which of the following information presented on a television program are children most interested and
likely to attend?
A. Unimportant facts not relevant to the plot
B. Highly complex information
C. The visual content of a program
D. The audio content of a program
29. Studies of the effects of selective attention on learning find that

A. older children are no better than younger children in their ability to focus on relevant information.
B. younger children focus more on irrelevant information than relevant information.
C. younger children attend to both irrelevant and relevant information.
D. older children use more selective attention, but it does not help them remember more information.
30. Young children tend to use _______ search strategies for acquiring information, while older children tent to
use _______ search strategies.
A. exhaustive; selective
B. selective; exhaustive
C. efficient; inefficient
D. instinctual; learned
31. Young children are capable of utilizing a plan or strategy to filter through information
A. when the task involves unusual items.
B. when the task is engaging.
C. when the strategy utilizes a color-coded system.
D. when the strategy involves symbolism.
32. Children perform better on planning tasks when

A. they work alone.
B. they work with an partner.
C. the task is complex.
D. they are given a time limit.
33. Semantic memory is

A. memory for specific events.
B. memory for world knowledge and facts.
C. autobiographical memory.
D. memory for the ways in which sentences are constructed.
34. Explicit memory is
A. memory that requires overt effort during storage.
B. memory for very simple information
C. the same as unintentional memory.
D. memory that does not require organization.
35. Basic capacities of the memory system include all of the following EXCEPT
A. memory span.
B. the efficiency of memory processing.
C. the length of time it takes to retrieve information from long-term memory.
D. speed of processing.
36. Which of the following areas of memory do NOT tend to show greater strength and efficiency with
development?
A. The capacity of long-term memory
B. Strategies or actions that enhance the transfer of information to long-term memory
C. The basic capacities of short-term memory
D. World knowledge or the larger context of knowledge
37. As children become older, memory span increases because

A. of expansion in brain capacity.
B. their vocabulary improves.
C. their strategies for remembering improve.
D. the necessity to remember information increases.
38. Ray has been asked to perform a series of memory tasks for local researchers. The first task is for Ray to
remember a series of numbers and then repeat them back to the examiner. The first series given to Ray was
176514921100. Ray easily remembered these numbers because he used a strategy called __________, in which
he grouped the numbers into 1765; 1492; 1100.
A. chunking
B. seriation
C. automation
D. organization
39. An important developmental change in information-processing efficiency is that
A. memory systems become more efficient as space in working memory becomes available with increased use
of memory strategies.
B. short-term storage and long-term storage capacity is steadily increased.
C. information in long-term storage is continually dumped, freeing up conceptual space.
D. construction space and organizational space steadily increase with age.
40. Case attributes children's increased cognitive efficiency to

A. an increased basic capacity and having more available strategies.
B. generalization and automatization.
C. the scaffolding they receive from more knowledgeable others.
D. streamlining of executive control structures and biological maturation.
41. Developmental changes in processing speed

A. are simply due to practice with particular tasks.
B. occur at different rates in different cultural groups.
C. are similar for different tasks such as reading comprehension, memory retrieval, and visual search.
D. plateau in early childhood, at which point children are able to process information as quickly as adults.
42. Which of the following statements regarding memory strategies is true?

A. Strategies such as rehearsal, organization, and elaboration are used separately for different memory tasks.
B. Multiple strategies are used by adults in memory tasks, but even adolescents seem unable to use multiple
strategies to help them remember.
C. Children in middle childhood have been found to use a variety of strategies on memory tasks.
D. Rehearsal is the simplest memory strategy that is effective for most tasks.
43. One of the simplest strategies to aid memory recall is to repeat either in your head or aloud the information
to be remembered. This strategy is known as
A. perseveration.
B. repetition.
C. rehearsal.
D. practice.
44. What type of a relationship exists between age and the spontaneous use of verbal rehearsal as a memory
strategy?
A. Positive
B. Negative
C. Inverse
D. Unknown
45. Three children in Mrs. Applegarter's room have been shown a series of pictures with letters on them. The
children are to memorize these pictures in the correct order within 5 minutes. Upon observing the children
during this time, it is noticed that two of the children's lips are moving as they silently memorize the
photographs. What memory strategy are they probably making use of?
A. Cheating
B. Whispering
C. Rehearsal
D. Activation
46. When children categorize and label information in order to facilitate remembering they are using what
memory strategy?
A. Organization
B. Elaboration
C. Rehearsal
D. Expansion
47. Karina is putting pictures of objects she is supposed to memorize into categories. She is putting all of the
fruits together and all of the clothing items together. Which memory strategy does she seem to be using?
A. Rehearsal
B. Elaboration
C. Organization
D. Facilitation
48. One way to help children use an organizing strategy to help them remember is to
A. tell them a story that includes the items they are asked to remember.
B. encourage them to do their best on the task.
C. give them a contextual cue to help them think about categories.
D. give them fewer items to recall.
49. The strategy that adds information to that being remembered in order to make it more meaningful, and thus
easier to place into long-term memory, is
A. categorization.
B. rehearsal.
C. expansion.
D. elaboration.
50. What strategy can improve memory recall, despite the fact that its very use increases the amount of
information to be remembered?
A. Rehearsal
B. Elaboration
C. Categorization
D. Expansion
51. Pressley and colleagues were able to illustrate

A. even preschoolers can be instructed in elaboration strategies to aid remembering information.
B. the importance of environmental cues in memory.
C. the importance of word order in memory.
D. the importance of rewards in memory.
52. What type of deficiency is thought to exist if younger children simply cannot make use of the strategies that
will help them remember?
A. Attentional deficiency
B. Production deficiency
C. Reproduction deficiency
D. Mediational deficiency
53. When young children know certain strategies for remembering, but fail to generate and use these strategies
spontaneously, then what type of deficiency is thought to exist?
A. Production deficiency
B. Reproduction deficiency
C. Attentional deficiency
54. A utilization deficiency is

A. failure to be able to learn a strategy.
B. failure to be able to produce a strategy spontaneously.
C. failure to be able to profit from a strategy that has been learned.
D. failure to understand why strategies are useful.
55. Utilization deficiencies may occur because children

A. are unable to learn the strategy.
B. may not use the strategy consistently.
C. have used the strategy so much they become bored with it.
D. prefer to use more advanced strategies.
56. In a study comparing performance on a memory reconstruction task by American and Mayan children,
Rogoff and Waddell (1982) employed culturally familiar contexts. The results of this study
A. supported previous research finding performance deficits in nonliterate societies.
B. found comparable abilities in both groups, with the Mayan children performing slightly better.
C. found the Mayan children outperforming the American children.
D. indicated that the culturally familiar contexts decreased performance in both groups, especially for the
Mayan children.
57. To what did Rogoff and Waddell attribute the differences in performance between American and Mayan
children on a culturally familiar memory recognition task?
A. The use of spatial relationships to organize their memories enhanced the performance of the Mayan children.
B. The use of spatial relationships to organize their memories enhanced the performance of the American
children.
C. The use of rehearsal strategies enhanced the performance of the Mayan children.
D. The use of rehearsal strategies enhanced the performance of the American children.
58. Enhancing the meaningfulness of the context of remembering

A. can be distracting to children.
B. is only effective at improving memory if parents are working with the children.
C. usually makes it difficult to determine the goal of a memory task.
D. enhances memory because remembering is embedded in a goal-directed situation.
59. Which of the following statements is FALSE with respect to how good or reliable children are as
witnesses?
A. Children who merely observe the event are more susceptible to misleading suggestions than children who
actually participate in the event.
B. Intimidating interviewers tend to elicit more accurate information than kind interviewers.
C. The type of question and how many times it is asked affects children's accuracy.
D. Young children are more affected by inaccurate information than older children.
60. The narrative form is an account of an event that

A. has little meaning for a child.
B. can enhance children's memories by sequencing them and giving them meaningful context.
C. is told to the child by a third person narrator but is about the child's own life.
D. focuses on the actions and leaves out the emotional aspects of an event.
61. Shared conversations about the past
A. are unique to particular cultural groups.
B. help children acquire knowledge about themselves, but have no impact on children's knowledge about the
world in which they live.
C. occur less than once a week in most families.
D. help tie memories to something of personal relevance for children.
62. A person's memory of specific events, times, or places in their lives is called
A. semantic memory.
B. narrative memory.
D. rehearsed memory.
63. Siegler's research on rule-based problem solving using the balance-scale task suggests that
A. preshoolers are unable to use rules to solve problems.
B. when there is low memory demand and instructions are repeated, preschoolers can solve a problem with two
dimensions.
C. even after they are given repeated instructions, preschoolers have difficulty solving a problem with two
dimensions.
D. most preschoolers can solve a problem with two dimensions without any instructions.
64. Siegler suggests that with development, children

A. make strategy choices that are increasingly better adapted to the task at hand.
B. use rule-based reasoning instead of other strategies to solve problems.
C. use analogies and this is what results in improved problem-solving competence.
D. no longer need the help of others to solve a problem.
65. When a child or adult solves a problem because of its similarity to another problem, he/she is employing
a(n)
A. opposition.
B. analogy.
C. example.
D. construction.
66. Frank is learning to understand how the new computer in his office works by comparing it to his previous
job as an office assistant, where he typed and filed documents in a law firm. This is most likely an attempt to
solve the new problem by using what memory strategy?
A. Recognition
B. Simulation
C. Objectives
D. Analogy
67. Which of the following situations would NOT improve children's ability to use an analogy as a
problem-solving strategy?
A. When children are given a hint to help recall what they were supposed to be referring to
B. When the goals of the task are highlighted
C. When the objects are conceptually related instead of perceptually similar
D. When multiple examples of problem solving take place
68. Which of the following statements about cognitive tools is NOT true?
A. In most cultures, cognitive tools are not used by children until they reach adolescence.
B. Cognitive tools are products of culture.
C. Cognitive tools mediate cognitive activity.
D. Cognitive tools provide structure to mental activities and help guide thinking.
69. When young children rely on familiar routines and sequences of events in order to understand and
remember details, they are probably using a
A. map.
B. prediction.
C. script.
D. direction.
70. Imelia is going to her favorite restaurant today for lunch. She been there numerous times before and knows
where to sit, how to order her favorite meal, and how to behave when the food arrives. Because this fun
lunchtime routine is familiar to her, cognitive theorists would say she has developed an internal __________ of
what should occur at the restaurant.
A. frame
B. map
C. analogy
D. script
71. Scripts
A. provide a basic outline for what one can expect in a situation.
B. are used by children, but rarely used by adults.
C. are found only in adults.
D. are something you must rehearse mentally in order to remember.
72. A few weeks before school starts, Natalie and her daughter, Sophie, age 5, have a "Mom Day," which for
the past several years has entailed going shopping for school clothes and eating lunch at a restaurant. This year,
however, Dad has a vacation day from work on the scheduled "Mom Day" and would like to come along.
Sophie protests by saying, "but that's not the way we do it!" This protest indicates that Sophie's __________ for
this event was violated.
A. script
B. anticipation
C. interest
D. map
73. Scripts may reflect some of the basic properties of the human memory system because the human memory
system is designed to remember
A. complicated information that is relevant to the self.
B. details of recurrent events and routine behaviors.
C. long sequences of information.
D. visual information rather than auditory information.
74. In order to be able to negotiate their way spatially in an environment, children rely on
A. cognitive maps.
B. books.
C. instructions.
D. compasses.
75. According to Siegel and colleagues, the use of route knowledge involves
A. being able to draw maps on paper.
B. the ability to combine different routes into an understanding of spatial relations.
C. the recognition of a landmark.
D. integrating several different landmarks together into a sequence.
76. The correct order of the steps involved in the development of children's abilities to form cognitive maps is
A. landmark knowledge, route knowledge, developing mental maps.
B. route knowledge, developing mental maps, landmark knowledge.
C. route knowledge, landmark knowledge, developing mental maps.
D. landmark knowledge, developing mental maps, route knowledge.
77. According to DeLoache, the reason why young children have difficulty using models as representations of
actual objects is because young children
A. do not understand object permanence.
B. are egocentric.
C. are unable to form a dual representation.
D. cannot use landmarks efficiently.
78. According to Piaget, what would the following deduction be called? "If Jeff is taller than Bob, and Bob is
taller than Steve, then Jeff is taller than Steve."
A. Inquisitive reasoning
B. Transitive reasoning
C. Hypothetical reasoning
D. Qualitative reasoning
79. Research by Hawkins and colleagues (1984) on propositional reasoning finds that
A. children cannot solve logical syllogisms until they have reached the stage of formal operations.
B. most adults who have reached formal operations cannot solve logical syllogisms.
C. even young children can solve very simple logical syllogisms.
D. logical syllogisms are used in every culture to measure intelligence.
80. A child who understands that calicos are types of cats, but that not all cats are calicos, has the ability to use a
form of logical reasoning known as
A. hierarchical categorization.
B. specialization.
C. zoological abbreviations.
D. inclusive grouping.
81. A study by Mandler and Bauer (1988) found that when infants were shown a display of objects in two
different categories (e.g., two dogs and a horse), they would first touch the objects that belonged in the same
hierarchical category before touching the object that belonged in a different category. The technique they used
to measure this behavior is called
A. spatial vision.
B. sequential touching.
C. eye-hand coordination.
D. organizational reaching.
82. Which factor has been found to improve children's ability to form hierarchical categories?
A. Asking children to categorize people instead of objects
B. The use of unusual objects
C. The use of labels to denote category membership
D. The use of a large number of objects
83. According to Gelman and Gallistel (1978), which of the following is NOT a principle of numeric reasoning
that children use to count numbers?
A. Abstraction principle
B. Order-irrelevance principle
C. Cardinal principle
D. Identification principle
84. Which of the following basic principles of counting is defined by the rule that a single number can be used
to describe the total of a set?
A. One-one principle
B. Cardinal principle
C. Abstraction principle
D. Order-irrelevance principle
85. When asked to count pieces of candy, Adrian counts each piece of candy by saying, "1, 2, 3, 5, 8, 9." He
seems to understand the rule that each object should be counted once and only once. Which of the following
principles of numeric reasoning does he understand?
A. Stable-order
B. One-one
C. Two-one
D. Order-abstraction
86. Research on counting in English and Chinese suggests that children have an easier time learning to count
A. up to 10 in Chinese.
B. up to 10 in English.
C. from 11 to 20 in Chinese.
D. from 11 to 20 in English.
87. Miller and colleagues believe that Chinese children may have better mathematical skills than U.S. children
when entering school for the first time because
A. Chinese has a more consistent system for naming numbers that is easier for children to learn.
B. the more complex numbering system of the Chinese language encourages children to try harder at
mathematics.
C. Chinese parents are more effective at teaching their children mathematics.
D. U.S. children are less likely to be exposed to preschool than Chinese children.
88. An individual's knowledge and control of cognitive activities is referred to as

A. insight.
B. metacognition.
C. clairvoyance.
D. intelligence.
89. Emily has been studying for her child psychology exam all week long. Tonight, she is burning the midnight
oil, cramming one last time before tomorrow's test at 9:00 a.m. Emily's knowledge of how well she knows the
material she has been studying is better known as
A. metacognition.
B. insight.
C. hope.
D. self-fulfilling prophecy.
90. The ability of young children to realize that it is easier to recognize items than recall them supports the
conclusion that
A. young children are capable of metacognitive functions.
B. young children are unable to acquire knowledge about the task.
C. young children are unable to use knowledge about the task.
D. young children are quite perceptive about items that involve work or effort.
91. Cognitive studies have shown which of the following statements to be true about the relationship between
metacognitive knowledge of strategies and the use of strategies?
A. Knowledge of the usefulness of a strategy is required before a child will use a strategy.
B. Knowledge of the usefulness of a strategy always leads a child to use that strategy.
C. Knowledge of the usefulness of a strategy does not always lead a child to use that strategy.
D. Children rarely realize whether a strategy they are using is useful.
92. Describe the multistore model of information processing.
93. Describe the three components of the executive control structure.
94. Describe the ways in which discussions of past events can contribute to children's memory.
95. What are scripts and how do they contribute to a child's cognitive development?
96. Describe differences in younger and older children's metacognitive competence.
97. Discuss the ways in which the attention of young children differs from that of older children. How do
younger children's attentional strategies differ from those of older children? What is the impact of these
differences on the information that younger children and older children acquire?
98. How do memory strategies change as children grow and develop?
99. Compare and contrast the connectivist and neo-Piagetian models of information processing. Give examples
where appropriate.
100. A drugstore was the target of a robbery today. Five adults and three young children were eyewitnesses to
the entire affair. You are a consulting psychologist for the prosecution. What information can you share with the
prosecuting attorney that might help her decide whether or not to use the children as witnesses?
c9 Key
1. (p. 314) Theorists who advocate the information-processing approach in the study of cognitive development
tend to use the computer as a
A. primary tool for data analysis.
B. simulator of human thinking instead of doing human experimentation.
C. metaphor or model of human thought.
D. depository of developmental information.
Difficulty: Easy
Learning Objective: 1
Parke - Chapter 09 #1
Type: Factual
2. (p. 314-315) According to information-processing theories, which of the following statements is NOT one of the
ways the human brain is similar to a computer?
A. Both the mind and the computer are limited in the amount and nature of information that can be processed.
B. Changes occur over time in both the mind and the computer that can aid in the processing of information.
C. Both the mind and the computer process information through the use of rules and strategies.
D. Both require old information to be replaced by newer information that is input into the system.
Difficulty: Difficult
Type: Conceptual
3. (p. 315) Two limits to human cognition are the amount of information that can be processed and
A. the speed of processing.
B. the amount of time that one can attend to a particular problem.
C. understanding of stimuli.
D. organization of information.
Difficulty: Moderate
Type: Factual
4. (p. 315) Which one of the following beliefs is NOT characteristic of the information-processing approach?
A. Thinking is information processing.
B. Change mechanisms work separately to impact upon cognitive abilities.
C. Development is driven by the process of self-modification.
D. A child's performance is influenced by the task or situation in which he or she is problem-solving.
Type: Conceptual
5. (p. 315) Which of the following is NOT one of the four key mechanisms of developmental change?
A. Encoding
C. Perception
D. Automatization
Type: Factual
6. (p. 315) Microgenetic analysis involves

A. careful study of the ways in which genes contribute to development.
B. detailed examination of how a child solves a problem over a single episode or over several episodes that
occur close in time.
C. computerized mapping of changes in brain functioning.
D. analysis of developmental changes only visible under a microscope.
Type: Factual
7. (p. 315) Which information-processing model focuses on the flow of information through the mental system as
it is processed?
A. Connectionist model
B. Multistore model
C. Neo-Piagetian model
D. Strategy construction model
Type: Factual
8. (p. 315-316) According to multistore model, information-processing involves three separate memory stores; these
stores are
A. sensory register, short-term memory, and long-term memory.
B. sensory register, sensory store, and sensory retrieval.
C. sensory store, temporary storage, and classification.
D. attention, recognition, and storage.
Type: Factual
9. (p. 315-316) Developmental research using the multistore model would most likely focus on changes in
C. short-term memory strategies and how these impact long-term memory.
D. the zone of proximal development.
Type: Factual
10. (p. 316-317) The simultaneous processing of information spread in various ways throughout the network of
neural connections is called
C. connection processing.
D. generalization.
Type: Factual
11. (p. 317) According to connectionist models, development is the result of

A. improvement in the strategies used to solve problems.
B. changes in the strength and pattern of neural networks.
C. maturation in short-term memory.
D. movement from relational control structures to dimensional control structures.
Type: Factual
12. (p. 317) An executive control structure
A. is a child's developmental level of functioning.
B. is a pattern of neural connections.
C. is the part of the brain that controls long-term memory.
D. guides children with strategies to use for solving problems.
Type: Factual
13. (p. 317-318) Which of the following processes would NOT be of interest to an advocate or theorist of the
information-processing approach to cognitive development?
A. Encoding and representation
C. Scaffolding
D. Automatization
Type: Conceptual
14. (p. 318) The process of changing information that has reached our sensory registers into mental representations
is referred to as
A. encoding.
B. representation.
C. assimilation.
D. conditioning.
Difficulty: Easy
Type: Factual
15. (p. 318-319) Which of the following statements regarding strategies is NOT true?
A. Strategies can be applied at all levels of the information-processing system.
B. Strategies are conscious cognitive or behavioral activities used to enhance mental performance.
C. The main purpose of a strategy is to increase the efficiency of the information-processing system.
D. Strategies are specific to each task and cannot be generalized to other tasks.
Type: Conceptual
16. (p. 319) When Sue first learned how to play the piano, she frequently had to stop to figure out which note went
with which key. However, after many months of lessons and practicing, she no longer finds herself doing this.
Information-processing theorists refer to this as
A. strategy.
B. generalization.
C. automatization.
D. encoding.
Type: Applied
17. (p. 319) From the information-processing approach, what process is a child using when knowledge and
strategies previously acquired from problem solutions are employed to modify responses to new situations or
problems?
A. Generalization
B. Self-modification
C. Adaptation
D. Basic analysis
Type: Factual
18. (p. 319) A critical assumption of the information-processing system is that over the course of development,
children's thought processes become increasingly
A. more efficient.
B. more complex.
C. more active.
D. more involved.
Type: Conceptual
19. (p. 319-320) Executive control processes are important because they reflect
A. an individual's control over his or her environmental surroundings.
B. the active role of the person in regulating cognitive processing.
C. children's unconscious ability to choose the best strategy in a particular situation.
D. the ways in which other people help guide the strategies we use for particular problems.
Type: Conceptual
20. (p. 320) According to research by Chi, children's memories for certain tasks may not be a function of memory
per se, but rather a function of
A. experience.
B. age.
C. organization.
D. practice.
Type: Factual
21. (p. 314) The intake of information from the surrounding environment, and the way each of us gives this
information meaning, are referred to as
A. sensation.
B. perception.
C. learning.
D. development.
Difficulty: Easy
Type: Factual
22. (p. 321) The ability to focus on different or specific aspects of the environment is
A. habituation.
B. discrimination.
C. sensation.
D. attention.
Difficulty: Easy
Type: Factual
23. (p. 321) Chad and Suzie are in the same classroom at Eureka Elementary School. Chad listens intently to the
teacher as he describes the children's homework assignment. Suzie, however, is watching the raindrops splash
off the window by the desk. Both children are involved in what aspect of cognition?
A. Daydreaming
B. Attention
C. Deficiency
D. Perception
Type: Applied
24. (p. 321-322) According to information-processing theorists, a child's ability to gain increasing amounts of
information from a situation results from developmental interaction between
A. perceptual capabilities and attentional strategies.
B. educational opportunities and biological maturation.
C. learning experiences and reinforcement history.
D. cognition and social interaction.
Type: Conceptual
25. (p. 321-322) The two main theories that address the ways in which experience affects perceptual learning and
development are
A. enrichment theory and differentiation theory.
B. information-processing theory and cognitive development theory.
C. feature detection theory and attention theory.
D. existential theory and diffusion theory.
Type: Conceptual
26. (p. 322) Which of the following descriptions is INCORRECT?

A. Young children are more easily distracted than older children and adults.
B. Older children spend more time with their attention directed at a task.
C. The ability to attend remains relatively constant throughout childhood.
D. Young children are less distractible after they become fully engaged in a task.
Type: Conceptual
27. (p. 321-322) Research on distraction suggests that
A. distraction can sometimes facilitate children's learning performance.
B. older children cannot concentrate on a learning task if sounds such as typing or children's music are played in
the room.
C. involvement in a task does not have an impact on distractibility.
D. children cannot ignore distracters until they reach school age.
Type: Factual
28. (p. 322) In which of the following information presented on a television program are children most interested
and likely to attend?
A. Unimportant facts not relevant to the plot
B. Highly complex information
C. The visual content of a program
D. The audio content of a program
Type: Factual
29. (p. 322) Studies of the effects of selective attention on learning find that
A. older children are no better than younger children in their ability to focus on relevant information.
B. younger children focus more on irrelevant information than relevant information.
C. younger children attend to both irrelevant and relevant information.
D. older children use more selective attention, but it does not help them remember more information.
Type: Factual
30. (p. 322) Young children tend to use _______ search strategies for acquiring information, while older children
tent to use _______ search strategies.
A. exhaustive; selective
B. selective; exhaustive
C. efficient; inefficient
D. instinctual; learned
Type: Factual
31. (p. 322) Young children are capable of utilizing a plan or strategy to filter through information
A. when the task involves unusual items.
B. when the task is engaging.
C. when the strategy utilizes a color-coded system.
D. when the strategy involves symbolism.
Difficulty: Easy
Type: Factual
32. (p. 325) Children perform better on planning tasks when

A. they work alone.
B. they work with an partner.
C. the task is complex.
D. they are given a time limit.
Difficulty: Easy
Type: Factual
33. (p. 325-326) Semantic memory is

A. memory for specific events.
B. memory for world knowledge and facts.
D. memory for the ways in which sentences are constructed.
Difficulty: Easy
Type: Factual
34. (p. 326) Explicit memory is

A. memory that requires overt effort during storage.
B. memory for very simple information
C. the same as unintentional memory.
D. memory that does not require organization.
Type: Factual
35. (p. 326) Basic capacities of the memory system include all of the following EXCEPT
A. memory span.
B. the efficiency of memory processing.
C. the length of time it takes to retrieve information from long-term memory.
D. speed of processing.
Type: Factual
36. (p. 326-327) Which of the following areas of memory do NOT tend to show greater strength and efficiency with
development?
A. The capacity of long-term memory
B. Strategies or actions that enhance the transfer of information to long-term memory
C. The basic capacities of short-term memory
D. World knowledge or the larger context of knowledge
Type: Conceptual
37. (p. 326) As children become older, memory span increases because
A. of expansion in brain capacity.
B. their vocabulary improves.
C. their strategies for remembering improve.
D. the necessity to remember information increases.
Difficulty: Easy
Type: Factual
38. (p. 326) Ray has been asked to perform a series of memory tasks for local researchers. The first task is for Ray
to remember a series of numbers and then repeat them back to the examiner. The first series given to Ray was
176514921100. Ray easily remembered these numbers because he used a strategy called __________, in which
he grouped the numbers into 1765; 1492; 1100.
A. chunking
B. seriation
C. automation
D. organization
Difficulty: Easy
Type: Applied
39. (p. 326-327) An important developmental change in information-processing efficiency is that
A. memory systems become more efficient as space in working memory becomes available with increased use
of memory strategies.
B. short-term storage and long-term storage capacity is steadily increased.
C. information in long-term storage is continually dumped, freeing up conceptual space.
D. construction space and organizational space steadily increase with age.
Type: Factual
40. (p. 327) Case attributes children's increased cognitive efficiency to

A. an increased basic capacity and having more available strategies.
B. generalization and automatization.
C. the scaffolding they receive from more knowledgeable others.
D. streamlining of executive control structures and biological maturation.
Type: Factual
41. (p. 327) Developmental changes in processing speed

A. are simply due to practice with particular tasks.
B. occur at different rates in different cultural groups.
C. are similar for different tasks such as reading comprehension, memory retrieval, and visual search.
D. plateau in early childhood, at which point children are able to process information as quickly as adults.
Type: Conceptual
42. (p. 327) Which of the following statements regarding memory strategies is true?
A. Strategies such as rehearsal, organization, and elaboration are used separately for different memory tasks.
B. Multiple strategies are used by adults in memory tasks, but even adolescents seem unable to use multiple
strategies to help them remember.
C. Children in middle childhood have been found to use a variety of strategies on memory tasks.
D. Rehearsal is the simplest memory strategy that is effective for most tasks.
Type: Factual
43. (p. 327) One of the simplest strategies to aid memory recall is to repeat either in your head or aloud the
information to be remembered. This strategy is known as
A. perseveration.
B. repetition.
C. rehearsal.
D. practice.
Difficulty: Easy
Type: Factual
44. (p. 327-328) What type of a relationship exists between age and the spontaneous use of verbal rehearsal as a
memory strategy?
A. Positive
B. Negative
C. Inverse
D. Unknown
Type: Conceptual
45. (p. 327-328) Three children in Mrs. Applegarter's room have been shown a series of pictures with letters on
them. The children are to memorize these pictures in the correct order within 5 minutes. Upon observing the
children during this time, it is noticed that two of the children's lips are moving as they silently memorize the
photographs. What memory strategy are they probably making use of?
A. Cheating
B. Whispering
C. Rehearsal
D. Activation
Difficulty: Easy
Type: Applied
46. (p. 328-329) When children categorize and label information in order to facilitate remembering they are using
what memory strategy?
A. Organization
B. Elaboration
C. Rehearsal
D. Expansion
Difficulty: Easy
Type: Factual
47. (p. 328-329) Karina is putting pictures of objects she is supposed to memorize into categories. She is putting all
of the fruits together and all of the clothing items together. Which memory strategy does she seem to be using?
A. Rehearsal
B. Elaboration
C. Organization
D. Facilitation
Difficulty: Easy
Type: Factual
48. (p. 328-329) One way to help children use an organizing strategy to help them remember is to
A. tell them a story that includes the items they are asked to remember.
B. encourage them to do their best on the task.
C. give them a contextual cue to help them think about categories.
D. give them fewer items to recall.
Type: Factual
49. (p. 329) The strategy that adds information to that being remembered in order to make it more meaningful, and
thus easier to place into long-term memory, is
A. categorization.
B. rehearsal.
C. expansion.
D. elaboration.
Difficulty: Easy
Type: Conceptual
50. (p. 329) What strategy can improve memory recall, despite the fact that its very use increases the amount of
information to be remembered?
A. Rehearsal
B. Elaboration
C. Categorization
D. Expansion
Type: Conceptual
51. (p. 329) Pressley and colleagues were able to illustrate

A. even preschoolers can be instructed in elaboration strategies to aid remembering information.
B. the importance of environmental cues in memory.
C. the importance of word order in memory.
D. the importance of rewards in memory.
Type: Factual
52. (p. 329) What type of deficiency is thought to exist if younger children simply cannot make use of the
strategies that will help them remember?
A. Attentional deficiency
B. Production deficiency
C. Reproduction deficiency
Type: Factual
53. (p. 329) When young children know certain strategies for remembering, but fail to generate and use these
strategies spontaneously, then what type of deficiency is thought to exist?
A. Production deficiency
B. Reproduction deficiency
C. Attentional deficiency
Type: Conceptual
54. (p. 330) A utilization deficiency is
A. failure to be able to learn a strategy.
B. failure to be able to produce a strategy spontaneously.
C. failure to be able to profit from a strategy that has been learned.
D. failure to understand why strategies are useful.
Type: Factual
55. (p. 330) Utilization deficiencies may occur because children

A. are unable to learn the strategy.
B. may not use the strategy consistently.
C. have used the strategy so much they become bored with it.
D. prefer to use more advanced strategies.
Type: Factual
56. (p. 331) In a study comparing performance on a memory reconstruction task by American and Mayan children,
Rogoff and Waddell (1982) employed culturally familiar contexts. The results of this study
A. supported previous research finding performance deficits in nonliterate societies.
B. found comparable abilities in both groups, with the Mayan children performing slightly better.
C. found the Mayan children outperforming the American children.
D. indicated that the culturally familiar contexts decreased performance in both groups, especially for the
Mayan children.
Type: Factual
57. (p. 331) To what did Rogoff and Waddell attribute the differences in performance between American and
Mayan children on a culturally familiar memory recognition task?
A. The use of spatial relationships to organize their memories enhanced the performance of the Mayan children.
B. The use of spatial relationships to organize their memories enhanced the performance of the American
children.
C. The use of rehearsal strategies enhanced the performance of the Mayan children.
D. The use of rehearsal strategies enhanced the performance of the American children.
Type: Factual
58. (p. 331) Enhancing the meaningfulness of the context of remembering
A. can be distracting to children.
B. is only effective at improving memory if parents are working with the children.
C. usually makes it difficult to determine the goal of a memory task.
D. enhances memory because remembering is embedded in a goal-directed situation.
Difficulty: Easy
Type: Conceptual
59. (p. 332-333, Box 9-1) Which of the following statements is FALSE with respect to how good or reliable children
are as witnesses?
A. Children who merely observe the event are more susceptible to misleading suggestions than children who
actually participate in the event.
B. Intimidating interviewers tend to elicit more accurate information than kind interviewers.
C. The type of question and how many times it is asked affects children's accuracy.
D. Young children are more affected by inaccurate information than older children.
Type: Conceptual
60. (p. 333) The narrative form is an account of an event that

A. has little meaning for a child.
B. can enhance children's memories by sequencing them and giving them meaningful context.
C. is told to the child by a third person narrator but is about the child's own life.
D. focuses on the actions and leaves out the emotional aspects of an event.
Difficulty: Easy
Type: Conceptual
61. (p. 334) Shared conversations about the past

A. are unique to particular cultural groups.
B. help children acquire knowledge about themselves, but have no impact on children's knowledge about the
world in which they live.
C. occur less than once a week in most families.
D. help tie memories to something of personal relevance for children.
Type: Factual
62. (p. 334) A person's memory of specific events, times, or places in their lives is called
A. semantic memory.
B. narrative memory.
D. rehearsed memory.
Difficulty: Easy
Type: Factual
63. (p. 335) Siegler's research on rule-based problem solving using the balance-scale task suggests that
A. preshoolers are unable to use rules to solve problems.
B. when there is low memory demand and instructions are repeated, preschoolers can solve a problem with two
dimensions.
C. even after they are given repeated instructions, preschoolers have difficulty solving a problem with two
dimensions.
D. most preschoolers can solve a problem with two dimensions without any instructions.
Type: Factual
64. (p. 335-336) Siegler suggests that with development, children

A. make strategy choices that are increasingly better adapted to the task at hand.
B. use rule-based reasoning instead of other strategies to solve problems.
C. use analogies and this is what results in improved problem-solving competence.
D. no longer need the help of others to solve a problem.
Type: Factual
65. (p. 337) When a child or adult solves a problem because of its similarity to another problem, he/she is
employing a(n)
A. opposition.
B. analogy.
C. example.
D. construction.
Type: Factual
66. (p. 337) Frank is learning to understand how the new computer in his office works by comparing it to his
previous job as an office assistant, where he typed and filed documents in a law firm. This is most likely an
attempt to solve the new problem by using what memory strategy?
A. Recognition
B. Simulation
C. Objectives
D. Analogy
Type: Applied
67. (p. 337-338) Which of the following situations would NOT improve children's ability to use an analogy as a
problem-solving strategy?
A. When children are given a hint to help recall what they were supposed to be referring to
B. When the goals of the task are highlighted
C. When the objects are conceptually related instead of perceptually similar
D. When multiple examples of problem solving take place
Type: Conceptual
68. (p. 338) Which of the following statements about cognitive tools is NOT true?
A. In most cultures, cognitive tools are not used by children until they reach adolescence.
B. Cognitive tools are products of culture.
C. Cognitive tools mediate cognitive activity.
D. Cognitive tools provide structure to mental activities and help guide thinking.
Type: Conceptual
69. (p. 338-339) When young children rely on familiar routines and sequences of events in order to understand and
remember details, they are probably using a
A. map.
B. prediction.
C. script.
D. direction.
Type: Conceptual
70. (p. 338-339) Imelia is going to her favorite restaurant today for lunch. She been there numerous times before and
knows where to sit, how to order her favorite meal, and how to behave when the food arrives. Because this fun
lunchtime routine is familiar to her, cognitive theorists would say she has developed an internal __________ of
what should occur at the restaurant.
A. frame
B. map
C. analogy
D. script
Difficulty: Easy
Type: Applied
71. (p. 338-339) Scripts

A. provide a basic outline for what one can expect in a situation.
B. are used by children, but rarely used by adults.
C. are found only in adults.
D. are something you must rehearse mentally in order to remember.
Difficulty: Easy
Type: Factual
72. (p. 338-339) A few weeks before school starts, Natalie and her daughter, Sophie, age 5, have a "Mom Day,"
which for the past several years has entailed going shopping for school clothes and eating lunch at a restaurant.
This year, however, Dad has a vacation day from work on the scheduled "Mom Day" and would like to come
along. Sophie protests by saying, "but that's not the way we do it!" This protest indicates that Sophie's
__________ for this event was violated.
A. script
B. anticipation
C. interest
D. map
Type: Applied
73. (p. 338-339) Scripts may reflect some of the basic properties of the human memory system because the human
memory system is designed to remember
A. complicated information that is relevant to the self.
B. details of recurrent events and routine behaviors.
C. long sequences of information.
D. visual information rather than auditory information.
Type: Conceptual
74. (p. 339) In order to be able to negotiate their way spatially in an environment, children rely on
A. cognitive maps.
B. books.
C. instructions.
D. compasses.
Difficulty: Easy
Type: Factual
75. (p. 340) According to Siegel and colleagues, the use of route knowledge involves
A. being able to draw maps on paper.
B. the ability to combine different routes into an understanding of spatial relations.
C. the recognition of a landmark.
D. integrating several different landmarks together into a sequence.
Type: Factual
76. (p. 340) The correct order of the steps involved in the development of children's abilities to form cognitive
maps is
A. landmark knowledge, route knowledge, developing mental maps.
B. route knowledge, developing mental maps, landmark knowledge.
C. route knowledge, landmark knowledge, developing mental maps.
D. landmark knowledge, developing mental maps, route knowledge.
Difficulty: Easy
Type: Factual
77. (p. 340-341) According to DeLoache, the reason why young children have difficulty using models as
representations of actual objects is because young children
A. do not understand object permanence.
B. are egocentric.
C. are unable to form a dual representation.
D. cannot use landmarks efficiently.
Type: Factual
78. (p. 343) According to Piaget, what would the following deduction be called? "If Jeff is taller than Bob, and
Bob is taller than Steve, then Jeff is taller than Steve."
A. Inquisitive reasoning
B. Transitive reasoning
C. Hypothetical reasoning
D. Qualitative reasoning
Type: Conceptual
79. (p. 343) Research by Hawkins and colleagues (1984) on propositional reasoning finds that
A. children cannot solve logical syllogisms until they have reached the stage of formal operations.
B. most adults who have reached formal operations cannot solve logical syllogisms.
C. even young children can solve very simple logical syllogisms.
D. logical syllogisms are used in every culture to measure intelligence.
Type: Factual
80. (p. 343) A child who understands that calicos are types of cats, but that not all cats are calicos, has the ability to
use a form of logical reasoning known as
A. hierarchical categorization.
B. specialization.
C. zoological abbreviations.
D. inclusive grouping.
Type: Conceptual
81. (p. 343) A study by Mandler and Bauer (1988) found that when infants were shown a display of objects in two
different categories (e.g., two dogs and a horse), they would first touch the objects that belonged in the same
hierarchical category before touching the object that belonged in a different category. The technique they used
to measure this behavior is called
A. spatial vision.
B. sequential touching.
C. eye-hand coordination.
D. organizational reaching.
Type: Factual
82. (p. 344) Which factor has been found to improve children's ability to form hierarchical categories?
A. Asking children to categorize people instead of objects
B. The use of unusual objects
C. The use of labels to denote category membership
D. The use of a large number of objects
Type: Factual
83. (p. 345-346) According to Gelman and Gallistel (1978), which of the following is NOT a principle of numeric
reasoning that children use to count numbers?
A. Abstraction principle
B. Order-irrelevance principle
C. Cardinal principle
D. Identification principle
Type: Factual
84. (p. 346) Which of the following basic principles of counting is defined by the rule that a single number can be
used to describe the total of a set?
A. One-one principle
B. Cardinal principle
C. Abstraction principle
D. Order-irrelevance principle
Type: Conceptual
85. (p. 346) When asked to count pieces of candy, Adrian counts each piece of candy by saying, "1, 2, 3, 5, 8, 9."
He seems to understand the rule that each object should be counted once and only once. Which of the following
principles of numeric reasoning does he understand?
A. Stable-order
B. One-one
C. Two-one
D. Order-abstraction
Type: Applied
86. (p. 344-345, Box 9-2) Research on counting in English and Chinese suggests that children have an easier time
learning to count
A. up to 10 in Chinese.
B. up to 10 in English.
C. from 11 to 20 in Chinese.
D. from 11 to 20 in English.
Type: Factual
87. (p. 344-345, Box 9-2) Miller and colleagues believe that Chinese children may have better mathematical skills than
U.S. children when entering school for the first time because
A. Chinese has a more consistent system for naming numbers that is easier for children to learn.
B. the more complex numbering system of the Chinese language encourages children to try harder at
mathematics.
C. Chinese parents are more effective at teaching their children mathematics.
D. U.S. children are less likely to be exposed to preschool than Chinese children.
Type: Factual
88. (p. 346-347) An individual's knowledge and control of cognitive activities is referred to as
A. insight.
B. metacognition.
C. clairvoyance.
D. intelligence.
Difficulty: Easy
Type: Factual
89. (p. 346-347) Emily has been studying for her child psychology exam all week long. Tonight, she is burning the
midnight oil, cramming one last time before tomorrow's test at 9:00 a.m. Emily's knowledge of how well she
knows the material she has been studying is better known as
A. metacognition.
B. insight.
C. hope.
D. self-fulfilling prophecy.
Difficulty: Easy
Type: Applied
90. (p. 347) The ability of young children to realize that it is easier to recognize items than recall them supports the
conclusion that
A. young children are capable of metacognitive functions.
B. young children are unable to acquire knowledge about the task.
C. young children are unable to use knowledge about the task.
D. young children are quite perceptive about items that involve work or effort.
Type: Conceptual
91. (p. 347-348) Cognitive studies have shown which of the following statements to be true about the relationship
between metacognitive knowledge of strategies and the use of strategies?
A. Knowledge of the usefulness of a strategy is required before a child will use a strategy.
B. Knowledge of the usefulness of a strategy always leads a child to use that strategy.
C. Knowledge of the usefulness of a strategy does not always lead a child to use that strategy.
D. Children rarely realize whether a strategy they are using is useful.
Type: Conceptual
92. (p. 315-316) Describe the multistore model of information processing.
Include information on the senseory register, and short-term and long-term memory.
Type: Factual
93. (p. 317) Describe the three components of the executive control structure.
Explain that the executive control structure directs perception and attention, selects memory and
problem-solving strategies, and monitors the successfulness of strategy use.
Type: Conceptual
94. (p. 334) Describe the ways in which discussions of past events can contribute to children's memory.
Explain narrative forms' enhancement of autobiographical memory.
Type: Conceptual
95. (p. 338-339) What are scripts and how do they contribute to a child's cognitive development?
Scripts are mental representations of events and ideas that lead to expectations and govern behavior.
Type: Conceptual
96. (p. 346-347) Describe differences in younger and older children's metacognitive competence.
Explain processing speed, strategy use, and self awareness of cognitive processes at various ages, using research
to support the answer.
Type: Conceptual
97. (p. 321-325) Discuss the ways in which the attention of young children differs from that of older children. How
do younger children's attentional strategies differ from those of older children? What is the impact of these
differences on the information that younger children and older children acquire?
Explain how processing speed and selective attention regulates cognitive processes at various ages, using
relevant research and examples to support the answer.
Type: Conceptual
98. (p. 327-334) How do memory strategies change as children grow and develop?
Discuss the increased complexity and effectiveness of various strategies, such as chunking, elaboration, and
rehearsal at various ages.
Type: Conceptual
99. (p. 334-346) Compare and contrast the connectivist and neo-Piagetian models of information processing. Give
examples where appropriate.
Explain each model by using examples and text support.
Type: Conceptual
100. (p. 332-333, Box 9-1) A drugstore was the target of a robbery today. Five adults and three young children were
eyewitnesses to the entire affair. You are a consulting psychologist for the prosecution. What information can
you share with the prosecuting attorney that might help her decide whether or not to use the children as
witnesses?
Refer to relevant research on possessing speed, attention, cognitive strategies, and scripts in children. Refer to
deficits in information processing in children.
Type: Applied
Test Bank for Child Psychology A Contemporary View Point, 7th Edition : Parke
c9 Summary
Category # of Questions
Difficulty: Difficult 21
Difficulty: Easy 23
Difficulty: Moderate 56
Learning Objective: 1 16
Parke - Chapter 09 100
Type: Applied 10
Type: Conceptual 34
Type: Factual 56
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11. According to connectionist models, development is the result of

15. Which of the following statements regarding strategies is NOT true?

19. Executive control processes are important because they reflect

22. The ability to focus on different or specific aspects of the environment is

26. Which of the following descriptions is INCORRECT?

27. Research on distraction suggests that

29. Studies of the effects of selective attention on learning find that

32. Children perform better on planning tasks when

33. Semantic memory is

37. As children become older, memory span increases because

40. Case attributes children's increased cognitive efficiency to

41. Developmental changes in processing speed

42. Which of the following statements regarding memory strategies is true?

51. Pressley and colleagues were able to illustrate

54. A utilization deficiency is

55. Utilization deficiencies may occur because children

58. Enhancing the meaningfulness of the context of remembering

60. The narrative form is an account of an event that

64. Siegler suggests that with development, children

88. An individual's knowledge and control of cognitive activities is referred to as

92. Describe the multistore model of information processing.

93. Describe the three components of the executive control structure.

98. How do memory strategies change as children grow and develop?

6. (p. 315) Microgenetic analysis involves

11. (p. 317) According to connectionist models, development is the result of

26. (p. 322) Which of the following descriptions is INCORRECT?

32. (p. 325) Children perform better on planning tasks when

33. (p. 325-326) Semantic memory is

34. (p. 326) Explicit memory is

40. (p. 327) Case attributes children's increased cognitive efficiency to

41. (p. 327) Developmental changes in processing speed

51. (p. 329) Pressley and colleagues were able to illustrate

55. (p. 330) Utilization deficiencies may occur because children

60. (p. 333) The narrative form is an account of an event that

61. (p. 334) Shared conversations about the past

64. (p. 335-336) Siegler suggests that with development, children

71. (p. 338-339) Scripts

92. (p. 315-316) Describe the multistore model of information processing.

Explain narrative forms' enhancement of autobiographical memory.

Explain each model by using examples and text support.

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