Full Download Test Bank For Essentials of Lifespan Development 3Th Edition John Santrock PDF

Test Bank for Essentials of LifeSpan
Development 3th Edition John Santrock

Visit to download the full and correct content document: https://testbankbell.com/dow
nload/test-bank-for-essentials-of-lifespan-development-3th-edition-john-santrock/
Test Bank for Essentials of LifeSpan Development 3th Edition John Santrock
Test Bank for Essentials of LifeSpan Development

3th Edition John Santrock
To download the complete and accurate content document, go to:

https://testbankbell.com/download/test-bank-for-essentials-of-lifespan-development-3t
h-edition-john-santrock/
Visit TestBankBell.com to get complete for all chapters

Chapter 7 Physical and Cognitive Development in Middle and Late Childhood
CHAPTER 7: PHYSICAL AND COGNITIVE DEVELOPMENT IN MIDDLE AND

LATE CHILDHOOD
Multiple Choice Questions
1. During the elementary school years, children grow an average of _____ inches a year.
a. 1 to 2
b. 2 to 3
c. 5 to 7
d. 7 to 10
Answer: b
Difficulty Level: Easy
Blooms: Remember
Page(s): 199
2. On average, children gain _____ pounds per year during middle and late childhood.
a. 1 to 2
b. 2 to 3
c. 5 to 7
d. 7 to 10
Answer: c
Blooms: Remember
Page(s): 199
3. During elementary school years, head circumference and waist circumference:

a. increase in relation to body height.
b. decrease in relation to body weight.
c. increase in relation to body weight.
d. decrease in relation to body height.
Answer: d
Difficulty Level: Medium
Blooms: Remember
Page(s): 199
4. Improvement of fine motor skills during middle and late childhood is a reflection of:
a. increased myelination of the central nervous system.
b. advances in the prefrontal cortex.
c. an increase in the neurotransmitter dopamine.
d. a simultaneous process where axons in the brain die off, while dendrites in the brain
grow and branch out.
Answer: a
Blooms: Understand
Page(s): 200
Santrock, Essentials of Life-Span Development, 3e TB-7 | 1

© 2014 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
5. Eight-year-old Ella can use scissors to cut small paper dolls out of construction paper,
something she could not do at age 3. What best accounts for her improving dexterity?
a. Cortical thickening in the temporal lobe
b. Increased myelination of the central nervous system
c. Increased bone ossification
d. Increased muscle development
Answer: b
Difficulty Level: Hard
Blooms: Apply
Page(s): 200
6. In 2009–2010, _____ percent of U.S. 6- to 11-year-olds were classified as obese.

a. 12
b. 30
c. 25
d. 18
Answer: d
Blooms: Remember
Page(s): 201
7. Which of the following is the second leading cause of death in U.S. children 5 to 14
years of age?
a. Cardiovascular disease
b. Cancer
c. Motor vehicle accidents
d. Drowning
Answer: b
Blooms: Remember
Page(s): 202
8. The incidence of cancer in children has _____ in recent years.

a. been linked to obesity
b. increased dramatically
c. slightly increased
d. decreased dramatically
Answer: c
Blooms: Remember
Page(s): 202
9. Which type of cancer is most prevalent in children?

a. Leukemia
b. Lung cancer
c. Brain cancer

whole or part.
d, Skin cancer
Answer: a
Blooms: Remember
Page(s): 202
10. _____ are characterized by an uncontrolled proliferation of abnormal cells.

a. Blood and bone cancers
b. All child cancers
c. Skin and bone cancers
d. Skin and blood cancers
Answer: b
Blooms: Remember
Page(s): 202
11. Children with cancer:

a. are rarer today than in the 1960s.
b. are dying earlier today than in the 1960s.
c. are surviving longer today than in the past.
d. are yet to receive the benefits of advancements in cancer treatment.
Answer: c
Blooms: Understand
Page(s): 202
12. One in every _____ children in the United States develops cancer before the age of
19.
a. 75
b. 130
c. 250
d. 330
Answer: d
Blooms: Remember
Page(s): 202
13. Lillette, 9, has been diagnosed with _____, a cancer in which the bone marrow
manufactures an abundance of abnormal white blood cells, which crowd out normal cells,
making her susceptible to bruising and infection.
a. neuroblastoma
b. lymphosarcoma
c. leukemia
d. clear cell sarcoma
Answer: c

whole or part.
Blooms: Apply
Page(s): 202
14. Of all children from 3 to 21 years of age in the United States, _____ percent received
special education or related services in 2008–2009
a. 5
b. 14
c. 20
d. 32
Answer: b
Blooms: Remember
Page(s): 203
15. Which was the largest group of students with a disability to be served by federal
programs and receive special education in the 2008-2009 school year?
a. Students with a learning disability
b. Students with speech or language impairments
c. Students with intellectual disability
d. Emotionally disturbed students
Answer: a
Blooms: Remember
Page(s): 203
16. A learning disability:

a. is primarily the result of environmental disadvantage.
b. is primarily the result of mental retardation.
c. is mainly due to cultural or economic disadvantage.
d. is not primarily the result of visual, hearing, or motor disabilities.
Answer: d
Blooms: Remember
Page(s): 203
17. About _____ as many boys as girls are classified as having a learning disability.
a. twice
b. three times
c. half
d. one-third
Answer: b
Blooms: Remember
Page(s): 204

whole or part.
18. One of the explanations for the gender difference in the identification of learning
disabilities is that:
a. boys have a greater biological vulnerability for learning disabilities.
b. girls are more likely to be referred by teachers for treatment.
c. girls’ education is given priority in schools and homes.
d. learning disability is more difficult to detect in boys.
Answer: a
Blooms: Understand
Page(s): 204
19. _____ children with a learning disability have a reading problem.

a. Few
b. No
c. Most
d. All
Answer: c
Blooms: Understand
Page(s): 204
20. Sabeen has a severe impairment in reading and spelling ability. Identify the condition
that Sabeen has.
a. Attention deficit hyperactivity disorder
b. Dysgraphia
c. Dyslexia
d. Dyscalculia
Answer: c
Blooms: Apply
Page(s): 204
21. Marshall writes very slowly and his handwriting is virtually illegible. He also makes
numerous spelling errors because of his inability to match up sounds and letters. Which
of the following conditions does Marshall suffer from?
a. Attention deficit hyperactivity disorder
b. Dysgraphia
c. Dyslexia
d. Dyscalculia
Answer: b
Blooms: Apply
Page(s): 204
22. Sandra, 9, was always behind in class because she could only write very slowly, and
even then her painstaking efforts would be virtually illegible and riddled with spelling

whole or part.
mistakes. Her teacher referred her to a psychologist who diagnosed her with a learning
disability called:
a. ADHD.
b. dysgraphia.
c. dyslexia.
d. dyscalculia.
Answer: b
Blooms: Apply
Page(s): 204
23. Terrence has a learning disability that involves difficulty in math computation. This
disability is also known as a developmental arithmetic disorder. Identify Terrence’s
condition.
a. ADHD
b. Dysgraphia
c. Dyslexia
d. Dyscalculia
Answer: d
Blooms: Apply
Page(s): 204
24. Samuel, 8, has difficulty in math computation. His physician diagnosed him as
suffering from a learning disability called _____, or developmental arithmetic disorder.
a. dyscalculia
b. dysgraphia
c. dyslexia
d. ADHD
Answer: a
Blooms: Apply
Page(s): 204
25. Research indicates that it is unlikely learning disabilities:

a. reside in a single, specific brain location.
b. are due to problems in integrating information from multiple brain regions.
c. are a result of subtle difficulties in brain structures.
d. are a result of subtle difficulties in brain functions.
Answer: a
Blooms: Understand
Page(s): 204
26. Interventions with children who have a learning disability often focus on improving:
a. math ability.

whole or part.
b. right and left brain functioning.

c. writing skills.
d. reading ability.
Answer: d
Blooms: Understand
Page(s): 204
27. _____ is a disability in which children consistently show one or more of these
characteristics over a period of time: inattention, hyperactivity, and impulsivity.
a. ADHD
b. OCD
c. PTSD
d. EMDR
Answer: a
Blooms: Remember
Page(s): 204
28. Damon’s teachers frequently complain that he disrupts his kindergarten class by
fidgeting and moving about all the time. He does not pay any attention to what is being
taught in class and behaves impulsively. Considering the presence of the tell-tale
characteristics of inattention, hyperactivity, and impulsivity, Damon’s pediatrician
diagnosed him with _____.
a. ADHD
b. OCD
c. PTSD
d. EMDR
Answer: a
Blooms: Apply
Page(s): 204
29. The number of children diagnosed and treated for ADHD has _____ in recent
decades.
a. increased marginally
b. increased substantially
c. decreased marginally
d. decreased substantially
Answer: b
Blooms: Remember
Page(s): 205
30. ADHD occurs _____ more frequently in boys than in girls.

a. two to three times

whole or part.
b. four to nine times

c. ten times
d. marginally
Answer: b
Blooms: Understand
Page(s): 205
31. A number of causes for ADHD have been proposed, including:

a. high birth weight.
b. poor discipline at home.
c. verbal and physical abuse during childhood.
d. cigarette and alcohol exposure during prenatal development.
Answer: d
Blooms: Understand
Page(s): 205
32. A recent study revealed that peak thickness of the cerebral cortex occurs _____ in
children with ADHD than in children without ADHD.
a. in adulthood
b. in infancy
c. three years later
d. two years earlier
Answer: c
Blooms: Understand
Page(s): 205
33. Which of the following has been found to be better at improving the behavior of
children with ADHD in most cases?
a. A combination of stimulant medication and sedatives
b. Primarily stimulant medication
c. Primarily behavior management
d. A combination of stimulant medication and behavior management
Answer: d
Blooms: Remember
Page(s): 205
34. The most recent estimate is that _____ children had an autism spectrum disorder in
2008.
a. 1 in 88
b. 1 in 2,500
c. 1 in 1,000
d. 1 in 150

whole or part.
Answer: a
Blooms: Remember
Page(s): 206
35. _____ is a severe developmental disorder that has its onset in the first three years of
life and includes deficiencies in social relationships, abnormalities in communication, and
restricted, repetitive, and stereotyped patterns of behavior.
a. Asperger syndrome
b. ADHD
c. Autistic disorder
d. ICF syndrome
Answer: c
Blooms: Remember
Page(s): 206
36. Jared, 3, was taken to the doctor by his parents who were concerned by his seeming
lack of attachment to those around him. Jared hardly spoke at all and spent all day
preoccupied with bouncing his ball off a wall. After a thorough investigation, his
pediatrician diagnosed him with _____.
b. ADHD
c. autistic disorder
d. ICF syndrome
Answer: c
Blooms: Apply
Page(s): 206
37. _____ is a relatively mild autism spectrum disorder in which the child has relatively
good verbal language, milder nonverbal language problems, and a restricted range of
interests and relationships.
b. ADHD
c. Autistic disorder
d. ICF syndrome
Answer: a
Blooms: Remember
Page(s): 206
38. What causes the autism spectrum disorders?

a. Improper family socialization
b. A brain dysfunction with abnormalities in brain structure and neurotransmitters
c. Damage to the prefrontal cortex of the brain

whole or part.
d. Childhood immunizations
Answer: b
Blooms: Remember
Page(s): 206
39. Boys are estimated to be _____ more likely to have autism spectrum disorders than
girls are.
a. two to three times
b. marginally
c. twice
d. five times
Answer: d
Blooms: Remember
Page(s): 206
40. The Education for All Handicapped Children Act, enacted in 1975, required that:
a. all students with disabilities be brought into mainstream schools.
b. parents of children with disabilities provide home-schooling for their children.
c. all students with disabilities be given a free, appropriate public education.
d. a standard curriculum be provided for students with and without disabilities.
Answer: c
Blooms: Remember
Page(s): 207
41. A(n) _____ is a written statement that spells out a program that is specifically tailored
for the student with a disability.
a. tailored education plan (TEP)
b. individualized education plan (IEP)
c. exclusive education plan (EEP)
d. disabilities education plan (DEP)
Answer: b
Blooms: Remember
Page(s): 207
42. The _____ is a setting that is as similar as possible to the one in which children who
do not have a disability are educated.
a. ideal learning environment (ILE)
b. special learning environment (SLE)
c. least discriminating environment (LDE)
d. least restrictive environment (LRE)
Answer: d

whole or part.
Blooms: Remember
Page(s): 207
43. Jacob is a third-grader and has a disability that has caused him to be separated from
his peers during the school day. Recently Jacob has been moved to the regular third-grade
classroom. Jacob has just experienced _____.
a. transformation
b. transition
c. seriation
d. inclusion
Answer: d
Blooms: Apply
Page(s): 207
44. Sadie has a learning disability and is being educated in the least restrictive
environment possible. This means that Sadie:
a. is given great freedom and few rules.
b. is placed in as regular a classroom as possible.
c. has significant input into developing her educational goals.
d. spends part of her time in a regular classroom and part of her time in a special
education classroom.
Answer: b
Blooms: Apply
Page(s): 207
45. With regard to the cognitive development theory, Piaget proposed that the concrete
operational stage lasts from approximately _____ years of age.
a. 3 to 5
b. 5 to 7
c. 7 to 11
d. 10 to 13
Answer: c
Blooms: Remember
Page(s): 208
46. A child is presented with two identical balls of clay. The experimenter rolls one ball
into a long, thin shape; the other remains in its original ball. The child is then asked if
there is more clay in the ball or in the long, thin piece of clay. If the child answers the
problem correctly, but cannot use abstract reasoning yet, the child MOST likely is in
which stage of Piaget’s cognitive development theory?
a. Sensorimotor stage
b. Preoperational stage
c. Formal operational stage

whole or part.
d. Concrete operational stage

Answer: d
Blooms: Understand
Page(s): 208
47. Children who have reached the concrete operational stage are capable of _____,
which is the ability to order stimuli along a quantitative dimension.
a. centration
b. seriation
c. reversibility
d. classification
Answer: b
Blooms: Understand
Page(s): 208
48. Luis is able to organize coins in a row from the largest in size to the smallest. His
newfound ability is called _____.
a. centration
b. seriation
c. reversibility
d. classification
Answer: b
Blooms: Apply
Page(s): 208
49. Byron can take sticks of different lengths and put them all in order from shortest to
longest. He can also discern that if stick A is longer then B and B is longer than C, then A
is longer then C. This ability to logically combine relations to understand certain
conclusions is _____.
a. seriation
b. transitivity
c. transduction
d. classification
Answer: b
Blooms: Apply
Page(s): 208-209
50. _____ develop(s) more rapidly during early childhood, and _____ develop(s) more
rapidly during middle and late childhood.
a. Long-term memory; short-term memory
b. Short-term memory; long-term memory
c. Knowledge; expertise

whole or part.
d. Expertise; knowledge
Answer: b
Blooms: Apply
Page(s): 209-210
51. Compared with novices, experts have:

a. better overall memory regardless of their area of expertise.
b. acquired extensive knowledge about a particular content area.
c. less experiences in their area of expertise.
d. higher levels of motivation.
Answer: b
Blooms: Understand
Page(s): 210
52. If the word “win” is on a list of words a child is asked to remember, the child might
think of the last time he won a pony race with a friend. This is an example of _____.
a. rehearsal
b. organization
c. inclusion
d. elaboration
Answer: d
Blooms: Apply
Page(s): 210
53. Which of the following is a strategy for improving children’s memory skills?
a. Avoid repetition of the same instructional information.
b. Embed memory-relevant language when instructing children.
c. Motivate children to remember material by memorizing it.
d. Discourage children from engaging in mental imagery.
Answer: b
Blooms: Apply
Page(s): 210
54. Which of the following is NOT an effective memory strategy?

a. Encourage elaboration, or more extensive processing
b. Encourage the use of mental imagery
c. Encourage memorization rather than understanding of information
d. Repeat with variation often and link information early
Answer: c
Blooms: Understand
Page(s): 210

whole or part.
55. At some point during the early elementary school years, children begin to use _____
more and, according to the fuzzy trace theory, this contributes to the improved memory
and reasoning of older children.
a. verbatim traces
b. elaboration
c. verbal traces
d. gist
Answer: d
Blooms: Understand
Page(s): 211
56. According to the fuzzy trace theory, the _____ consists of the precise details of the
information.
a. gist
b. verbatim memory trace
c. fuzzy trace
d. mental imagery
Answer: b
Blooms: Remember
Page(s): 211
57. Voletta thinks reflectively and reviews, connects, and reflects as a means of
evaluating evidence. This means that she is engaging in:
a. critical thinking.
b. metacognition.
c. cognitive monitoring.
d. control processes.
Answer: a
Blooms: Apply
Page(s): 211
58. Emily has the ability to think about things in novel and unusual ways; this allows her
to come up with unique solutions to problems. This ability is called _____.
a. logical thinking
b. analytical thinking
c. critical thinking
d. creative thinking
Answer: d
Blooms: Apply
Page(s): 211

whole or part.
59. _____ thinking characterizes the kind of thinking that is required on conventional
tests of intelligence.
a. Convergent
b. Creative
c. Divergent
d. Abstract
Answer: a
Blooms: Understand
Page(s): 211-212
60. The type of thinking that produces many answers to the same question is called:
a. divergent thinking.
b. convergent thinking.
c. expressive thinking.
d. productive thinking.
Answer: a
Blooms: Remember
Page(s): 212
61. “What would you do if you could be invisible for a day?” This is an example of a
question that has many possible answers and fosters _____ thinking.
a. divergent
b. convergent
c. expressive
d. productive
Answer: a
Blooms: Apply
Page(s): 211-212
62. _____ involves knowing about knowing.

a. Cognition
b. Brainstorming
c. Metacognition
d. Metadata
Answer: c
Blooms: Remember
Page(s): 212
63. Knowledge about memory is known as:

a. metamemory.
b. working memory.
c. implicit memory.

whole or part.
d. metadata.
Answer: a
Blooms: Remember
Page(s): 212
64. Megan, 8, has a test tomorrow. “It’s an easy test,” she tells her mother. “I just have to
recognize a bunch of stuff on a chart. I finished studying for it yesterday.” Megan is
exhibiting her:
a. brainstorming ability.
b. creative thinking.
c. metamemory.
d. metadata.
Answer: c
Blooms: Apply
Page(s): 212
65. Michael Pressley believes that the key to education is helping students to:
a. develop social skills.
b. learn creativity.
c. learn a repertoire of strategies for problem solving.
d. formulate career plans.
Answer: c
Blooms: Understand
Page(s): 213
66. Mental age (MA) is:

a. the age that an individual mentally identifies himself at.
b. the age at which an individual attains cognitive maturity.
c. an individual’s level of mental development relative to others.
d. an individual’s age at the time of peak cortical thickness.
Answer: c
Blooms: Remember
Page(s): 214
67. A person’s mental age divided by chronological age (CA), multiplied by 100 would
indicate that person’s:
a. emotional quotient.
b. intelligence quotient.
c. level of mental development relative to others.
d. cognitive maturity.
Answer: b

whole or part.
Blooms: Remember
Page(s): 214
68. Sergio’s mental age is 8, but his chronological age is 9, we would say that Sergio’s
IQ is:
a. average
b. bellow average
c. above average
d. cannot be determined from the information provided.
Answer: c
Blooms: Apply
Page(s): 214
69. Who created the concept of intelligence quotient?

a. Alfred Binet
b. William Stern
c. David Wechsler
d. Robert J. Sternberg
Answer: b
Blooms: Remember
Page(s): 214
70. Sally’s mental age is 12, but her chronological age is 9. Sally’s IQ is _____.
a. 75
b. 100
c. 108
d. 133
Answer: d
Blooms: Apply
Page(s): 214
71. If intelligence is assumed to be normally distributed, which of the following would

you expect to find in the overall population?
a. More people of high intelligence than of low intelligence
b. More people of moderate intelligence than of high or low intelligence
c. More people of high intelligence than of moderate or low intelligence
d. More people of low intelligence than of moderate or high intelligence
Answer: b
Blooms: Understand
Page(s): 214

whole or part.
72. Amber is given a Stanford-Binet intelligence test. Her mental age is determined to be
14 and her chronological age is 10. Which of the following can be said about Amber?
a. Her IQ score is 86.
b. Her IQ score is about average.
c. Her IQ score is below the majority of the population.
d. Her IQ score is above the majority of the population.
Answer: d
Blooms: Apply
Page(s): 214
73. The _____ not only provide an overall IQ score, but they also yield several composite
indexes that allow the examiner to quickly determine the areas in which the child is
strong or weak.
a. Wechsler scales
b. Brazelton Neonatal Behavioral Assessment Scales
c. Stanford-Binet tests
d. Apgar Scales
Answer: a
Blooms: Remember
Page(s): 215
74. Which of the following is a type of intelligence identified in Robert J. Sternberg’s

triarchic theory of intelligence?
a. Cultural intelligence
b. Practical intelligence
c. Spatial intelligence
d. Verbal intelligence
Answer: b
Blooms: Remember
Page(s): 215
75. Although Casey scores only about average on standardized intelligence tests, he is
street smart, and has excellent social skills and good common sense. According to
Sternberg, he has _____ intelligence.
a. spatial
b. practical
c. analytical
d. interpersonal
Answer: b
Blooms: Apply
Page(s): 215

whole or part.
76. Robert J. Sternberg’s triarchic theory and Howard Gardner’s theory of intelligence
are examples of the idea that:
a. intelligence is a general ability.
b. there are three types of intelligence.
c. intelligence consists of a number of specific abilities.
d. culture plays an important role in the development of intelligence.
Answer: c
Blooms: Apply
Page(s): 215-216
77. Howard Gardner suggests that there are _____ types of intelligence.
a. 4
b. 6
c. 8
d. 11
Answer: c
Blooms: Remember
Page(s): 216
78. Colin does not earn high grades on standardized tests but has a black belt in martial
arts. According to Gardner, Colin has _____ skills.
a. spatial
b. intrapersonal
c. bodily-kinesthetic
d. naturalist
Answer: c
Blooms: Apply
Page(s): 216
79. Who among the following would have good spatial abilities?
a. A journalist
b. A theologian
c. A botanist
d. An architect
Answer: d
Blooms: Apply
Page(s): 216
80. According to Howard Gardner, successful theologians and psychologists most likely
to have high levels of which type of intelligence?
a. Naturalist
b. Intrapersonal

whole or part.
c. Spatial
d. Bodily-kinesthetic
Answer: b
Blooms: Understand
Page(s): 216
81. Patrick is an experienced farmer who is very good at his job. According to Howard
Gardner, which of the following types of intelligence is Patrick most likely to score
highly on?
a. Bodily-kinesthetic
b. Intrapersonal
c. Naturalist
d. Mathematical
Answer: c
Blooms: Understand
Page(s): 216
82. Which of the following is a type of intelligence identified by Howard Gardner?

a. Intrapersonal
b. Analytical
c. Practical
d. Creative
Answer: a
Blooms: Understand
Page(s): 216
83. Nathan Brody and many other researchers have observed that people who excel at
one type of intellectual task are:
a. likely to underperform in other tasks.
b. evidence that the multiple-intelligence approaches are correct.
c. proof that intelligence is a number of specific abilities.
d. likely to excel at others too.
Answer: d
Blooms: Remember
Page(s): 216
84. Which of the following statements about IQ and intelligence is true?

a. Modifications in environment have no impact on one’s IQ score.
b. Schooling has been shown to have no influence over intelligence.
c. IQ scores have been slowly decreasing around the world.
d. IQ scores have been rapidly increasing around the world.
Answer: d

whole or part.

Blooms: Understand
Page(s): 218
85. The worldwide increase in intelligence scores that has occurred over a short period of
time has been called the:
a. Binet effect.
b. Goleman effect.
c. Flynn effect.
d. Wechsler effect.
Answer: c
Blooms: Remember
Page(s): 218
86. The consensus among psychologists that both heredity and environment influence
intelligence reflects the _____.
a. nature-nurture issue
b. evolutionary psychology perspective
c. Freud’s psychoanalytic theory
d. theory of social cognition
Answer: a
Blooms: Remember
Page(s): 219
87. According to some studies, African American schoolchildren in the United States
score, on average, _____ points lower on standardized intelligence tests than non- Latino
White American schoolchildren do.
a. 2 to 5
b. 10 to 15
c. 20 to 30
d. 30 to 40
Answer: b
Blooms: Remember
Page(s): 219
88. Many intelligence tests are biased in that they:

a. test predominantly nonverbal skills.
b. consider the values common to all test takers.
c. reflect the cultures of some test takers more than others.
d. use only standardized test items familiar to all test takers.
Answer: c
Blooms: Understand

whole or part.
Page(s): 219
89. Because of the difficulties in creating culture-fair tests, Robert Sternberg concludes
that there are only _____ tests.
a. culture-reduced
b. culture-free
c. culture-biased
d. culture-neutral
Answer: a
Blooms: Remember
Page(s): 219
90. Paul has an IQ of 60. He lives in his own apartment and supports himself with a job.
He has many friends, goes bowling, and eats out frequently. He has no difficulty adapting
to everyday life. According to the definition of mental retardation, Paul is:
a. not mentally retarded.
b. mildly retarded.
c. moderately retarded.
d. severely mentally retarded.
Answer: b
Blooms: Apply
Page(s): 220
91. Those individuals who have IQs of 55 to 70 fall into the _____ category of mental
retardation.
a. mild
b. moderate
c. severe
d. profound
Answer: a
Blooms: Remember
Page(s): 220
92. About _____ percent of the mentally retarded fall into the mild category.
a. 89
b. 6
c. 3.5
d. 1
Answer: a
Blooms: Remember
Page(s): 220

whole or part.
93. What percentage of mentally retarded are considered moderately retarded?

a. About 89 percent
b. About 6 percent
c. About 3.5 percent
d. Less than 1 percent
Answer: b
Blooms: Remember
Page(s): 220
94. Individuals who are categorized as having moderate mental retardation have an IQ of
_____.
a. 25 to 39
b. 71 to 100
c. 55 to 70
d. 40 to 54
Answer: d
Blooms: Remember
Page(s): 220
95. Less than 1 percent of mentally retarded Americans are considered to be:
a. mildly mentally retarded.
b. moderately mentally retarded.
c. severely mentally retarded.
d. profoundly mentally retarded.
Answer: d
Blooms: Remember
Page(s): 220
96. About _____ percent of the mentally retarded are in the severe category, with IQs of
_____.
a. 1; 55 to 70
b. 6; 40 to 54
c. 3.5; 25 to 39
d. 10; 15 to 24
Answer: c
Blooms: Remember
Page(s): 220
97. What percentage of the mentally retarded fall into the classification of the profoundly
mentally retarded?
a. About 1 percent
b. About 3.5 percent

whole or part.
c. About 6 percent
d. About 89 percent
Answer: a
Blooms: Understand
Page(s): 220
98. Which of the following individuals is likely to fall into the profoundly mentally
retarded category?
a. Maria who has an IQ of 65
b. Sally who has an IQ of 45
c. Tom who has an IQ of 30
d. Harry who has an IQ of 20
Answer: d
Blooms: Apply
Page(s): 220
99. Individuals who fall into the profoundly mentally retarded classification:
a. are able to live independently as adults.
b. can attain a second-grade level of skills.
c. learn to talk and accomplish very simple tasks.
d. need constant supervision.
Answer: d
Blooms: Understand
Page(s): 220
100. Julie has an IQ of 50. She lives in a group home and works at a recycling plant,
sorting cans and bottles into bins. Overall, Julie functions at the level of a second-grader.
Julie’s level of mental retardation is considered _____.
a. mild
b. moderate
c. severe
d. profound
Answer: b
Blooms: Apply
Page(s): 220
101. Organic retardation is caused by:

a. a genetic disorder or brain damage.
b. being raised by poorly educated parents.
c. an impoverished intellectual environment.
d. traumatic experiences in early childhood.
Answer: a

whole or part.

Blooms: Remember
Page(s): 220
102. Most people who suffer from organic retardation have IQs that range between
_____.
a. 25 and 60
b. 40 and 65
c. 0 and 50
d. 15 and 65
Answer: c
Blooms: Remember
Page(s): 220
103. Cultural-familial retardation is characterized by:

a. mild to moderate retardation.
b. moderate to severe retardation.
c. severe to profound retardation.
d. moderate damage to brain tissues.
Answer: a
Blooms: Understand
Page(s): 220
104. Children with superior talent for something are called:

a. gifted.
b. creative.
c. perspicacious.
d. sagacious.
Answer: a
Blooms: Understand
Page(s): 220
105. A child with an IQ of _____ or higher is considered to be gifted.

a. 90
b. 100
c. 120
d. 130
Answer: d
Blooms: Remember
Page(s): 220
106. Fiona, 10, is an outstanding pianist and has an IQ of 140. Fiona is:

whole or part.
a. an anomaly.
b. gifted.
c. sagacious.
d. maladjusted.
Answer: b
Blooms: Apply
Page(s): 220
107. Ethan is a gifted 14-year-old child who excels academically and has an IQ of 140. In
the light of the findings from Lewis Terman’s study of high IQ children, it is likely that
Ethan is:
a. suffering from a mental disorder.
b. maladjusted.
c. more mature than others his own age.
d. at higher risk for emotional problems.
Answer: c
Blooms: Apply
Page(s): 220
108. Ellen Winner described three criteria that characterize gifted children. Which of the
following was NOT one of these criteria?
a. Precocity
b. Marching to their own drummer
c. Easily bored
d. A passion to master
Answer: c
Blooms: Understand
Page(s): 220-221
109. Which of the following is true of giftedness?

a. Signs of high ability of an individual in a particular area do not manifest themselves at
a very young age.
b. Deliberate practice is not required of individuals who become experts in a particular
domain.
c. Individuals with world-class status in the arts, mathematics, science, and sports all
report strong family support.
d. Individuals who are highly gifted are typically gifted in many domains.
Answer: c
Blooms: Understand
Page(s): 221

whole or part.
110. Which of the following is an important characteristic of individuals who become

experts in a particular domain?
a. Low innate ability
b. An IQ below 70
c. Intermittent practice
d. Deliberate practice
Answer: d
Blooms: Understand
Page(s): 221
111. By the time children are 11 years old their vocabulary has increased to
approximately:
a. 10,000 words.
b. 200,000 words.
c. 40,000 words.
d. 100,000 words.
Answer: c
Blooms: Remember
Page(s): 222
112. _____ is knowledge about language, such as knowing what a preposition is or the
ability to discuss the sounds of a language.
a. Metacognition
b. Metalinguistic awareness
c. Metapragmatics
d. Morphology
Answer: b
Blooms: Remember
Page(s): 222
113. _____ allows children “to think about their language, understand what words are,
and even define them.”
a. Metacognition
b. Morphology
c. Metapragmatics
d. Metalinguistic awareness
Answer: d
Blooms: Remember
Page(s): 222
114. Which of the following improves considerably during the elementary school years?
a. Metalinguistic awareness

whole or part.
b. Postconventional reasoning
c. Formal Operational thought
d. Metapragmatics
Answer: a
Blooms: Understand
Page(s): 222
115. Defining words becomes a regular part of classroom discourse, and children increase
their knowledge of _____ as they study and talk about the components of sentences, such
as subjects and verbs.
a. morphology
b. syntax
c. semantics
d. pragmatics
Answer: b
Blooms: Remember
Page(s): 222
116. A process called _____ involves understanding how to use language in culturally
appropriate ways.
a. morphology
b. syntax
c. pragmatics
d. semantics
Answer: c
Blooms: Remember
Page(s): 222
117. The _____ approach stresses that reading instruction should parallel a child’s natural
language learning.
a. assisted-language
b. remedial-language
c. complex-language
d. whole-language
Answer: d
Blooms: Remember
Page(s): 223
118. At Jackson Elementary, children are taught to read by learning to recognize entire
words and sentences and to use the context words are used in the text to guess their
meaning. Their reading material consists of stories, poems, and later, newspapers and
magazines. This school is using the _____ approach to reading instruction.

whole or part.
a. assisted-language
b. remedial-language
c. phonics
d. whole-language
Answer: d
Blooms: Apply
Page(s): 223
119. The _____ approach to reading instruction emphasizes the teaching of basic rules for
translating written symbols into sounds.
a. whole-language
b. phonics
c. balanced-instruction
d. morphological
Answer: b
Blooms: Remember
Page(s): 223
120. Louise is teaching her son to read by telling him the sound that each alphabet stands
for. What approach is she using?
a. Whole-language
b. Phonics
c. Balanced-instruction
d. Morphological
Answer: b
Blooms: Apply
Page(s): 223
121. Alberta is a school teacher who introduces children to reading by teaching them a
rhyme that goes, “A for apple, A says ah; B for ball, B says buh,” and so on. This
exemplifies the _____ approach to reading instruction.
a. whole-language
b. phonics
c. information-processing
d. analytic
Answer: b
Blooms: Apply
Page(s): 223
122. Which of the following statements represents the current thinking among increasing
numbers of experts in the field of reading?
a. Direct instruction in the whole-language approach is a key aspect of learning to read.

whole or part.
b. Direct instruction in phonics is a key aspect of learning to read.

c. The whole-language approach and the phonics approach are equally effective in
teaching children to read.
d. The morphological approach has been shown to be the best way to teach reading.
Answer: b
Blooms: Understand
Page(s): 223
123. Which of the following is true about second-language learning?

a. For adolescents and adults, new vocabulary is easier to learn than new sounds or new
grammar.
b. Children’s ability to pronounce words with a native-like accent in a second language
typically increases with age.
c. Sensitive periods for learning a second language are constant across different language
systems.
d. Adults tend to learn a second language slower than children, but their final level of
second-language attainment is higher.
Answer: a
Blooms: Understand
Page(s): 223-224
124. Which of the following statements about children who are bilingual is NOT true?
a. Children who are bilingual do better on tests of concept formation than children who
speak only one language.
b. Children who are bilingual are better at analytical reasoning than children who speak
only one language.
c. Children who are bilingual are less conscious of the structure of spoken language than
children who speak only one language.
d. Children who are bilingual have more cognitive flexibility than children who speak
only one language.
Answer: c
Blooms: Understand
Page(s): 223-224
125. Before she started school in the U.S., Mita, daughter of immigrant parents of Indian
origin, used to speak only her home language of Hindi fluently. She then learned to speak
English in school and attained fluency in both Hindi and English. However, as she grew
older, she started to feel ashamed of her roots and has given up speaking Hindi
altogether. This phenomenon is called:
a. subjective bilingualism.
b. relapsed bilingualism.
c. subtractive bilingualism.
d. retractive bilingualism.

whole or part.
Answer: c
Blooms: Apply
Page(s): 224
Identification Questions
126. Tabitha has a learning disability that involves a severe impairment her ability to read
and spell. She most likely has _____.
Answer: dyslexia
Blooms: Apply
Page(s): 204
127. This is a disability in which individuals consistently show problems in one or more
of these areas: inattention, hyperactivity, and impulsivity.
Answer: Attention deficit hyperactivity disorder (ADHD)
Blooms: Remember
Page(s): 204
128. The concept that a child with a disability must be educated in a setting that is as
similar as possible to settings of children who do not have disabilities.
Answer: Least restrictive environment (LRE)
Blooms: Remember
Page(s): 207
129. Moira’s teacher asks her to put sticks in order from smallest to largest. The cognitive
ability to order stimuli along a quantitative dimension is known as _____.
Answer: seriation
Blooms: Apply
Page(s): 208
130. A theory that states that memory is best understood by considering two types of
memory representation: verbatim memory trace and gist.
Answer: Fuzzy trace theory
Blooms: Remember
Page(s): 211
131. These theorists proposed the fuzzy trace theory in understanding the development of
memory.
Answer: Charles Brainerd and Valerie Reyna

whole or part.

Blooms: Remember
Page(s): 211
132. This theorist distinguished between convergent thinking and divergent thinking.
Answer: J. P. Guilford
Blooms: Remember
Page(s): 211-212
133. Quinn is asked, “How many things can you do with a paper clip?” This kind of
question, which can produce many different answers, is a test of _____.
Answer: divergent thinking
Blooms: Apply
Page(s): 212
134. If we look at Madeline’s mental age and divided it by her chronological age, and
then multiply it by 100, we are calculating her _____.
Answer: intelligence quotient (IQ)
Blooms: Apply
Page(s): 214
135. This theorist developed the triarchic theory of intelligence.

Answer: Robert J. Sternberg
Blooms: Remember
Page(s): 215
136. This theorist described three criteria that characterize gifted children, whether in art,
music, or academic domains.
Answer: Ellen Winner
Blooms: Remember
Page(s): 220
Short Answer Questions
137. Discuss height and weight changes that take place during middle and late childhood.
Answer: During the elementary school years, children grow an average of 2 to 3 inches a
year until, at the age of 11, the average girl is 4 feet, 10 inches tall, and the average boy is
4 feet, 9 inches tall. During the middle and late childhood years, children gain about 5 to
7 pounds a year.

whole or part.
Blooms: Remember
Page(s): 199
138. Identify and describe the most common child cancer.

Answer: The most common cancer in children is leukemia, a cancer in which bone
marrow manufactures an abundance of abnormal white blood cells, which crowd out
normal cells, making the child susceptible to bruising and infection.
Blooms: Analyze
Page(s): 202
139. Briefly describe the three types of learning disabilities. Discuss the various treatment
options. Do you think that educators treat learning disabilities appropriately? Provide
reasons for your answer.
Answer: Three types of learning disabilities are dyslexia, dysgraphia, and dyscalculia.
Dyslexia involves individuals who have a severe impairment in their ability to read and
spell. Dysgraphia is a learning disability that involves difficulty in handwriting.
Dyscalculia, also known as developmental arithmetic disorder, is a learning disability that
involves difficulty in math computation.
Blooms: Understand
Page(s): 204
140. What are the treatment options available for children with attention deficit
hyperactivity disorder (ADHD)?
Answer: Stimulant medication such as Ritalin or Adderall (which has fewer side effects
than Ritalin) is effective in improving the attention of many children with ADHD, but it
usually does not improve their attention to the same level as children who do not have
ADHD. A meta-analysis concluded that behavior management treatments are effective in
reducing the effects of ADHD. Researchers have often found that a combination of
medication, such as Ritalin, and behavior management improves the behavior of children
with ADHD better than medication alone or behavior management alone, although not in
all cases.
Blooms: Understand
Page(s): 206
141. Discuss what Individuals with Disabilities Education Act (IDEA) does.
Answer: Until the 1970s, most U.S. public schools either refused enrollment to children
with disabilities or inadequately served them. This changed in 1975 when Public Law 94-
142, the Education for All Handicapped Children Act, required that all students with
disabilities be given a free, appropriate public education. In 1990, Public Law 94-142 was
recast as the Individuals with Disabilities Education Act (IDEA). IDEA was amended in
1997 and then reauthorized in 2004 and renamed the Individuals with Disabilities
Education Improvement Act. IDEA spells out broad mandates for services to children
with disabilities of all kinds. These services include evaluation and eligibility

whole or part.
determination, appropriate education and an individualized education plan (IEP), and

education in the least restrictive environment (LRE).
Blooms: Understand
Page(s): 207
142. Compare and contrast convergent thinking with divergent thinking.

Answer: Convergent thinking produces one correct answer to a question, characteristic of
the kind of thinking on standardized intelligence tests. Divergent thinking produces many
answers to the same question and characterizes creativity.
Blooms: Understand
Page(s): 211-212
143. According to Robert J. Sternberg, which type of intelligence in students is most

likely to be favored in conventional schooling?
Answer: According to Robert J. Sternberg, students with high analytic ability tend to be
favored in conventional schooling. They often do well under direct instruction, in which
the teacher lectures and gives students objective tests. They often are considered to be
“smart” students who get good grades, show up in high-level tracks, do well on
traditional tests of intelligence and the SAT, and later get admitted to competitive
colleges.
Blooms: Remember
Page(s): 215
144. What are the barriers to creating culture-fair tests?

Answer: Most tests tend to reflect what the dominant culture thinks is important. If tests
have time limits, that will bias the test against groups not concerned with time. If
languages differ, the same words might have different meanings for different language
groups. Even pictures can produce bias because some cultures have less experience with
drawings and photographs. Because of such difficulties in creating culture-fair tests,
Robert Sternberg concludes that there are no culture-fair tests, only culture-reduced tests.
Blooms: Analyze
Page(s): 219
145. Is giftedness a product of heredity or environment? Give one example.

Answer: It is likely that giftedness is a product of both heredity and environment.
Individuals who are gifted recall that they had signs of high ability in a particular area at
a very young age, prior to or at the beginning of formal training. This suggests the
importance of innate ability in giftedness. However, researchers have also found that
individuals with world-class status in the arts, mathematics, science, and sports all report
strong family support and years of training and practice. Deliberate practice is an
important characteristic of individuals who become experts in a particular domain. For

whole or part.
Test Bank for Essentials of LifeSpan Development 3th Edition John Santrock
example, in one study, the best musicians engaged in twice as much deliberate practice
over their lives as did the least successful ones.
Blooms: Analyze
Page(s): 221
146. What is bilingual education? What are the positive aspects of bilingual education?
Answer: Bilingual education teaches academic subjects to immigrant children in their
native language while slowly teaching English. Advocates of bilingual education
programs argue that if children who do not know English are taught only in English, they
will fall behind in academic subjects. Research supports bilingual education in that (1)
children have difficulty learning a subject when it is taught in a language they do not
understand, and (2) when both languages are integrated in the classroom, children learn
the second language more readily and participate more actively.
Blooms: Understand
Page(s): 224-225

Visit TestBankBell.com to get complete wholefor
or part. all chapters
Another random document with
no related content on Scribd:
CHAPTER XIV
T HERE had been a complete change in the officials of the oasis

since we had last been there. The new doctor—Wissa by name
—came round to call the day after my arrival. He was a Copt.
He belonged to a rich family, owning large landed estates in the
neighbourhood of Assiut.
He spoke English almost perfectly, for like so many Egyptians he
was a born linguist. He was, I believe, almost equally at home with
French and German. His people being very well-to-do had given him
an excellent education, part of which he had received in England and
other European countries.
Like all the Egyptians who have been educated in Europe, he was
an interesting mixture of East and West—and a very curious
compound it was. He talked most learnedly on the subject of
medicine, and appeared to have especially studied such local
diseases as “dengue” and “bilharsia.” Whenever I allowed him to do
so, he gave me most racy accounts of his life as a medical student in
Europe.
But he was an ardent treasure seeker, and his favourite topic of
conversation was occultism and magic, in all of which he had the
native Egyptian’s profound belief. He, the Senussi sheykh, Ahmed el
Mawhub, and the ’omda of Rashida, had formed a sort of partnership
to search for treasure, agreeing to divide equally between them
anything that they found.
He told me a good deal about the Mawhub family of the Senussi
zawia at Qasr Dakhl. He said they were entirely neglecting their
religious work in order to make money, and had then only got five
pupils left in the zawia at Qasr Dakhl, where formerly they had had
great numbers. Old Sheykh Mohammed el Mawhub, who was well
over seventy, had just started, he said, for Kufara with one servant
and three men, who had been sent from that oasis to fetch him.
Wissa professed to have collected information from some
unknown source of treasure that was hidden in many places in or
near the oasis. One place in which he said it was to be found was in
a stone temple eighteen hours’ journey to the west of the village of
Gedida. I afterwards met a native who said he had ridden out and
found this place, so probably it exists—the temple, not the treasure.
He was clearly badly bitten with the treasure-seeking mania.
He was, of course, the possessor of a “book of treasure.” In the
triangle between Mut, Masara and Ezbet Sheykh Mufta there is, he
said, an old brick building on a white stone foundation covered by a
dome, known as the Der el Arais—I saw this place afterwards. In it,
under the dome, the book said, is a staircase with seven flights of
steps, at the bottom of which is a passage seven cubits long. At the
end of the passage is a monk—painted, Wissa thought, on the wall.
The book said that there is an iron ring let into the floor near his feet,
and that by pulling the ring a door would be caused to appear—this
Wissa concluded to be a trap-door. Below is a flight of steps, which
the book said must be descended without fear. At the bottom of the
stair is a small chamber in which a king is buried.
The king has a gold ring with a stone in it on his finger. This is a
magic ring, and if it is immersed in water, which is then given to a
sick person, he will at once be cured, no matter what the nature of
his malady may be. In the chamber there is also a clock that goes for
ever, and in addition a sagia (wheel for raising water) that contains
the secret of Zerzura.
After I had got to know him better, he one day suggested that “as I
was looking for Zerzura,” we should join together to search for the
Der el Arais. He offered to let me keep the wonderful clock and
sagia, and any treasure we might find, if I would only let him have
the ring. With the help of that magic ring he felt certain that he would
become the greatest doctor in the world—yet this was a man who
had taken a diploma at the Qasr el ’Aini Hospital, spent a year at St.
Thomas’s, six months at the Rotunda, and another six studying
medicine between Paris and Geneva—and he wanted to cure his
patients with a magic ring!
On leaving Dakhla, as he was an unusually capable native doctor,
he was appointed to Luxor. Here he got into trouble. His sister
contracted plague, and Wissa, without notifying the authorities, as he
should have done, took her into his house, where he seems to have
neglected the most elementary sanitary precautions. The last I heard
of him he was, perhaps naturally, again in disgrace, and was on his
way to take up an appointment at Sollum, where delinquents of his
kind are sent when there is no room for them in the oases.
All this just shows what inestimable benefits an unusually
intelligent native will reap from a highly expensive European
education!
I had several times noticed in Mut a man dressed like a Tripolitan
Arab in a long woollen blanket, but had never been able to get a
good look at him, as he always avoided meeting me. On one
occasion, when he saw me approaching, he even turned back and
slunk round a corner to get out of my way.
Meeting Wissa one day, I asked him if he knew this Maghrabi
Arab. He replied that he was not really an Arab at all, but a native of
Smint, in Dakhla, and that he was a local magician he had often
spoken to me about, who only wore the Tripolitan dress for effect, as
the Western Arabs are noted as being the best sorcerers.
This man was a member of the Senussi—or as it was usually
expressed “he followed the Sheykh.” I found that he was staying with
Shekyh Senussi, the Clerk in Mut, and by a curious coincidence
Qway also happened to be living in the same house.
I gathered that Qway was in the position of an honoured guest, for
nearly every time I saw him he dilated upon Sheykh Senussi’s
kindness to him. At times he became almost sentimental on the
subject, declaring that he was like a brother to him. The reason for
Qway’s affection evidently being that his camel, of which he was so
proud, was being fed on the fat of the land and that he apparently
was getting unlimited tea. This rapprochement between Qway and
the Senussi, added to the rather secretive manner in which it was
going on, made me suspect that this lavish hospitality had some
ulterior object, though it was difficult to see what they were planning.
There were signs, too, that the Senussi were endeavouring to get
round my other men, for when I went one morning to look at the
camels, I saw an unpleasant-looking, pock-marked Arab skulking
about in the yard to which Abd er Rahman had moved them to
protect them from the wind—or the afrit. He kept dodging about
behind the beasts and making for the entrance to the yard, evidently
trying to avoid being seen. When I called him up and spoke to him,
he told me he had come from “the north,” and tried to give the
impression that he had recently left Assiut.
But on questioning Abd er Rahman about him afterwards I found
that he was one of Sheykh Ahmed’s men, who had come down from
his ezba in charge of two camels on some mysterious errand, the
nature of which was not quite clear. Abd er Rahman, when I told him
that he looked a disreputable scoundrel, was loud in his praise.
I managed to elicit one useful piece of information from him, as he
told me that, owing to most of the camels belonging to the Senussi
having gone with old Mawhub, on his journey to Kufara, they only
had three left in the oasis. This was rather welcome news, as I was
afraid that they might go out and tamper with the depots I was
intending to make in the desert.
CHAPTER XV
A S soon as the camels had been got into good condition I sent
Qway, Abd er Rahman and Ibrahim off with the caravan loaded
with grain, which the two Sudanese were to deposit at Jebel el
Bayed, the hill we had reached at the end of our last journey the
season before.
Ibrahim had not been with me at all the previous season and, as
Abd er Rahman had never even been within sight of the hill, as I had
sent him back to Mut to bring out more water on the journey on
which I reached it, I arranged that Qway should ride with them as far
as the edge of the plateau, where he was to give Abd er Rahman
directions to take him to Jebel el Bayed. Here, however, he was to
leave the caravan and to ride west along the tableland and come
back and report what he had seen.
Abd er Rahman, following the directions given him by Qway,
easily found Jebel el Bayed, and left the grain to form the depot in
the neighbourhood. Qway himself rejoined the caravan on their way
back just before reaching Mut, so they all returned together.
Qway, of course, had done practically nothing. It was difficult to
see the best way of dealing with him. I could, of course, have
discharged him, but drastic remedies are seldom the best, and to
have done so would only have had the effect of playing straight into
the hands of the Senussi, as he was a magnificent guide and they
would have at once gained him as a wholehearted recruit. As he
unfortunately knew the whole of my plans, the better scheme
seemed to be to keep him with me and to tie him up in such a way
that he could do no harm. In the circumstances I thought it best to
send Sheykh Suleyman a letter, asking him to let me have Abdulla
and the best hagin he could find. This, at any rate, would ensure my
having a guide if Qway went wrong; and I hoped by stirring up a little
friction between him and Abdulla to make the latter keep an eye
upon his actions.
Soon after the return of the caravan the mamur left and I went
round to see him off. On the way I looked into the enclosure where
the camels were housed, and again caught Sheykh Ahmed’s pock-
marked camel-man hobnobbing with my men, and saw that he was
stabling his two camels in the neighbouring yard.
On reaching the mamur’s house I found him in a great state of
excitement. The post hagan, with whom he was going to travel, had
omitted, or forgotten, to bring any camels for his baggage. The
mamur was in a terrible state about this, saying that he might have to
send in to the Nile Valley for beasts before he could leave, and that
he was due there himself in six days.
This was an opportunity too good to be lost. I told him there were
two unusually fine camels in the yard next to my caravan, and
suggested that as a Government official going back to the Nile on
duty, he had the power to commandeer them and their drivers, and
suggested that he should do so. No petty native official can resist the
temptation to commandeer anything he has a right to in his district—
it is a relic of the old corrupt Turkish rule. The mamur jumped at the
idea and departed shortly after with a very sulky camel driver and
two of the finest camels owned by the Senussi. It was with great
relief that I saw the last of that pock-marked brute and his beasts, for
their departure left the Senussi with only one camel until in about a
month’s time, when old Mawhub was due to return from Kufara. I
went back to my rooms feeling I had done a good morning’s work,
and effectually prevented the Senussi from getting at the depot I was
making near Jebel el Bayed.
Abdulla, whom I had asked Sheykh Suleyman to send, did not
turn up on the day I had expected; but a day or two afterwards Nimr,
Sheykh Suleyman’s brother, arrived in Mut on some business and
came round to see me. Gorgeously arrayed with a revolver and
silver-mounted sword, he looked a typical bedawi—he certainly
behaved as one. He drank about a gallon of tea, ate half a pound of
Turkish Delight and the best part of a cake that Dahab had made,
and topped up, when I handed him a cigarette box for him to take
one, by taking a handful. He then left, declaring that he was very
mabsut (pleased) with me and promising to send Abdulla along as
soon as he could, and to see that he had a good hagin. As he went
downstairs he turned round, looking much amused, and asked how I
was getting on with Qway!
While dressing one morning I heard Qway below greeting some
old friend of his in the most cordial and affectionate manner; then I
heard him bring him upstairs and, looking through the window, saw
that Abdulla had arrived at last. Qway tapped at the door and, hardly
waiting for me to answer, entered, beaming with satisfaction and
apparently highly delighted at the new arrival—he was an admirable
actor.
Abdulla looked taller and more “feathery” than ever. With a native-
made straw hat on the back of his head and his slender waist tightly
girthed up with a leather strap, he looked almost girlish in his
slimness. But there was nothing very feminine about Abdulla—he
was wiry to the last degree.
He carried an excellent double-barrelled hammer, ejector gun,
broken in the small of the stock it is true, but with the fracture bound
round and round with tin plates and strongly lashed with wire. His
saddlery was irreproachable and hung round with the usual
earthenware jars and leather bags for his food supply.
His hagin was a powerful old male and looked up to any amount
of hard work. I told him to get up on his camel and show me his
paces. Abdulla swung one of his legs, which looked about four feet
long, over the cantle of his saddle and seated himself at once
straight in the seat. He kicked his camel in the ribs and at once got
him into a trot. The pace at which he made that beast move was
something of a revelation and augured well for his capacity as a
scout. He was certainly a very fine rider.
But when I made him take off the saddle I found, as is so often the
case with bedawin camels, the beast had a sore back. There was a
raw, festering place under the saddle on either side of the spine.
As Abdulla had a hard job before him, I had to see his camel put
right before he started, so we went off to a new doctor, who had
come to take Wissa’s place, to buy some iodoform and cotton-wool,
and proceeded to doctor the hagin. But it was clear that it would take
some days to heal.
It made, however, no difference as it turned out. For the caravan
was unable to start as four ardebs[3] of barley that I had ordered
from Belat, never turned up. The barley question was becoming a
serious one; but by dint of sending the men round Mut from house to
house I managed to buy in small quantities, of a few pounds at a
time, an amount that when put together came to about three ardebs,
with which I had for the moment to be content.
The sores on Abdulla’s hagin having sufficiently healed, I packed
the whole caravan off again into the desert. Abd er Rahman and
Ibrahim as before were to carry stores out to the depot at Jebel el
Bayed. Abdulla’s work was to go on ahead of the caravan, following
directions to be given him by Abd er Rahman, as I was afraid Qway
might mislead him, till he reached Jebel el Bayed. There he was to
climb to the top of the hill, whence he could see the one I had
sighted in the distance the season before. This lay in practically the
same line from Mut as Jebel el Bayed itself. Having in this way got
its bearing, he was to go on to the farther hill, which he was also to
climb and make a note of anything that was to be seen from the
summit. He was then—provided the country ahead of him was not
inhabited—to go on again as far as he could along the same bearing
before returning to Dakhla.
I asked Abdulla how far out he thought he would be able to get. In
a matter-of-fact tone he said he thought he could go four, or perhaps
four and a half, days’ journey beyond Jebel el Bayed before he
turned back. As he would be alone in a strange desert, I doubted
somewhat if he would even reach Jebel el Bayed. But I did not know
Abdulla then.
There really was nothing much for Qway to do, but, as I thought it
better to send him off into the desert to keep him out of mischief, I
told him to ride west again along the plateau.
Qway was rather subdued. Abdulla’s arrival had considerably
upset him, in spite of his efforts to disguise the fact. He objected
strongly to his going on ahead of the caravan to scout, but I declined
to alter the arrangement. So to keep Abdulla in his place, Qway, with
the usual high-handed manner of the Arabs, when dealing with
Sudanese, collared a water tin of his for his own use. On hearing of
this I went round to the camel-yard and gave Abdulla back his tin,
and pitched into Qway before all the men. Having thus sown a little
discord in the caravan, I told them they had to start in the morning.
I went round again later in the day and found all the Sudanese
having their heads shaved by the village barber and being cupped
on the back of their necks, preparatory for their journey. The cupping
they declared kept the blood from their heads and made them
strong!
This operation was performed by the barber, who made three or
four cuts at the base of the skull on either side of the spine, to which
he applied the wide end of a hollow cow’s horn, pressed this into the
flesh and then sucked hard at a small hole in the point of the horn,
afterwards spitting out the blood he had thus extracted. It seemed an
insanitary method.
The Sudanese were all extremely dark. Abd er Rahman and
Ibrahim even having black, or rather dark brown, patches on their
gums. Their tongues and the palms of their hands, however, showed
pink. Abdulla was even darker. He came up to my room the evening
after his cupping and declared that he was ill. There was nothing
whatever the matter with him, except that he wanted pills and eye-
drops because they were to be had for nothing. But I made a
pretence of examining him, took his temperature, felt his pulse, and
then told him to show me his tongue.
The result of my modest request was rather staggering. He shot
out about six inches of black leather, and I saw that not only his
tongue was almost black, but also his gums and the palms of his
hands as well. He was the most pronounced case of human
melanism I ever saw.
Sofut.
Sand erosion producing sharp blades of rock very damaging to the soft feet of a
camel. (p. 87).
The Descent into Dakhla Oasis.

This cliff was several hundred feet in height, but the sand drifted against it and made
the descent easy. (p. 36).
A Made Road.
Made roads are practically unknown in the desert. This one was notched out of the
side of the slope and led to the site of an unknown oasis, where treasure was said to
be hidden. (p. 205).
CHAPTER XVI
T HE caravan, with Abd er Rahman and Ibrahim, returned, dead

beat, but safe. No less than four of the tanks they had taken out
filled with water had leaked and had had to be brought back. They
had had to race home by day and night marches all the way. But
they had got in all right—we had extraordinary luck in this way.
As Abdulla did not come in till two days later, I began to fear that
something had happened to him. He arrived with his camel in an
awful state. The sores on his back, which appeared to have healed
when he started, had broken out again and were very much worse
than when he first reached Mut.
His camel had gone so badly, he said, that he had not been able
to do half as much as he would have done if his mount had been in
good condition, and he was very vexed about it indeed. He had
followed Abd er Rahman’s directions and had found Jebel el Bayed
without difficulty. He had climbed to the top and seen the second hill
beyond. He had then gone on towards it—his camel going very badly
indeed—for a day and a half over easy desert, after which he had
crossed a belt of dunes that took about an hour to negotiate. Then
after another half-day he managed to reach the second hill and had
climbed to the top of it. To the south and south-west lay open desert
with no dunes, falling towards the west, dotted with hills and
stretching away as far as he could see. To the north he had been
able to see the cliff on the south of the plateau—the pass down
which we had descended into the “Valley of the Mist” being distinctly
visible, though it must have been a good hundred and twenty miles
away. After this he said he could do no more with such a wretched
camel, so he had been obliged to return. He was very apologetic
indeed for having done so little.
It never seemed to occur to this simple Sudani that he had made
a most remarkable journey. Acting only on directions given him by
Abd er Rahman, he had gone off entirely alone, into an absolutely
waterless and barren desert, with which he was totally unacquainted,
with a very sore-backed camel and riding only on a baggage saddle
—his riding saddle had got broken before the start—but he had
covered in thirteen days a distance, as the crow flies, of nearly four
hundred miles, and more remarkable still had apologised for not
having been able to do more! He got some bakhshish that surprised
him—and greatly disgusted Qway who got none.
The fact that Abdulla saw the pass into the “Valley of the Mist”
from the top of the hill he reached—Jebel Abdulla as the men called
it—shows that the hill was of considerable height, for it, Jebel el
Bayed and the pass, lay in practically a straight line, and the desert
there was very level. The summit of the pass was about 1700 feet
high—the cliff itself being about 250 feet. But it could not be seen
from the top of Jebel el Bayed, which was 2150 feet, owing to a low
intervening rise in the ground. A simple diagram will show that, as it
was visible over this ridge from the top of Jebel Abdulla, the latter
must have been at least 2700 feet high.
Qway, of course, though excellently mounted, had done
practically nothing. There could be little doubt that he and the
Senussi were hand in glove. He was always asking leave to go to
places like Hindaw, Smint and Qalamun, where I knew the Senussi
had zawias, and the Sheykh el Afrit at Smint and Sheykh Senussi,
the poet in Mut, were his two intimate friends, and both of them
members of the Senussia.
The Senussi had always been a nuisance to travellers wanting to
go into their country. It was, however, difficult to see what they could
do. They would not, I thought, dare to do anything openly in the
oasis and, by getting rid of two out of their three camels I had rather
tied them up for the time being, so far as the desert was concerned.
So I went on with my preparations for our final journey with a fairly
easy mind, making the fatal mistake of underestimating my
opponents.
First I engaged the local tinsmith to patch up six tanks that had
developed leaks. Then I sent Ibrahim round the town to see if he
could not find some more weapons. He returned with a neat little
battle axe, a spear and a six-foot gas-pipe gun with a flint-lock. All of
which I bought as curiosities.
We then went out and tried the gun. It shot, it is true, a few feet to
one side; but little trifles like that are nothing to a bedawi. The
general opinion of the men was that it was a very good gun indeed.
Abdulla said he had been in the camel corps and understood guns,
and undertook to put it right. He shut one eye and looked along the
barrel, then he rested the muzzle on the ground and stamped about
half-way down the barrel to bend it. He repeated this process several
times, then handed the gun back to Ibrahim, saying that he thought
he had got it straight.
I got up a shooting match between the three Sudanese to test it.
The target was a tin of bad meat at eighty yards, and Ibrahim with
the flint-lock gun, with his second shot, hit the tin and won the ten
piastres that I offered as a prize, beating Abd er Rahman and
Abdulla armed with Martini’s.
Then I set to work to buy some more barley for our journey and
difficulties at once arose. I sent Abd er Rahman and Abdulla with
some camels to Belat, but the ’omda told them he had sold the
whole of his grain; though they learnt in the oasis that he had not
been able to sell any and still had huge stores of it left.
Abd er Rahman began dropping ponderous hints about Qway, the
Senussi, “arrangements” and “intrigue”; but, as usual, declined to be
more definite. Qway, when I told him of the difficulty of procuring
grain, was sympathetic, but piously resigned. It was the will of Allah.
Certainly the ’omda of Belat had none left—he knew this as a fact. It
would be quite impossible, he said, to carry out my fifteen days’
journey with such a small quantity of grain and he thought the only
thing for me to do was to abandon the idea of it altogether.
I told him I had no intention of giving the journey up in any
circumstances. The only other plan he could think of was to buy the
grain from the Senussi at Qasr Dakhl. They had plenty—excellent
barley. I mentioned this to Dahab, who was extremely scornful,
declaring that they would not sell me any, or if they did, that it would
be poisoned, for he said it was well known that the Mawhubs
thoroughly understood medicine.
The new mamur arrived in due course. The previous one, ’Omar
Wahaby, had endeavoured to ayb me by not calling till I threatened
him. The new one went one better—he sent for me—and had to be
badly snubbed in consequence.
The natives of Egypt attach great importance to this kind of thing,
and I was glad to see that my treatment of the mamur caused a
great improvement in the attitude of the inhabitants of Mut towards
me, which had been anything but friendly before.
The mamur himself must have been considerably impressed. He
called and enquired about my men, and asked if I had any
complaints to make against them. I told him Qway was working very
badly and had got very lazy; so he said he thought, before I started,
that he had better speak to them privately. I knew I should hear from
my men what happened, so thinking it might have a good effect upon
Qway, I sent them round in the afternoon to the merkaz.
They returned looking very serious—Abd er Rahman in particular
seemed almost awed. I asked him what the mamur had said. He told
me he had taken down all their names and addresses, and then had
told them they must work their best for me, because, though he did
not quite know exactly who I was, I was clearly a very important
person indeed—all of which shows how very easily a fellah is
impressed by a little side!—il faut se faire valoir in dealing with a
native.
The mamur afterwards gave me his opinion of my men. His views
on Dahab were worth repeating. He told me he had questioned him
and come to the conclusion that he was honest, very honest—“In
fact,” he said, “he is almost stupid!”
The barley boycott began to assume rather alarming proportions.
The men could hear of no grain anywhere in the oasis, except at
Belat, Tenida and the Mawhubs, and it really looked as though I
should have to abandon my journey.
I could, of course, have tried to get some grain from Kharga, but it
would have taken over a week to fetch. It was doubtful, too, whether
I could have got as much as I wanted without going to the Nile Valley
for it, and that would have wasted a fortnight at least. I was at my
wits’ end to know what to do.
The Deus ex machina arrived in the form of the police officer—a
rather unusual shape for it to take in the oases. He came round one
afternoon to call. I was getting very bored with his conversation,
when he aroused my interest by saying he was sending some men
to get barley for the Government from the Senussi at Qasr Dakhl.
From the way in which he was always talking about money and
abusing the “avaricious” ’omdas, I felt pretty sure that he lost no
chance of turning an honest piastre; so finding that the price he was
going to pay was only seventy piastres the ardeb, I told him that I
was paying hundred and twenty, and that, if he bought an extra four
ardebs, I would take them off him at that price—and I omitted to
make any suggestion as to what should be done with the balance of
the purchase money.
As trading in Government stores is a criminal offence, I felt fairly
sure that he would not tell the Senussi for what purpose that extra
four ardebs was being bought.
The result of this transaction was that, in spite of the barley
boycott that the Senussi had engineered against me, I was
eventually able to start off again to explore the desert, whose secrets
they were so jealously guarding, with my camels literally staggering
under the weight of some really magnificent grain, bought, if they
had only known it, from the Senussi themselves!
The plan for the journey was as follows: we were to leave Dakhla
with every camel in the caravan, including the hagins, loaded to their
maximum carrying capacity with water-tanks and grain. At the end of
every day’s march a small depot was to be left, consisting of a pair of
the small tanks I had had made for the journey, and sufficient barley
for the camels and food for the men for a day’s supply. The reduction
in the weight of the baggage entailed by the making of these depots,
added to that of the water and grain consumed by the caravan on
the journey, I calculated would leave two camels free by the time that
we reached the five bushes.
Qway and Abdulla, who were to accompany the caravan up to this
point, were then to go on ahead of the caravan with their hagins
loaded with only enough water and grain to take them out to the
main depot at Jebel el Bayed. Here they were to renew their
supplies, go on for another day together and then separate. Qway
was to follow Abdulla’s tracks out to the second hill—Jebel Abdulla
as the men called it—that the Sudani had reached alone on his
scouting journey, and was to go on as much farther as he felt was
safe in the same direction, after which he was to retrace his steps
until he met the caravan coming out along the same route, bringing
out water and supplies for his relief. Abdulla’s instructions were to go
due south when he parted from Qway for two or, if possible, three
days. Then he was to strike off west till he cut Qway’s track, which
we should be following, and return upon it till he met the caravan,
which would then go on along the line of the old road we had found
to complete our fifteen days’ journey, and, if possible, push on till we
had got right across the desert into the French Sudan.
I was not expecting great results from Qway’s journey, but he
knew too much about our plans and was too useful a man in the
desert to make it advisable to leave him behind us in Dakhla, where
the Senussi might have made great use of him. Abdulla was well
armed, an experienced desert fighter, and, in spite of his “feathery”
appearance, was a man with whom it would not be safe to trifle. As
there was a considerable amount of friction between him and Qway,
owing to the Arab’s overbearing attitude towards the Sudanese in
general, I had little fear of their combining.
Abdulla, too, had special instructions to keep an eye on Qway,
and, as there was not much love lost between them, I felt sure he
would do so. While Abdulla was with him on the journey out to the
depot, and for a day beyond, Qway, I felt, would be powerless; while
if, after parting from him, he turned back to Jebel el Bayed to try and
get at the depot, he would have us on top of him, as we should get
there before him. When once the caravan had reached the depot we
should pick up all the water and grain it contained and take it along
with us following his tracks.
I had made him dependent on the caravan, by only giving him
about five days’ water for his own use, and none at all for his camel.
So long as he adhered to his programme he was quite safe, as we
could water his camel as soon as he rejoined us. But if he tried to
follow some plan of his own, he would at once run short of water and
find himself in trouble.
I felt that the precautions I had taken would effectually prevent
any attempt at foul play on his part. My whole scheme had been
thought out very carefully, and had provided, I thought, for every
possible contingency, but “the best laid plans o’ mice and men gang
aft agley”—especially when dealing with a Senussi guide.
CHAPTER XVII
A T the start everything went well. Qway, it is true, though he did

his best to disguise the fact, was evidently greatly put out by my
having been able to produce so much barley. But the rest of the men
were in excellent spirits. Ibrahim, in particular, with the flint-lock gun
slung over his back, was as pleased with himself as any boy would
be when carrying his first gun. The camels, in spite of their heavy
loads, went so well that on the evening of the second day we
reached the bushes.
I found that a well which, without finding a trace of water, I had
dug the year before to a depth of thirty feet had silted up to more
than half its depth with sand. Here we cut what firewood we wanted,
and on the following morning Abdulla and Qway left the caravan and
went on ahead towards Jebel el Bayed.
I walked with them for a short distance as they left, to give them
final instructions. I told them that we should closely follow their
tracks. Having some experience of Qway’s sauntering ways when
scouting by himself, I told him that he must make his camel put her
best leg forward, and that if he did I would give him a big bakhshish
at the end of the journey.
He at once lost his temper. The camel was his, he said, and he
was not going to override her, and he should go at whatever pace he
choose. He was not working for me at all, but he was working for
Allah. My obvious retort, that in that case there was no necessity for
me to pay his wages, did not mend matters in the least, and he went
off in a towering rage. The Senussi teach their followers that every
moment of a man’s life should be devoted to the service of his
Creator; consequently, though he may be working for an earthly
master, he must first consider his duty towards Allah, as having the
first claim upon his services—a Jesuitical argument that obviously
puts great power into the hands of the Senussi sheykhs, who claim
to be the interpreters of the will of Allah.
Abd er Rahman, who had been watching this little scene from a
distance, looked very perturbed when I got back to the caravan.
Qway, he said, was feeling marbut (tied) and that was very bad,
because he was very cunning, and he prophesied that we should
have a very difficult journey.
The Arabs are naturally a most undisciplined race, who kick at
once at any kind of restraint. They are apt to get quite highfalutin on
the subject of their independence, and will tell you that they want to
be like the gazelle, at liberty to wander wherever they like, and to be
as free as the wind that blows across their desert wastes, and all that
kind of thing, and it makes them rather kittle cattle to handle.
Abd er Rahman was right; things began to go wrong almost at
once. The first two days after leaving Mut had been cool, but a
simum sprang up after we left the bushes and the day became
stiflingly hot. Towards midday the internal pressure, caused by the
expansion of the water and air in one of the tanks, restarted a leak
that had been mended, and the water began to trickle out of the
hole. We unloaded the camel and turned the tank round, so that the
leak was uppermost and the dripping stopped. But soon a leak
started in another of the mended tanks, and by the evening the water
in most of those I had with me was oozing out from at least one
point, and several of them leaked from two or more places.
When a tank had only sprung one leak, we were able to stop the
wastage by hanging it with the crack uppermost; but when more than
one was present, this was seldom possible. One of the tanks leaked
so badly that we took it in turns to hold a tin underneath it, and, in
that way, managed to save a considerable amount of water that we
poured into a gurba.
On arriving in camp, I took the leaks in hand and stopped them
with sealing-wax. This loss of water was a serious matter. Every
morning I measured out the day’s allowance for each man by means
of a small tin; in face of the leakage from the tanks, I thought it
advisable to cut down the allowance considerably.

Full Download Test Bank For Essentials of Lifespan Development 3Th Edition John Santrock PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Full Download Test Bank For Essentials of Lifespan Development 3Th Edition John Santrock PDF

Uploaded by

Copyright:

Available Formats

Test Bank for Essentials of LifeSpan

Development 3th Edition John Santrock

Test Bank for Essentials of LifeSpan Development

To download the complete and accurate content document, go to:

Visit TestBankBell.com to get complete for all chapters

CHAPTER 7: PHYSICAL AND COGNITIVE DEVELOPMENT IN MIDDLE AND

Multiple Choice Questions

3. During elementary school years, head circumference and waist circumference:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 1

6. In 2009–2010, _____ percent of U.S. 6- to 11-year-olds were classified as obese.

8. The incidence of cancer in children has _____ in recent years.

9. Which type of cancer is most prevalent in children?

Santrock, Essentials of Life-Span Development, 3e TB-7 | 2

10. _____ are characterized by an uncontrolled proliferation of abnormal cells.

11. Children with cancer:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 3

16. A learning disability:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 4

19. _____ children with a learning disability have a reading problem.

Santrock, Essentials of Life-Span Development, 3e TB-7 | 5

25. Research indicates that it is unlikely learning disabilities:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 6

b. right and left brain functioning.

30. ADHD occurs _____ more frequently in boys than in girls.

Santrock, Essentials of Life-Span Development, 3e TB-7 | 7

b. four to nine times

31. A number of causes for ADHD have been proposed, including:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 8

38. What causes the autism spectrum disorders?

Santrock, Essentials of Life-Span Development, 3e TB-7 | 9

Santrock, Essentials of Life-Span Development, 3e TB-7 | 10

Santrock, Essentials of Life-Span Development, 3e TB-7 | 11

d. Concrete operational stage

Santrock, Essentials of Life-Span Development, 3e TB-7 | 12

51. Compared with novices, experts have:

54. Which of the following is NOT an effective memory strategy?

Santrock, Essentials of Life-Span Development, 3e TB-7 | 13

Santrock, Essentials of Life-Span Development, 3e TB-7 | 14

62. _____ involves knowing about knowing.

63. Knowledge about memory is known as:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 15

66. Mental age (MA) is:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 16

69. Who created the concept of intelligence quotient?

71. If intelligence is assumed to be normally distributed, which of the following would

Santrock, Essentials of Life-Span Development, 3e TB-7 | 17

74. Which of the following is a type of intelligence identified in Robert J. Sternberg’s

Santrock, Essentials of Life-Span Development, 3e TB-7 | 18

Santrock, Essentials of Life-Span Development, 3e TB-7 | 19

82. Which of the following is a type of intelligence identified by Howard Gardner?

84. Which of the following statements about IQ and intelligence is true?

Santrock, Essentials of Life-Span Development, 3e TB-7 | 20

Difficulty Level: Medium

88. Many intelligence tests are biased in that they:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 21

Santrock, Essentials of Life-Span Development, 3e TB-7 | 22

93. What percentage of mentally retarded are considered moderately retarded?

Santrock, Essentials of Life-Span Development, 3e TB-7 | 23

101. Organic retardation is caused by:

Santrock, Essentials of Life-Span Development, 3e TB-7 | 24

Difficulty Level: Easy

103. Cultural-familial retardation is characterized by:

104. Children with superior talent for something are called: