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Chapter 5—Infancy: Cognitive Development

MULTIPLE CHOICE

1. Because of their tendency to experiment with their environments, Piaget referred to children like his
son, Laurent, as little ________.
a. scientists c. comedians
b. copiers d. students
ANS: A DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

2. Cognitive development in children is the process by which:

a. children perceive and mentally represent the world
b. intelligence is developed
c. children learn to imitate others
d. children learn strategies for developing short- and long-term memory
ANS: A DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

3. According to Piaget (1963), children's cognitive processes develop:

a. entirely by the time they reach puberty.
b. in an orderly sequence of stages
c. primarily by age 5, after which no new cognitive development occurs
d. through a developmental sequence that varies greatly for each child
ANS: B DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

4. D.C. has learned that his ball is called a toy. When he sees a round light bulb, he calls it a "toy." This is
an example of:
a. accommodation c. assimilation
b. differentiation d. conceptualization
ANS: C DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

5. Latifa knows that kittens are animals. Her mother tells her that puppies are also animals. Latifa then
changes her scheme of animals to include puppies. In changing her scheme to incorporate the new
information, Latifa is using:
a. assimilation c. augmentation
b. reaction range d. accommodation
ANS: D DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

6. Which of the following is NOT a stage of cognitive development discussed in the theory of Jean
Piaget?
a. logical operational c. concrete operational
b. sensorimotor d. formal operational
ANS: A DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual
7. Dylan picks up an object he has not seen before. He immediately puts it in his mouth. Dylan's behavior
is representative of which stage of cognitive development?
a. concrete operations c. sensorimotor stage
b. oral-cognitive stage d. physio-emotive stage
ANS: C DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

8. During the _____ stage of development, according to Piaget’s cognitive-developmental theory, infants
progress from responding to events with reflexes, or ready-made schemes, to goal-oriented behavior.
a. sensorimotor c. concrete operational
b. formal operational d. preoperational
ANS: A DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

9. Which of the following is an example of a simple reflex?

a. reaching for an object c. looking to see if one's mother is near
b. purposefully searching for an object d. turning toward the source of a noise
ANS: D DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

10. At the beginning of the _____ substage of the sensorimotor period of development, reflexes are
inflexible and stereotypical.
a. first c. third
b. second d. sixth
ANS: A DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

11. Of the following, which is the most advanced substage in Piaget's sensorimotor period?
a. coordination of secondary schemes c. secondary circular reaction
b. primary circular reaction d. tertiary circular reaction
ANS: D DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

12. During which stage of cognitive development would you witness a tertiary circular reaction?
a. sensorimotor c. concrete operations
b. preoperations d. formal operations
ANS: A DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual
13. Which of the following represents a primary circular reaction?
a. Kala accidentally touches her nose with her thumb and then repeats it
b. Jose turns toward the sound of the phone ringing
c. Lorenzo kicks his mobile over and over because it makes it move
d. Megan pulls her blanket so it will bring her teddy bear close enough to grab it
ANS: A DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

14. In which substage of sensorimotor development would you first witness goal-directed behavior?
a. simple reflexes c. coordination of secondary schemes
b. secondary circular reactions d. tertiary circular reactions
ANS: C DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

15. Emma is 7-months-old. She repeatedly shakes a rattle so it will make a noise she likes. This is an
example of:
a. simple reflex c. secondary circular reaction
b. primary circular reaction d. tertiary circular reaction
ANS: C DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

16. How do primary and secondary circular reactions differ?

a. primary involve only reflexes, whereas secondary involve thoughts
b. they are the same, one is just engaging in a more complex behavior
c. primary focus on the body, whereas secondary focus on the environment
d. primary involve more important behaviors than secondary
ANS: C DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

17. If a child looks repeatedly and intensely at an object:

a. it shows that they do not understand the object
b. it shows that they are purposefully "looking in order to see"
c. it doesn't mean anything because they are too young
d. it demonstrates memory
ANS: B DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

18. When an infant visually tracks an object, what happens when it moves out of view?
a. the infant will continue trying to find it
b. the infant will become visibly upset
c. what the infant will do depends upon the age of the infant
d. the infant will abandon the tracking without concern
ANS: C DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

19. If an infant reaches for a toy hidden under a cloth, what does this suggest?
a. what it means depends upon the age of the child
b. what it means depends upon the gender of the child
c. it is still random activity at this age
d. that the child has a mental representation of the object in mind
ANS: D DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

20. Amir is 10-months-old. He is able to push one toy aside in order to reach another that he wishes to
play with. He is also able to imitate the gestures and sounds his parents make when they play with him.
This is an example of:
a. secondary circular reactions
b. invention of new means through mental combinations
c. object permanence
d. coordination of secondary schemes
ANS: D DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

21. By what age will a child demonstrate coordination of secondary schemes?

a. by 2-3 months c. not until about 8 months
b. by 4-5 months d. not until around 14 months
ANS: C DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

22. By what age will a child demonstrate tertiary circular reactions?

a. by 2 months c. by 12 months
b. by 5 months d. not until 18 months
ANS: C DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

23. Which of the following is an example of a tertiary circular reaction?

a. Kala accidentally touches her nose with her thumb, it makes her laugh, she then repeats
the action and it makes her laugh again
b. Jose turns toward the sound of the phone ringing
c. Lorenzo kicks his mobile over and over because it makes it move
d. After many tries, Megan turns her toy sideways and is able to pull it into the crib. Now,
whenever she wants the toy, she turns it sideways to pull it through
ANS: D DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

24. With tertiary circular reactions:

a. trial and error is still used until an action accomplishes the goal
b. trial and error is not needed
c. the child will give up if something does not work the first time
d. none of these is accurate
ANS: A DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application
25. Which substage of sensorimotor development serves as a transition to the symbolic thought of the next
stage?
a. tertiary circular reaction
b. secondary circular reaction
c. invention of new means through mental combinations
d. coordination of secondary schemes
ANS: C DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

26. A child wants a toy that is too big to be pulled straight through the bars of her crib. She studies the toy
for some time and then grabs it, turns it sideways, and fits it through the bars. This child is using:
a. primary circular reaction
b. invention of new means through mental combinations
c. secondary circular reactions
d. coordination of secondary schemes
ANS: B DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

27. Object permanence refers to:

a. an understanding that changes in shape do not change the object
b. a realization that objects can look different, but still be the same
c. a recognition that things exist even when they are out of sight
d. a comprehension that one’s schemes must remain unchanged for the constancy for the
world to make sense
ANS: C DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

28. What ability would not be necessary for object permanence to occur?
a. memory skills
b. understanding the connection between what can be seen and not seen
c. the ability to form mental representations
d. locomotive ability
ANS: D DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

29. What does the phrase "A not B error" mean?

a. children will not search for hidden objects unless given an incentive
b. children will randomly search for hidden objects, but will quickly become frustrated and
give up
c. a child may reach for a hidden object where it has always been, yet still reach there even
when they see the toy hidden somewhere else
d. a child will search for a hidden toy but will quickly become distracted by other, more
interesting objects
ANS: C DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

30. Piaget's cognitive-developmental theory:

a. has been validated - infant cognitive development occurs in discrete stages
b. has not been observed cross-culturally
c. is an excellent theory for understanding infant social development
d. may underestimate the competence of infants
ANS: D DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

31. Piaget’s cognitive-developmental theory has been criticized because:

a. it focused almost exclusively on maturational processes.
b. it focused almost exclusively on learning processes.
c. it did not explain cognitive development of infants.
d. it overestimated the abilities of infants.
ANS: A DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

32. Piaget's stages of cognitive development:

a. have only been documented in Piaget's own children
b. apply more directly to the cognitive development of girls than boys
c. apply more directly to the cognitive development of boys than girls
d. have been documented in children cross-culturally
ANS: D DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

33. Jocelyn watches as her mother puts her toys in a basket. Three weeks later, after never having engaged
in this behavior, Jocelyn attempts to put her toys in the basket. This illustrates:
a. assimilation c. deferred imitation
b. egocentrism d. object permanence
ANS: C DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

34. Deferred imitation means:

a. the child can mimic only within five seconds what he/she has seen
b. children can imitate from the moment they are born
c. a child has a mental representation in mind for a behavior observed potentially long before
the behavior is imitated
d. imitation is a more automatic process than was assumed in the past
ANS: C DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Conceptual

35. Tamika, a 9-month-old infant, watches as her mother pushes a button on a toy and the toy beeps.
Several hours later, Tamika pushes the button and the toy beeps. This is an example of:
a. deferred imitation c. instrumental learning
b. imitation d. classical conditioning
ANS: A DIF: Easy REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Application

36. Emily adjusts her rate of sucking in order to hear a recording of her mother reading "The Cat in the
Hat," a story her mother read aloud during pregnancy. What does this illustrate?
a. imitation c. object permanence
b. memory d. deferred imitation
ANS: B DIF: Easy REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Application

37. Which of the following is true of infant memory?

a. infants demonstrate memory for experiences they had while still in the womb
b. infants do not demonstrate reliable memory until about 3 months of age
c. infants can only remember after 6 months of age
d. infants can memorize things with only one exposure
ANS: A DIF: Moderate REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Factual

38. When does the first dramatic improvement in infant memory occur?
a. between 1-2 months of age c. between 6-8 months of age
b. between 2-6 months of age d. between 8 and 12 months of age
ANS: B DIF: Difficult REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Factual

39. Rovee-Collier and her colleagues (1993) tied one end of a ribbon to a brightly colored mobile and tied
the other end ties to an infant's ankle. What did these studies measure?
a. object permanence
b. habituation
c. memory
d. the age of onset of primary circular reactions
ANS: C DIF: Moderate REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Factual

40. How long after learning a task can a typical 2-month-old remember it?
a. a few hours c. up to 2 days
b. 12 hours d. up to 3 days
ANS: D DIF: Moderate REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Factual

41. How long after learning a task can a typical 3-month-old remember it?
a. 12 hours c. 3-4 days
b. 1-2 days d. up to one week
ANS: D DIF: Moderate REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Factual

42. You can improve infant memory by:

a. giving the infant a reminder on the day prior to the day of the memory test
b. increasing the number of times the infant is exposed to the memory item during the day
they learn it
c. infant memory only improves with time
d. giving the infant a reward when he/she learns the memory task
ANS: A DIF: Difficult REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Conceptual

43. What is the basis for most human learning?

a. genetic programming c. learning by trial and error
b. imitation of others d. classical conditioning
ANS: B DIF: Easy REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Conceptual
44. Using a reminder procedure, researchers were able to improve the memory of 3-month-old infants to:
a. 10 days c. 28 days
b. 14 days d. 3 months
ANS: C DIF: Difficult REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Factual

45. Research studies have shown that infants can imitate adults opening their mouths and sticking out their
tongues. How early has this imitative behavior been observed in infants?
a. at 2 days of age c. not before 3 days of age
b. less than 1 hour old d. after 1 week
ANS: B DIF: Difficult REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Factual

46. If a one-hour-old infant sticks out her tongue in response to an adult doing the same, what has
occurred?
a. the infant observed the adult and then decided to stick out her tongue
b. learning has occurred
c. deferred imitation has occurred
d. given the age of the child, this is most likely an imitation reflex
ANS: D DIF: Moderate REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Conceptual

47. Moving from reflexive imitation to purposeful imitation requires:

a. improvements in cognitive abilities
b. just the passing of time
c. significant effort on the part of the child over an extended period of time
d. the emergence of genetic programming
ANS: A DIF: Moderate REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Conceptual

48. The fact that infants, sometimes very young infants, can demonstrate imitation is sometimes explained
on the basis of ________ neurons.
a. afferent c. tertiary
b. mirror d. efferent
ANS: A DIF: Moderate REF: 5-2 Information Processing
OBJ: 5-2 MSC: TYPE: Conceptual

49. In terms of individual differences in intelligence among infants:

a. there are no individual differences in intelligence among infants
b. infant intelligence develops in a discontinuous, stage-like process across childhood
c. there can be a great deal of variability in intelligence among infants
d. there is a genetic process of development that minimizes individual differences in infant
intelligence
ANS: C DIF: Easy REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

50. Which of the following is a measure of infant “intelligence?”

a. The Apgar scale c. The Riley scale
b. The Bayley scales d. The Piaget scale
ANS: B DIF: Easy REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

51. How is infant intelligence assessed?

a. by comparing the abilities of one infant to others of the same age
b. it is not possible to test infant intelligence
c. by comparing infant abilities to genetic norms
d. by monitoring brain wave activity while the infant is presented with visual stimuli
ANS: A DIF: Difficult REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

52. The Bayley Scales of infant development consist of 178 mental items, 111 motor items and:
a. a language rating scale c. a behavior rating scale
b. a reflex rating scale d. a maternal behavior with the child scale
ANS: C DIF: Easy REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

53. When would a child's Bayley test scores be average?

a. there are no norms, so an average score cannot be determined
b. when the infant can complete 100% of the items for his or her age group
c. when the infant passes the test at the age at which 50% of other same-aged infants pass the
test
d. When a child can complete 75% of the items in less than 60 minutes
ANS: C DIF: Difficult REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

54. In its simplest sense, the Bayley Scales measure:

a. mental and motor abilities c. environmental influences on intelligence
b. genetic influences on intelligence d. social and emotional development
ANS: A DIF: Moderate REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

55. Sensorimotor tests of infant development:

a. are strongly related to subsequent IQ scores
b. are highly related to verbal scores obtained in later childhood
c. are not really similar to the verbal and symbolic measures used to assess intelligence in
later childhood
d. strongly predict childhood success in school
ANS: C DIF: Difficult REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Conceptual

56. Jenna can tell the difference between an object she has seen before, and a new one. This ability is
referred to as visual ________.
a. habituation c. recognition memory
b. sensory memory d. classical conditioning
ANS: C DIF: Easy REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Application

57. A child is shown two objects for 20 seconds. After this, one of the objects is replaced and the infant
spends more time looking at the new object. What does this represent?
a. visual recognition c. concrete operations
b. centration d. formal operations
ANS: A DIF: Moderate REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Application

58. Higher visual recognition scores in infancy are related to:

a. attention deficit disorder in later childhood c. poorer memory skills in later childhood
b. creativity in later childhood d. higher IQ scores later in childhood
ANS: D DIF: Moderate REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

59. Susan Rose and her colleagues (2001) showed that visual recognition memory is:
a. somewhat stable from age to age
b. related significantly to brain myelination
c. positively correlated with brain weight
d. a good way to screen infants for handicaps, such as sensory or neurological problems
ANS: A DIF: Moderate REF: 5-3 Individual Differences in Intelligence \
OBJ: 5-3 MSC: TYPE: Factual

60. In terms of language:

a. children can only understand words they can say
b. its development is predetermined and independent of experience
c. children’s early receptive vocabulary tends to be bigger than their expressive vocabulary
d. its development is linked very closely to the development of visual memory
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual

61. What is the earliest communicative sound a child makes?

a. crying c. saying "ma" or "pa"
b. cooing d. holophrases
ANS: A DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual
62. Vocalizations that do not represent objects or events are called:
a. prelinguistic c. random
b. nonsensical d. paralinguistic
ANS: A DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

63. Is infant crying a primitive form of language?

a. no, because crying communicates no meaning
b. no, because cries do not represent objects or events
c. yes, because the cries are within the child’s control
d. yes, because the cries have distinct purposes
ANS: B DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual

64. Infants begin cooing:

a. at birth c. during the second month of life
b. at one week of age d. during the fourth month of life
ANS: C DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

65. Infant "ooh" and "ah" sounds which are linked to pleasure or positive excitement are called:
a. positive cries c. babbles
b. coos d. echoes
ANS: B DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

66. Which of the following is most sophisticated?

a. making no sound, which shows awareness that all is well
b. cooing
c. crying
d. babbling
ANS: D DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

67. Cries and coos are:

a. based entirely on genetic programming
b. based entirely on experience
c. innate, but modified by experience
d. random noises that are soon replaced by meaningful sounds
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual

68. Babbling:
a. appears between 6- and 9-months of age
b. occurs before cooing
c. is strongly related to words the child is trying to say
d. occurs after the ability to use intonation
ANS: A DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

69. When infants babble, they tend to babble:

a. sounds they have heard before c. vowel sounds only
b. names for mommy and daddy d. combinations of consonants and vowels
ANS: D DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual
70. As baby Michael plays in his crib, his parents overhear him making repetitive sounds such as
"babababa" and "dadadada." This repeating of syllables is called:
a. cooing c. babbling
b. echolalia d. intonation
ANS: B DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

71. Echolalia involves:

a. infants understanding more words than they can say
b. infants speaking words they really don't understand
c. infants repeating sounds or words they have heard
d. the rising and falling of speech patterns
ANS: C DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

72. The rising and falling of verbal speech patterns is called ________.
a. intonation c. vocabulary
b. echolalia d. pronunciation
ANS: A DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

73. Theo is 10-months-old. His parents overhear him talking to himself in his crib. His language resembles
adult speech in sound, with words rising and falling. This is called:
a. echolalia c. turn-taking
b. intonation d. vocabulary development
ANS: B DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

74. Receptive vocabulary:

a. includes the number of words a child can actually say
b. includes the number of words a child understands
c. includes words the child has heard, but does not yet understand
d. is limited to the repetition of syllables the child has heard
ANS: B DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

75. When is an infant's first word typically spoken?

a. by their 6th month c. between 11 and 13 months of age
b. usually by 10 months of age d. around 24 months of age
ANS: C DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual
76. Brian and Tamara are concerned because their 12-month-old son has yet to speak his first word. As an
expert in child development, what do you tell them?
a. that they should be concerned as most children speak their first word before their first
birthday.
b. that they shouldn't be concerned because boys develop speech much later than girls
c. that they shouldn't be concerned because anywhere between 8 to 18 months of age is
considered normal for speaking first words
d. that there is probably either a problem with the child’s hearing or with the muscles that
control speech. They should see an expert soon!
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

77. After children speak their first words, verbal acquisition tends to be _____.
a. fast, with children speaking 40-50 words within a month
b. slow, with children speaking 10-30 words within 3-4 months
c. fast, as expressive vocabulary outpaces receptive vocabulary
d. none of these
ANS: B DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

78. Which of the following is an example of a general nominal?

a. Matthew c. Daddy
b. Doggy d. Banana
ANS: B DIF: Difficult REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

79. Which of the following is an example of a specific nominal?

a. fire truck c. boy
b. brown dog d. Mr. Rogers
ANS: D DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

80. A specific nominal refers to:

a. classes of objects c. proper nouns
b. personal pronouns d. words longer than two syllables
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

81. At 18-months of age, Ben could speak approximately 50 words. However, by 22-months of age, his
vocabulary had increased to almost 300 words, most of which were nouns. What is this called?
a. the expressive explosion c. the naming explosion
b. the specific nominal explosion d. referential style
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

82. Olivia has learned to call a toy truck "tru." Now whenever she sees any toy with wheels, she calls it
"tru." This is an example of:
a. underextension c. expressive language style
b. referential language style d. overextension
ANS: D DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

83. A child learns to call a dog "bow-wow" and now calls all animals he sees "bow-wow." This is an
example of:
a. telegraphic speech c. egocentric speech
b. overextension d. morpheme
ANS: B DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

84. To the delight of her parents, 20-month-old Maya just exclaimed "Daddy go!" What does this
utterance best represent?
a. a holophrase c. MLU
b. a morpheme d. telegraphic speech
ANS: D DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

85. What is a morpheme?

a. a single word meant to represent an entire phrase
b. a single word meant to represent multiple objects
c. the total length of an infant's utterance
d. the smallest unit of meaning in a language
ANS: D DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

86. Mean length of utterance refers to:

a. the average number of morphemes a child uses in a sentence
b. the total number of sounds a child makes when trying to express herself
c. the average number of letters in the child's usual utterances
d. none of these
ANS: A DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

87. What is the relationship between MLU and chronological age?

a. as chronological age increases, MLU tends to decrease
b. as chronological age increases, MLU tends to increase
c. chronological age and MLU are unrelated
d. chronological age increases across time, whereas MLU remains the same across time
ANS: B DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual

88. What is a holophrase?

a. the first complete sentence that a child utters
b. a double-word utterance that a child speaks around 14-months of age
c. a single word utterance that expresses a complex meaning
d. a first word from the infant accompanied by physical gestures
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

89. A child says "doggy!" This is an example of:

a. a morpheme c. telegraphic speech
b. a holophrase d. mean length of utterance
ANS: B DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

90. By what age do most children begin using two-word sentences?

a. between 9 and 12 months c. between 18 and 24 months
b. between 12 and 16 months d. between 24 and 36 months
ANS: C DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

91. From a _____ perspective, parents serve as models for language development for their children.
a. Piagetian cognitive-developmental c. social cognitive
b. Skinnerian learning theory d. maturational
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual

92. Young Dominic, only 3 years old, overheard a television show where the word “dammit” was spoken.
Dominic thought it was a funny word, so he has been repeating it. His parents have decided to ignore
it. According to the learning principle of ________, Dominic should soon stop saying the word since
he is getting no reinforcing response.
a. telegraphing c. shaping
b. extinction d. punishment
ANS: B DIF: Easy REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

93. According to B.F. Skinner, when parents require that children's utterances of words be progressively
closer to actual words before they are reinforced, this is called:
a. grammatical construction c. shaping
b. expressive vocabulary d. negative reinforcement
ANS: C DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual
94. Natalie is 18-months old and mispronounces some words when she is speaking. Her parents are quick
to correct her pronunciation. According to research:
a. correcting her pronunciation will increase her language development
b. correcting her pronunciation may slow her language development
c. correcting her pronunciation will have no effect on her language development as language
acquisition is caused by innate or inborn prewiring
d. there is no research on this subject
ANS: B DIF: Difficult REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

95. David is a new father and he wants to know what he can do to enhance his child's language
development. He reads a few research studies and finds that language growth in children is enhanced
when adults:
a. use questions that engage the child
b. are quick to correct pronunciation errors so that children can learn to speak properly
c. select educational television shows for the child to watch from their earliest ages
d. encourage their children to remember not to speak unless there is a true need to
ANS: A DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application

96. What is the Language Acquisition Device (LAD)?

a. a neural prewiring that allows children to learn grammar
b. a technique used to teach infants language skills
c. a sensitive period in which children acquire language
d. a machine that resembles a toy that helps children with language deficit improve their
speaking skills
ANS: A DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Factual

97. The ________structure of language is to the superficial elements of grammar, as the ________
structure of language is to the meaning of a sentence.
a. primary; secondary c. tertiary, circular
b. surface; deep d. semantic; structural
ANS: B DIF: Difficult REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual

98. Whereas Broca's area is involved in language _____, Wernicke's area is involved in language _____.
a. comprehension, production c. syntax, grammar
b. production, comprehension d. grammar, syntax
ANS: B DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual
99. Fabrizio suffers from a language disturbance in which he speaks freely and uses correct syntax, but has
tremendous impairment of his ability to comprehend what others are saying to him. He also has
difficulty finding the words to express his own thoughts. Fabrizio sounds like he has ________
aphasia.
a. Broca’s c. Chomsky’s
b. Wernicke’s d. Daley’s
ANS: B DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Application
100. The story of Genie:
a. shows the effects of teaching ASL to young children
b. provides evidence for the existence of a LAD
c. proves that language acquisition is genetically determined and not dependent upon
environment
d. supports the hypothesis that there are sensitive periods for learning language
ANS: D DIF: Moderate REF: 5-4 Language Development
OBJ: 5-4 MSC: TYPE: Conceptual

MATCHING

Match the following:

a. When an event that first occurred by k. Children’s concepts about the world
chance is repeated
b. The number of words a child can use in l. An example would be thinking that all
the production of language animals fit into the scheme “doggy”
because the child has a doggy at home
c. Includes assessment of mental-scale and m. "Doggy go!"
motor-scale items
d. An example would be calling all grown n. The superficial grammatical construction
men "Daddy" of a sentence
e. The ability to discriminate previously o. Recognition that items exist even when
encountered objects from novel objects out of sight
f. A one-word utterance that conveys a p. The smallest unit of language that has
sentence of meaning meaning
g. The number of words a child understands q. The rules for ordering words into
sentences
h. Proposed the stage theory of cognitive r. The underlying meaning of a sentence
development
i. The repetition of behaviors that affect the s. When schemes are applied to specific
environment situations
j. One example would be babbling t. An example would be learning different
animal schemes for different species of
animals.

1.Jean Piaget 8. Overextension

2. Primary circular reaction 9. Visual recognition memory
3. Assimilation 10. Telegraphic speech
1.

4. Holophrase 2. 11. Object permanence

5. Expressive vocabulary 3. 12. Morpheme
6. Secondary circular reaction 4. 13. Prelinguistic vocalizations
7. Schemes 5. 14. Syntax
6. 15. Tertiary circular reaction 10. 19. Deep structure
7. 16. Accommodation 20. Bayley Scales of Infant
8. 17. Receptive vocabulary Development
9. 18. Surface structure

1. ANS: H 1. 11. ANS: O

2. ANS: A 2. 12. ANS: P
3. ANS: L 3. 13. ANS: J
4. ANS: F 4. 14. ANS: Q
5. ANS: B 5. 15. ANS: S
6. ANS: I 6. 16. ANS: T
7. ANS: K 7. 17. ANS: G
8. ANS: D 8. 18. ANS: N
9. ANS: E 9. 19. ANS: R
10. ANS: M 10. 20. ANS: C

TRUE/FALSE

1. When children engage in accommodation, they create new schemes for the world.

ANS: T DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget

OBJ: 5-1 MSC: TYPE: Factual

2. A primary circular reaction involves repeating a behavior that affects the environment.

ANS: F DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget

OBJ: 5-1 MSC: TYPE: Factual

3. The first stage of cognitive development according to Piaget’s cognitive-developmental theory is the
pre-operational stage.

ANS: F DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget

OBJ: 5-1 MSC: TYPE: Factual

4. During the fourth substage of sensorimotor development, infants coordinate schemes to attain specific
goals.

ANS: T DIF: Difficult REF: 5-1 Cognitive Development: Jean Piaget

OBJ: 5-1 MSC: TYPE: Factual

5. Criticism of Piaget’s cognitive-developmental theory has suggested that development tends to be more
gradual and continuous than he suggested.

ANS: T DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget

OBJ: 5-1 MSC: TYPE: Conceptual

6. Imitation after a time delay occurs as early as 6 months of age.

ANS: T DIF: Moderate REF: 5-1 Cognitive Development: Jean Piaget
OBJ: 5-1 MSC: TYPE: Factual

7. Infants are unable to imitate others’ behaviors until six months of age.

ANS: F DIF: Moderate REF: p. 89 OBJ: 05-01

MSC: TYPE: Conceptual

8. Neonates’ ability to imitate others may have a survival function.

ANS: T DIF: Moderate REF: 5-2 Information Processing

OBJ: 5-2 MSC: TYPE: Conceptual

9. Research on infant memory has shown that neonates adjust their rate of sucking to hear a recording of
their mother reading a story she had read aloud during the last weeks of pregnancy,

ANS: T DIF: Moderate REF: 5-2 Information Processing

OBJ: 5-2 MSC: TYPE: Factual

10. Rovee-Collier and colleagues demonstrated that infants are unable to remember events that occurred to
them from day to day.

ANS: F DIF: Moderate REF: 5-2 Information Processing

OBJ: 5-2 MSC: TYPE: Factual

11. Infant memory can be improved if infants receive a reminder before they are given the memory test.

ANS: T DIF: Easy REF: 5-2 Information Processing

OBJ: 5-2 MSC: TYPE: Factual

12. Visual recognition memory during infancy is related to later IQ scores.

ANS: T DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

13. Babbling is the first communicative sound an infant makes.

ANS: F DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

14. Expressive language tends to outpace receptive language, particularly up until 3 years of age.

ANS: F DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

15. Most children can use between 500 and 1000 words by 18 months of age.

ANS: F DIF: Easy REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

16. A child’s MLU decreases as s/he develops.

ANS: F DIF: Difficult REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

17. Learning theory explains language development primarily as a result of nature.

ANS: F DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Conceptual

18. Selective reinforcement of children’s pronunciation may lead to slower language development.

ANS: T DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

19. “Motherese” has been shown to slow language development.

ANS: F DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

20. The nativist view of language development holds that inborn factors cause children to attend to and
acquire language in certain ways.

ANS: T DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

21. According to psycholinguistic theory, language acquisition involves an interaction between

environmental influences and an inborn tendency to acquire language.

ANS: T DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

22. Children bring an inborn tendency in the form of neurological “prewiring” to language learning,
according to the nativist perspective.

ANS: T DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

23. Broca’s area is located near the section of the motor cortex that controls the muscles of the tongue and
throat and other areas of the face that are used in speech.

ANS: T DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

24. Language learning is most efficient during sensitive periods, particularly after puberty.

ANS: F DIF: Easy REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual

25. Genie, the girl who was locked away for much of her first 13 years of life, was unable to learn
language as well as those who had normal language development.

ANS: T DIF: Moderate REF: 5-4 Language Development

OBJ: 5-4 MSC: TYPE: Factual
COMPLETION

1. When ____________________ does not allow the child to make sense of novel events, children try to
modify existing schemes through ____________________, according to Piaget’s cognitive-
developmental theory.

ANS: assimilation, accommodation

2. According to Piaget’s cognitive-developmental theory, the ____________________ stage is the first

stage of cognitive development.

ANS: sensorimotor

3. Infants tend to repeat stimulating actions that first occurred by chance. This is an example of a
________circular reaction in Piaget’s cognitive-developmental theory.

ANS: primary

4. Between 12 to 18 months of age, Piaget suggested that infants engage in ________circular reactions,
or purposeful adaptations of established schemes to specific situations.

ANS: tertiary

5. When an infant searches for an object that has rolled out of sight, this is evidence of ________,
according to Piaget’s cognitive-developmental theory.

ANS: object permanence

6. The presence of ________ imitation suggests that children have mentally represented behavior
patterns

ANS: deferred

7. The ____________________ approach to cognitive development focuses on how children manipulate

or process information coming in from the environment or already stored in the mind.

ANS: information processing

8. Some theorists speculate that the imitation reflex is made possible by ____________________ that are
found in human brains

ANS: mirror neurons

9. The ________ Scales of Infant Development are comprised of both mental-scale and motor-scale
items, and also include a behavioral rating scale.

ANS: Bayley

10. ____________________ is the ability to discriminate previously seen objects from novel objects.

ANS: Visual recognition memory

11. Cooing and babbling are considered _______ vocalizations.

ANS: prelinguistic

12. ____________________ are often vowel-like and may resemble extended “oohs” and “ahs.”

ANS: Coos

13. “Bah-bah-bah-bah-bah”, a repeated consonant\vowel combination, is an example of

____________________.

ANS: babbling

14. Being able to understand what others are saying to you is an example of ____________________
vocabulary.

ANS: Receptive

15. A child’s first word typically is spoken between the ages of ____________________ months

ANS: 11 and 13

16. “Me want cookie” is an example of ________ speech.

ANS: telegraphic

17. The mean length of ________ is the average number of morphemes that communicators use in their
sentences

ANS: utterance

18. Children’s two-word sentences, although brief and telegraphic, show understanding of
____________________, the rules for placing words in a sentence.

ANS: syntax

19. Learning theorists usually explain language development in terms of ____________________ and
____________________.

ANS: imitation; reinforcement.

20. As children get older, parents require that children’s utterances be progressively closer to actual words
before they are reinforced. This is an example of ____________________.

ANS: shaping

21. When parents use a simplified form of language called ____________________, they help enhance
language development.

ANS: motherese
22. According to the ____________________ view of language development, children bring an inborn
tendency in the form of neurological “prewiring” to language learning.

ANS: nativist

23. According to Chomsky, children have an innate ability to learn the rules of language called the
____________________.

ANS: language acquisition device

24. When a part of the left hemisphere of the brain in damaged, people speak laboriously in a pattern. This
is called ________ aphasia.

ANS: Broca’s

25. ________ aphasia occurs when people with certain types of brain damage speak freely and with proper
syntax but have trouble understanding speech and finding the words to express themselves.

ANS: Wernicke’s

SHORT ANSWER

1. How is it possible to assess cognitive development in children who are too young to talk?

ANS: The primary method for doing this research involves watching what infants do. For example,
infants tend to progress from random and accidental actions to increasing levels of purposeful
behavior. A child may kick his leg, which causes the mobile above his crib to move. If the infant
repeats this action, it may demonstrate that he is aware of a relationship between his behavior and the
environment. Piaget referred to these relationships as "circular reactions." As the child gets older, these
reactions appear to become more purposeful and begin to be applied to specific situations with the goal
of creating a specific outcome. Behavioral rating scales can be used at these young ages, as can things
like habituation studies. These are all used to infer what is happening with a child’s cognitive skill,
even if such skills cannot yet be directly assessed.

2. Describe the difference between assimilation and accommodation.

ANS: Assimilation is the first step in trying to categorize the world into organized concepts that
Piaget called "schemes." With assimilation, the child attempts to "fit" new information into existing
schemes. For example, a child who has learned that a furry creature is called a "kitten," may call all
furry creatures "kitten." Accommodation refers to the process of creating new schemes when existing
schemes cannot accurately categorize the new information. The same child, for example, will
eventually learn that puppies and kittens are different and that schemes must be created for both.
Assimilation is the less sophisticated of cognitive manipulations, while accommodation reflects more
advanced cognitive growth.

3. How do secondary and tertiary circular reactions differ?

ANS: Secondary circular reactions are goal-directed behaviors. Over time, the child has learned that
certain behaviors cause environmental events. For example, a child may have learned that pushing a
button on a toy in her crib will cause it to make a beeping noise. With tertiary circular reactions, the
child is able to take knowledge of the relationship between his/her actions and the environment and
apply it to specific situations. For example, if Sarah has learned that pushing a button on a toy causes
interesting noises, she may attempt to push buttons on other toys.
4. What is object permanence and what abilities does it represent?

ANS: Object permanence is the term for an individual's understanding that objects continue to exist
even when they can no longer be sensed. This is a major milestone in cognitive development and
marks the end of Piaget's sensorimotor stage. This understanding suggests that the child has developed
a scheme of the world that things can exist that cannot be seen. It also represents a level of memory. In
order to understand that the object still exists and will return, the child would have to have memory for
the object. This ability also suggests that infants have developed the ability to form mental
representations of the world.

5. What does it mean to say "many of the cognitive capabilities of infants depend upon memory?"

ANS: Memory is essential for cognitive development. Children cannot form schemas, demonstrate
progression in circular reactions, or begin to use language without memory. The ability to
"experiment" by applying what has been learned to new and specific situations (the ability to perform
tertiary circular reactions), requires that the infant remember the action and remember what happened
when that action was performed previously. The ability to form schemes in an effort to conceptualize
the world is also very memory-dependent. A child cannot learn to differentiate a kitten from a puppy,
for example, unless she can remember how they are similar and how they are different.

6. How do the learning theory and nativist perspective on language development differ?

ANS: The learning theory states that language development is a result of reinforcement and imitation.
According to this view, children are selectively reinforced to use the specific sounds and rules of their
language by their parents and others. Their language is gradually shaped by reinforcements, such as
positive reactions to the use of certain sounds and words. Children will also imitate the sounds and
words of those around them. The nativist perspective says that children have a natural ‘prewiring’ that
enables them to learn the sounds, words, and rules of their native language. There is considered to be a
‘learning acquisition device’ which enables language development.

7. What are ways to enhance infants’ and children’s language development?

ANS: There are a number of ways to help infants and children learn to use language. Respond
positively to the use of sounds, such as cooing and babbling. Use a simplified form of speech known
as “Motherese.” Use questions that engage the child in conversation. Respond to the child’s expressive
language efforts in a way that is “attuned”, providing feedback to the use of ideas and words. Join the
child in paying attention to a particular activity or toy. Gesture to help the child understand what they
are saying. Describe aspects of the environment occupying the infant’s current focus of attention. Read
to the child. Talk to the child a great deal. Parents should also be warned that sometimes
overcorrection of pronunciation errors may actually stifle, rather than encourage, linguistic
development.

8. What is object permanence and how is it tested?

ANS: Object permanence is the ability of a child to know that an object exists even when it is hidden.
To test this ability, show an object to the child and then hide it under a blanket or behind a screen.
Determine whether the infant seeks the object by looking with its eyes or searching for it with its
hands. Younger infants will have a limited ability to search with its hands, so another technique is
available for measuring this ability. One can show an object, hide it with a screen, remove the object
from behind the screen and determine whether the infant shows surprise at the object’s absence when
the screen is removed.

9. How do reflexes change with development?

ANS: Neonatal reflexes are stereotypical and inflexible. As the infant develops, these reflexes are
modified based on experience. Some reflexes will disappear as the central nervous system develops
while others become voluntary actions.

10. How has Piaget’s theory of cognitive development been viewed by later researchers?

ANS: Piaget’s theory has been shown to be supported in its general view of developmental
progressions, although some research suggests that development is more gradual than discrete. His
theory has also been supported by research looking at children from a variety of cultures, suggesting
that this development is universal. Piaget’s theory did not examine how others may influence the
child’s development. He also appeared to have underestimated the ability of infants. Object
permanence and deferred imitation have been shown to appear much sooner than predicted by his
theory.