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Multiple Choice
2. A child who understands his mother might be sad even though he feels happy is thought to possess
*a. theory of mind
b. concepts
c. deductive reasoning
d. memory
Cognitive domain: comprehension
Answer location: Conceptual Development
Question type: MC
3. How preschoolers organize their knowledge base refers to which type of memory?
a. implicit
b. autobiographical
c. episodic
*d. semantic
Cognitive domain: knowledge
Answer location: The Knowledge Base
Question type: MC
4. Testing children’s memory using familiar materials is beneficial because of all of the following
EXCEPT
a. less effort to encode
b. easier to retrieve
*c. working memory is larger
d. notice novel features more readily
Cognitive domain: knowledge
Answer location: The Knowledge Base
Question type: MC
5. Concepts are organized hierarchically even in preschool. If we consider “celery,” “vegetable,” and
“leaf celery” (a kind of celery), “celery” is which level?
a. subordinate
*b. basic
c. superordinate
d. symbolic
Cognitive domain: application
Answer location: Concepts and Categorization
Question type: MC
6. Concepts are organized hierarchically even in preschool. If we consider “celery,” “vegetable,” and
“leaf celery” (a kind of celery), “vegetable” is which level?
a. subordinate
b. basic
*c. superordinate
Galotti, Cognitive Development 2e Instructor Resource
d. symbolic
Cognitive domain: application
Answer location: Concepts and Categorization
Question type: MC
7. Concepts are organized hierarchically even in preschool. If we consider “celery,” “vegetable,” and
“leaf celery” (a kind of celery), “leaf celery” is which level?
*a. subordinate
b. basic
c. superordinate
d. symbolic
Cognitive domain: application
Answer location: Concepts and Categorization
Question type: MC
9. Gelman found in a series of studies that when preschoolers are given information about an item, they
a. draw inferences based on looks
*b. draw inferences based on category membership
c. are more likely to draw inferences for artifacts than natural objects
d. do not use an organizational system
Cognitive domain: comprehension
Answer location: Concepts and Categorization
Question type: MC
10. Piaget termed preschoolers’ tendency to apply human or biological properties to inanimate objects
*a. animism
b. superordinate
c. basic
d. ontology
Cognitive domain: knowledge
Answer location: Concepts and Categorization
Question type: MC
11. Rhodes and colleagues (2014) conducted a study examining preschoolers’ distinction between
natural concepts and artifacts. Results showed
a. children learn categorization of natural objects only after learning to read
b. children did not use ontology
c. preschoolers judged artifacts to have stricter boundaries than natural concepts
*d. preschoolers judged natural concepts to have stricter boundaries than artifacts
Cognitive domain: knowledge
Answer location: Concepts and Categorization
Question type: MC
12. Rhodes and colleagues (2014) conducted a study examining preschoolers’ distinction between
natural concepts and artifacts. Results showed
*a. they more often classified artifacts together and imposed stricter definitions for animal categories
b. they less often classified artifacts together and imposed more lax definitions for animal categories
Galotti, Cognitive Development 2e Instructor Resource
c. children were more likely to consider “cat” and “dog” together than “bus” and “train”
d. children were unable to learn nonsense-named creatures
Cognitive domain: knowledge
Answer location: Concepts and Categorization
Question type: MC
13. Some researchers believe children are born with domain-specific principles that guide concept
learning. This advocates which view?
a. quantitative learning
b. induction
c. nurture
*d. nature
Cognitive domain: knowledge
Answer location: Concepts and Categorization
Question type: MC
14. DeLoache (1987) conducted a study examining children’s representational skills by hiding a Snoopy
doll in a model room and asking children to use that representation to help them find Snoopy in a life-
sized room. They found
a. 2.5-year-olds were accurate, whereas 3-year-olds were not
b. both 2.5- and 3-year-olds were generally accurate
c. neither 2.5- nor 3-year-olds were accurate
*d. 3-year-olds were generally accurate and 2.5-year-olds were not
Cognitive domain: knowledge
Answer location: Understanding Symbolic Representations
Question type: MC
15. In DeLoache’s paradigm involving searching for an object based on representation of a model, to
use the model room as a symbol, a child must simultaneously represent the model as the concrete
miniature room AND abstract big room. This involves
a. categorization
b. object permanence
*c. dual representation
d. theory of mind
Cognitive domain: knowledge
Answer location: Understanding Symbolic Representations
Question type: MC
16. When DeLoache used pictures of the room rather than a physical model room to aid children’s
searching for an object in the larger room, they were able to succeed at a younger age. This is thought
to be because
a. the picture provides a more salient concrete representation
*b. the picture provides a less salient concrete representation
c. the large room looks more similar to the picture than the model
d. the large room looks less similar to the picture than the model
Cognitive domain: comprehension
Answer location: Understanding Symbolic Representations
Question type: MC
17. Interestingly, in a study meant to be analogous to children using dolls to demonstrate physical or
sexual abuse, DeLoache and Smith (1999) showed
*a. 3-year-olds did not give more information using dolls
b. 4- and 5-year olds did not give more information using dolls
c. dolls are useful at all ages to help preschoolers provide more information
d. children felt more comfortable with dolls and were more likely to report abuse
Galotti, Cognitive Development 2e Instructor Resource
18. Greg saw a dollhouse slide similar looking (but not similar in size) to the one on the playground at
school. He attempted to slide down the dollhouse slide. He
a. must be approximately 3 years of age
*b. made a scale error
c. does not understand concrete representations
d. is using theory of mind
Cognitive domain: application
Answer location: Understanding Symbolic Representations
Question type: MC
19. Scale errors may indicate a disconnection, at least in early preschool years, between
a. attention and categorization
b. visual and auditory cortex
*c. perceptual and action systems
d. deductive and inductive reasoning
Cognitive domain: knowledge
Answer location: Understanding Symbolic Representations
Question type: MC
20. According to which theorist might preschoolers be able to use reasoning to solve a problem?
*a. Vygotsky
b. Piaget
c. both Vygotsky and Piaget
d. neither Vygotsky nor Piaget
Cognitive domain: knowledge
Answer location: Reasoning
Question type: MC
21. “All preschoolers learn from watching Sesame Street. Zeke is a preschooler. Therefore, Zeke learns
from watching Sesame Street.” This is an example of
a. inductive reasoning
*b. deductive reasoning
c. knowledge base
d. theory of mind
Cognitive domain: application
Answer location: Deductive Reasoning
Question type: MC
22. “Cats never meow. Simba is a cat. Does he meow?” The correct answer is “no” because the rule
states that cats do not meow. According to research, 4-year-old children would generally be expected to
answer
a. nothing—they are confused by such questions
b. maybe
c. no
*d. yes
Cognitive domain: application
Answer location: Deductive Reasoning
Question type: MC
23. Children given fantasy problems to solve for deductive reasoning before other types of congruent or
incongruent problems did better on all types. This may be because
a. children performed at chance levels on all problems
Galotti, Cognitive Development 2e Instructor Resource
24. Which type of reasoning is characterized by going from the specific to the general?
a. deductive
*b. inductive
c. dual representation
d. top-down
Cognitive domain: knowledge
Answer location: Inductive Reasoning
Question type: MC
25. Casey (1985) studied children’s and adults’ intuitive reasoning about newly introduced body parts.
Based on these results, they concluded
a. preschoolers are similar to adults in their inductive reasoning about biological properties
*b. preschoolers are quite limited in their inductive reasoning about biological properties
c. what living things are and their properties is knowledge generally gained prior to the third birthday
d. intuitive reasoning cannot be studied with biological entities
Cognitive domain: comprehension
Answer location: Inductive Reasoning
Question type: MC
26. Psychologists argue there may be ways of reasoning that apply to only one area of knowledge. This
is called
a. symbolic representation
b. theory of mind
c. domain-general reasoning
*d. domain-specific reasoning
Cognitive domain: comprehension
Answer location: Reasoning about Number
Question type: MC
27. A conservation of number task involves showing a child two identical rows of checkers, then while
the child watches, spreading one row out but neither adding nor removing any checkers. Preschool
children generally fail at correctly responding, “The two rows have the same number of checkers,” when
asked. This may relate to
*a. failure to consider the lack of numerical transformation despite changes in appearance
b. Vygotsky’s idea of scaffolding
c. lack of dual representation
d. gaps in use of theory of mind
Cognitive domain: application
Answer location: Reasoning about Number
Question type: MC
28. An alternative explanation for children’s lack of conservation on Piaget’s conservation of number
task proposed and tested by Gelman (1969, 1972) involves
a. preschoolers have overactive inhibition that inhibits all relevant aspects of the display
b. children lack core knowledge about numerosity
*c. children are unclear which aspect of the stimulus display to attend to
d. children lack sufficient attention to solve the task
Cognitive domain: knowledge
Answer location: Reasoning about Number
Galotti, Cognitive Development 2e Instructor Resource
Question type: MC
29. Gelman (1972) conducted a study examining children’s reasoning about number in a unique way.
After children completed several trials, the experimenter made a change to the number of some stimuli
(or shape or orientation of others), and children were tested to determine whether they identified a
change in number and what it was. Based on results, Gelman concluded
a. very young children have no understanding of number and its transformations
*b. very young children have rudimentary understanding of number and its transformations
c. children do not differentiate between transformations that affect numerosity and those that do not
d. children reacted the same to all changes, showing lack of reasoning
Cognitive domain: comprehension
Answer location: Reasoning about Number
Question type: MC
31. An innate, nonverbal representation of number possessed by all humans of all ages proposed by
Halberda and Feigenson (2008) is called
a. theory of numerosity
b. numerical sign work
c. conservation
*d. approximate number system
Cognitive domain: knowledge
Answer location: Reasoning about Number
Question type: MC
32. Results of studies examining children’s game play (Ramani & Siegler) showed
a. children in childcare played more games and were more ready for math according to standardized
tests
b. preschoolers showed equal numerosity benefits from playing board games regardless of whether they
included numbers
*c. low-income preschoolers were especially helped with number concepts by playing games with
numbers
d. high-income preschoolers were especially helped with number concepts by playing games with
numbers
Cognitive domain: comprehension
Answer location: Reasoning about Number
Question type: MC
33. Children (and adults!) can lie to hide misbehavior. This involves knowing the truth AND thinking
about another person’s thoughts, feelings, and expectations. This is
*a. theory of mind
b. deductive reasoning
c. conservation
d. recognition memory
Cognitive domain: analysis
Answer location: Theory of Mind
Question type: MC
Galotti, Cognitive Development 2e Instructor Resource
34. All of the following are tasks related to theory of mind performance EXCEPT
a. false-belief
b. unexpected-contents
c. appearance-reality
*d. familiar-unfamiliar
Cognitive domain: comprehension
Answer location: Investigating Theory of Mind
Question type: MC
35. Atance and O’Neill (2004) conducted a study of 3-year-olds’ theory of mind. They showed children a
crayon box, and children guessed they would find crayons inside. After children retrieved a piece of
paper to draw on, the experimenter opens the box to reveal candles. Children were asked what they
thought was inside and they replied, “Candles.” With further probes, what did they say the paper was
for?
a. to draw on
b. because the researcher asked for it
c. because they originally expected crayons
*d. they could not explain
Cognitive domain: knowledge
Answer location: Investigating Theory of Mind
Question type: MC
36. Theory of mind, or folk psychology, involves all of the following EXCEPT
*a. causing individuals to lie in self-protection
b. understanding people may have differing mental states
c. having ideas about how other people’s minds work
d. guiding beliefs about what another is thinking
Cognitive domain: application
Answer location: Understanding Different Mental States
Question type: MC
39. From as early as 1 year, children engage in sociodramatic play, acting out pretend sequences about
themselves, then increasingly involving others and/or toys. This is called
a. active play
b. expressive play
*c. pretense play
d. digital play
Cognitive domain: comprehension
Answer location: Role of Play
Question type: MC
40. Executive function is related to the ability to do all of the following EXCEPT
*a. maintain homeostasis in body and brain functions
b. plan ahead when implementing a strategy
c. sustain attention even to tedious tasks
d. inhibit prepotent responses
Cognitive domain: comprehension
Answer location: Theory of Mind and Executive Function
Question type: MC
41. To test children’s executive function and theory of mind, Hughes (1998) used all of the following
tasks EXCEPT
a. dimensional change card sort task
b. detour-reaching task
*c. appearance-reality
d. hand game
Cognitive domain: comprehension
Answer location: Theory of Mind and Executive Function
Question type: MC
42. Hughes (1998) tested children’s theory of mind and executive function at age 3 to 4 years and again
13 months later. She found
a. no relation between theory of mind and executive function
b. correlations between theory of mind performance and executive function performance only at time 1
c. correlations between theory of mind performance and executive function performance only at time 2
*d. correlations between theory of mind performance and executive function performance at both time 1
and time 2
Cognitive domain: comprehension
Answer location: Theory of Mind and Executive Function
Question type: MC
43. Researchers showed measures of executive function correlate with measures of theory of mind.
Although any of the following are possible, these correlation results tell us reliably that
a. when children improve on executive function, it causes their theory of mind to improve
*b. variations in executive function are related statistically to variations in theory of mind
c. children’s increases in theory of mind ability cause increases in executive function
d. there must be a third underlying factor causing both executive function and theory of mind
Cognitive domain: knowledge
Answer location: Theory of Mind and Executive Function
Question type: MC
45. The Tower of London task requires children move a series of balls according to specified rules. This
measures
a. theory of mind
b. false-belief
*c. planning ability
d. attentional control
Cognitive domain: knowledge
Answer location: Theory of Mind and Executive Function
Question type: MC
Essay
1. DeLoache used many different variations of her paradigm with colleagues. Ultimately, through her
series of studies, she has shown children use dual representation to succeed and that various elements
help or hurt performance. Describe the basic procedure and results, then explain methods and results
that helped children do better (more success or younger age groups). Why were they better in these
situations?
*a. The basic procedure was conducted with 2.5- and 3-year-olds. Children were shown a model room
and Snoopy was hidden while the child watched. They were then asked to go into the big room and find
Snoopy. Researchers recorded accuracy and number of attempts, finding most 3-year-olds were
successful, but only a small portion of 2.5-year-olds were accurate, seemingly searching more by
chance. DeLoache proposed children dual represent—simultaneously hold in mind the concrete (model)
and abstract (representation of the model while in the big room)—to be successful. If the concrete is
made more salient and thus captures more attention, it is harder to succeed. If the concrete is made
more abstract (e.g., by using a picture instead of a model, or using a shrinking machine so it may not
even involve dual representation), even 2.5-year-olds are quite successful.
Cognitive domain: knowledge and analysis
Answer location: Understanding Symbolic Representations
Question type: ESS
2. Describe children’s development of deductive and inductive reasoning in preschool. How do they
compare to the development of number concept?
*a. At least by about age 4 to 5 years, preschoolers can show some level of deductive reasoning.
Children have difficulty using logic (reasoning) when faced with information contradictory to what they
know but can demonstrate deductive thinking at above-chance levels. Research also suggests children
may improve with appropriate practice. Inductive reasoning, from the specific to the general, seems to
be related to knowledge base and expertise, which is limited in preschool. Number concept is domain-
specific knowledge. Many theorists believe there is an innate number sense, serving as the skeleton to
which experiences add more knowledge. For example, playing numerical board games enhances
number knowledge. The text also provides number principles and information about nonverbal
representation of numbers that students may also discuss.
Cognitive domain: Comprehension
Answer location: Reasoning
Question type: ESS
3. What is theory of mind? Provide at least two examples for ways to test it. How might pretense play
contribute to the development of theory of mind? How might theory of mind contribute to the
development of more complex pretense play?
*a. Theory of mind is a set of beliefs, feelings, and expectations about the self and other and helps guide
the ability to predict the reactions of others. It can be tested using false-belief and unexpected contents.
Students may describe any number of experiments explained in the book. Pretense play, on the other
hand, is symbolic play or pretend play. The examples given in the text involve role playing or taking on
Galotti, Cognitive Development 2e Instructor Resource
the role of another (e.g., mom). One might expect such experiences provide the opportunity to think
about how the person or animal being role played might feel in certain situations and thus help theory of
mind.
Cognitive domain: Analysis and Application
Answer location: Theory of Mind
Question type: ESS
4. Describe in detail two tasks of executive function used by Hughes (1998) to test preschoolers. What
skill is each linked to, specifically? How might that particular skill relate to the general definition of theory
of mind (i.e., understanding beliefs, desires, goals of self and others)?
*a. Several tasks were used, including detour-reaching (planning and inhibition), hand game (inhibitory
control, inhibit prepotent response), adapted dimensional change card sort task (attention switching and
inhibition of previous rule), and Tower of London (planning). Students should choose two to describe in
detail and the executive function skill is listed previously after each task. Depending on the two tasks the
student chooses, s/he next needs to link each to theory of mind. For example, the hand game and
inhibitory control can help individuals learn theory of mind as children delay initial reactions to study the
situation and consider how the other might respond or feel.
Cognitive domain: comprehension
Answer location: Theory of Mind
Question type: ESS
5. How can ideas about concepts and categorization be related to understanding the mental states of
others?
*a. This question is less fact based and more inference based. Students must show knowledge of the
material as well and think deeply about it to explain the connections. For example, categorization is
used to organize input. Knowledge base is established based on experience, and through experiences
with others, we learn to categorize emotions and thoughts. We learn to predict behaviors and,
depending on reactions of others, categorize those behaviors with their respective reactions. Students
may elaborate on these ideas or come up with their own.
Cognitive domain: analysis
Answer location: Conceptual Development, Understanding different mental states
Question type: ESS
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Ndio. Jawohl!
Knabe und Mädchen sind 8 oder 9, oder auch 10 Jahre alt
geworden, ohne daß etwas Bemerkenswertes von außen in ihr
Leben eingegriffen hätte. Da beschließt der Konvent der Männer, der
nach der Beendigung der Ernte die große Pfeilerhalle der Barasa
tagtäglich füllt, daß das Unyago in diesem Jahre hier im Dorfe
gefeiert werden soll. Nachdem alle anderen Distrikte in den letzten
Jahren die Lasten des Festes auf sich genommen haben, ist es
Ehrenpflicht, jetzt hierher einzuladen. Dem Beschluß folgt sehr bald
die Ausführung; der Mond ist stark im Abnehmen, und vor dem
Neumond noch muß das Fest im Gange sein. Dieses Unyago besitzt
in seinem ersten Teil bei allen Völkern des Gebietes ganz gleiche
Züge: die Männer errichten auf einem in der Nähe des Festdorfes
gelegenen, möglichst freien Platz einen mehr oder minder
ausgedehnten Ring von einfachen Strohhütten. Auf diesem Platze
Negertelephon (s.
S. 356).
spielt sich das Eingangs- wie auch das Schlußfest ab; die Hütten
sind die gegebenen Wohn- und Schlafräume für die
Mannbarkeitskandidaten. Ein ganz ausgezeichnet erhaltener
Festplatz mit allem Zubehör war jener Kreis von 50 Meter
Durchmesser, den ich bei meinem Besuch des Echiputu von
Akuchikomu aufnehmen konnte; die halbverkohlten Reste einer
ebensolchen Lisakassa, wie das Hüttensystem im Kiyao heißt,
waren als Erinnerung an ein früheres, frohes Fest diesseits
Akundonde am Wege zu sehen.
Es liegt in der Natur der ganzen Veranstaltung, daß beim Unyago
Knabe wie Mädchen sich vorwiegend passiv verhalten. Sie sitzen
tatenlos, stumm und ohne sich zu rühren jedes in seiner Hütte,
während sich in der ersten Nacht des Festes die Erwachsenen zu
Drei Vegetarier vom Makuastamm (s. S.
187).
Schmaus und Trunk in wildem Masewetanz bewegen. Die Knaben
werden am nächsten Tage, jeder von seinem Mentor geleitet, unter
der Aufsicht eines Oberleiters in den Wald geführt. Dort schlafen sie
eine Nacht ohne jeden Schutz; nur am nächsten Tage dürfen sie sich
eine kurze Spanne Zeit einmal selbst betätigen; dann gilt es nämlich,
im Verein mit ihren Anamungwi, den Lehrern, die Daggara zu bauen.
Aber kaum ist die luftige Hütte im tiefsten Pori vollendet, so ist auch
schon die alte Sachlage wieder hergestellt; einer nach dem anderen
wird in jenem Häuschen auf ein sehr primitives Ruhebett von
Hirsehalmen gelegt; mit scharfem Schnitt vollführt der Wamidjira die
Operation; wochenlang liegen darauf die kleinen Patienten in langer
Reihe da, ohne in den langwierigen Heilungsprozeß irgendwie
eingreifen zu können. Erst wenn die Wunde verheilt ist und der
Unterricht in den Sexualien und der Moral mit allen Kräften
eingesetzt hat, gewinnen auch die Wari, wie die Knaben jetzt
heißen, mehr und mehr das Recht, am öffentlichen Leben
teilzunehmen; die kleinen Kerle werden übermütig und vollführen
manchen tollen Streich. Wehe der Frau oder dem Mädchen, das
sich, der Lage der Daggara unbewußt, in diese Waldregion verirrt:
wie eine Schar übermütiger Kobolde stürzt sich die Schar der
Knaben auf die Unglückliche, neckt sie, fesselt sie und mißhandelt
sie wohl gar. Nach Volksgesetz haben die Wari das Recht dazu,
denn ihr Aufenthaltsort im Walde soll jeder weiblichen Person
gänzlich unbekannt bleiben. Mit dem Hinausziehen in das Pori ist
der junge Sohn für die Mutter gestorben; wenn er wiederkehrt, wird
er ein neuer Mensch sein mit neuem Namen: an das ehemalige
Verwandtschaftsverhältnis erinnert nichts mehr.
In welchen Bahnen sich der Unterricht hier in der Daggara
bewegt, habe ich bereits früher zu schildern versucht; der
bierehrliche Akundonde und sein trinkfester Minister sind unstreitig
die zuverlässigsten Gewährsmänner in bezug auf alle diese
Weistümer. Es bleibt ewig schade, daß der überraschend schnell
erzielte „Anschluß“ der beiden mich um den Schluß der Rede an die
Wari gebracht hat; doch zur Kennzeichnung der hier herrschenden
Unterrichtsprinzipien genügt ja auch jenes mitgeteilte Bruchstück.