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ch9Student: ___________________________________________________________________________

1. Which of the following models of cognitive development emerged from a comparison between the workings of the human mind and the computer? A. neo-Piagetian approachB. ecological modelC. artificial intelligence perspectiveD. information processing model

2. The information processing model of cognitive development compares the workings of the __________

and the __________. A. computer; typewriterB. human mind; computerC. synapses; neurotransmittersD. child's mind; adult's mind

3. Theorists who advocate the information processing approach in the study of cognitive development use

the computer as a A. primary tool for data analysis.B. simulator in lieu of human experimentation.C. metaphor or model of human thought.D. depository of developmental information.

4. What approach to thinking emphasizes the processes involved in thinking, focuses on precise analysis of

change mechanisms, and advocates careful task analyses? A. social learningB. cognitive monitoringC. cognitive developmentalD. information processing

5. What is central to the information processing model?

A. memoryB. thinkingC. both memory AND thinkingD. neither memory NOR thinking

6. Dr. Kane is an information processing theorist while Dr. Hodkin is a Piagetian theorist. In a debate

concerning child development, the one thing that they might agree on would be the importance of A. computer simulations as a way to model human thought.B. attention and memory as the two basic drives of intelligence.C. assuming that adults and infants think in virtually the same way.D. realizing that current knowledge affects one's ability to acquire new knowledge.

7. Which of the following statements is NOT true according to the information processing model?

A. The human mind is limited in the amount and nature of information it can process.B. Changes occur in children's mental systems as they age.C. The human mind is a system that processes information through the use of rules and strategies.D. Children experience neural regeneration as they acquire knowledge.

8. Which of the following is NOT characteristic of the information processing model?

A. Thinking is information processing.B. Change mechanisms impact upon cognitive development.C. Cognitive development is driven by the process of self modification.D. The nature of the cognitive task to be performed is largely irrelevant to the child's performance.

9. Change mechanisms in cognitive development include all but ___________. A. groupingB. strategy constructionC. automatizationD. generalization

10. A well known advocate of the Information Processing Model is _______.

A. Robbie SieglerB. Jean PiagetC. Lev VygotskyD. Alfred Binet

11. __________________ is (are) encoding, automatization, strategy construction, and generalization.

A. ThinkingB. Change mechanismsC. Self modificationD. all of these

12. From the information processing approach, what process is a child using when knowledge and strategies

previously acquired from problem solutions are employed to modify responses to new situations or problems? A. generalizationB. self modificationC. adaptationD. basic analysis

13. The flow of information is the primary focus of which approach to cognitive development?

A. information processingB. PiagetianC. neo-PiagetianD. Vygotskyian

14. According to the store model proposed by Atkinson and Shiffrin (1968), information processing involves

three separate memory stores which are A. sensory register, short-term memory, and long-term memory.B. sensory register, sensory store, and sensory retrieval.C. sensory store, temporary storage, and classification.D. attention, recognition, and storage.

15. Where are permanent memories stored?

A. working memoryB. long-term memoryC. sensory memoryD. deep-processed memory

16. Working memory is also called

A. sensory memory.B. autobiographical memory.C. short-term memory.D. long-term memory.

17. Which of the following best describes microgenetic analysis?

A. self-modifying processB. processes of change that underlie a child's physical developmentC. a very detailed examination of a child's genetic makeupD. a very detailed examination of how a child solves a problem

18. Error analysis is used to understand A. the errors children make in gathering information.B. the errors children make in understanding memories.C. the errors children make in comprehending tasks.D. all of these.

19. An assumption of the information processing model is that children's thought processes do not

qualitatively change with development; rather, children become more ____ in using these processes. A. efficientB. complexC. activeD. involved

20. Which of the following information handling processes wouldn't be of interest to an advocate of the

information processing model? A. encoding and representationB. strategy constructionC. object permanenceD. automatization

21. Neo-Piagetians believe that Piaget's theory should

A. have at least seven stages of development rather than only four.B. give more detail about how children learn to solve conservation problems.C. give more emphasis to how children use attention, memory, and strategies.D. reduce the emphasis on assimilation and accommodation.

22. The process of changing information that has reached the sensory register into a mental representation is

referred to as A. encoding.B. representation.C. assimilation.D. construction.

23. When Rosie first learned how to play the piano, she frequently had to stop to figure out which note went

with which key. However, after many months of lessons and practicing, she no longer finds herself doing this. Information processing theorists refer to this as A. a strategy.B. generalization.C. automatization.D. encoding.

24. When Glenda bought her Porsche, learning to shift gears was not easy. With practice, however, she

became extremely proficient in driving and the initial difficulty of the task disappeared. Information processing theorists refer to this as A. a strategy.B. generalization.C. automatization.D. encoding.

25. An executive control structure does all but

A. direct the intake of information.B. select the strategies applied to the problem.C. implement the strategies chosen.D. monitor the success of the strategies.

26. A Multi-store model of information processing moves through A. a series of memory levels.B. a series of processing units.C. a series of understanding connections.D. all of these.

27. Theorists who rely on the information processing model find children's errors in processing

A. disturbing.B. reinforcing.C. enlightening.D. problematic.

28. According to Robbie Case (1998) each stage of development of cognition is based on improvements and

memory capacity and control. Each of these stages entails an increasingly sophisticated A. connectionist model.B. memory model.C. executive control structure.D. executive model.

29. According to neo-Piagetians, a(n) __________ structure is a mental blueprint or plan for solving a class

of problems and is composed of distinct components. A. representationB. executive controlC. appropriate stimulusD. attribute state

30. What differentiates or characterizes each stage of Robbie Case's theory is

A. the type of problem the child is capable of solving.B. a different set of executive control structures.C. the amount of time it takes for representation to occur.D. changes in cognitive capacity.

31. Which of the following is the process of transforming conscious controlled behaviours into unconscious

and automatic ones? A. executive control processB. generalizationC. automatizationD. strategies

32. Generalization is the application of a strategy learned while solving a problem in one situation,

A. to all other situations.B. to a similar problem in a new situation.C. to the same problem.D. to a problem you have solved before.

33. As children become older, working memory improves because of

A. expansion.B. habituation.C. automatization.D. necessity.

34. A child's ability to gain increasing amounts of information from a situation results from developmental

interaction between A. perceptual capabilities and attentional strategies.B. education opportunities and biological maturation.C. learning experiences and reinforcement history.D. cognition and social interaction.

35. The focus of an infant's attention shifts from the external contours of objects toward the internal features at age A. 2 to 3 months.B. 4 to 5 months.C. 6 to 7 months.D. 8 to 9 months.

36. Brenda is watching her teacher as she is speaking. Linda is looking outside at the children playing,

while Glen is smiling at Wendy as she draws in her book. They are each showing different _________ priorities. A. strategyB. cognitiveC. socialD. attention

37. At birth an infant's brain weighs

A. one-eighth of the adult brain.B. one-quarter of the adult brain.C. one-half of the adult brain.D. two-thirds of the adult brain.

38. Which of the following is NOT an ability of most one-year-old children's memory skills

A. limited attentional capacity.B. rudimentary understanding of categories.C. attend to a toy for a few seconds.D. uses external supports to find hidden toys.

39. Which of the following statements is true? Seven year old children can

A. spend less time processing irrelevant information.B. can memorize six or seven units in a digit-span test.C. more selective in searching for information needed to make decisions.D. with training, may score as well on a test of recall as 12-year-olds.

40. According to Miller and Seier (1994) in their study on memory strategies. Young children in comparison

to older children A. looked equally at both kinds of boxes during the study period.B. focused on the first set of boxes and ignored the second set.C. became frustrated at the boxes and lost attention.D. remembered a higher percentage of the boxes.

41. At which level of education does children's attention to irrelevant information drop off quickly?

A. after primary schoolB. after intermediate schoolC. after junior high schoolD. after senior high school

42. Which of the following characteristics is incorrect?

A. Young children are more easily distracted than older children and adults.B. Older children spend more time with their attention directed at a task.C. The ability to attend remains relatively constant throughout childhood.D.

Young children are less likely to attend to an external audiovisual distractor after they become fully engaged in a task.

43. Which of the following findings regarding children's attention to television is correct?

A. Children are more likely to attend to programs that are appropriate to their intellectual level.B. Children are interested in highly complex programs.C. Children younger than 6 years are unable to determine what is important in the program.D. Children younger than 6 years are more interested in the audio content than the visual content.

44. Blumberg et al., (2005) discovered that even preschoolers A. will look to irrelevant information when encoding and processing information.B. will use relevance of items as a guide when they encode and process information.C. are not ready to process more than one irrelevant area while encoding items.D. only look at irrelevant information when encoding material.

45. Studies on the adaptability of attention have found all but one of the following to be correct.

A. Older children are better able to use different attentional strategies for different tasks.B. Older children spend less time attending to relevant materials.C.

Older children's attentional strategies fit well with the predictions of the information-processing view of development.

D.

Older children are better able to broaden or narrow their attentional range depending on the demands of the task.

46. Young children are capable of utilizing a plan or strategy to filter through information when the

A. task involves common household items.B. strategy is simple and easily available.C. strategy utilizes a colour coded system.D. strategy involves symbolism.

47. Which of the following areas of memory is the least likely to exhibit improvement with development?

A. basic physiological structures of memoryB. strategies or actions that enhance the transfer of information from STM to LTMC. basic capacity, or the amount of information that can be held in short-term memoryD. world knowledge (i.e., the larger context of information into which the child can fit new information)

48. Basic capacities of the memory system include all of the following except

A. memory span.B. the efficiency of memory processing.C. the length of time it takes to retrieve information from long-term memory.D. speed of processing.

49. Older brother Kegan is testing 5-year-old Angus's memory by asking him to learn Grandma's long

distance phone number. Angus has tried several times but can't remember all the digits. Given Angus's age, how many of the digits can he probably recall from STM? A. 2B. 4C. 6D. 8

50. Kail (2003) discovered developmental changes in processing speed for various learning tasks, these

changes A. followed a similar path.B. varied from task to task.C. moved in stages.D. showed age level connections.

51. David must perform a memory task in which he remembers a series of numbers and then repeats them

back to the examiner. The series is 176514921100. David easily remembers the series because he uses a strategy called __________ where he groups the numbers into 1765; 1492; 1100. A. chunkingB. seriationC. automationD. organization

52. According to Robbie Case (1996), an Executive Processing Space (i.e., the space available for cognitive functioning) is divided into two components: __________ space and __________ space. A. operating; short-term storageB. short-term; long-term storageC. long-term storage; conceptualD. constructural; organizational

53. Robbie Case (1985) attributes children's increasing cognitive efficiency to two factors:

A. an increased basic capacity and more available strategies.B. generalization and automatization.C. strategies and myelination.D. streamlining of executive control structures and biological maturation.

54. ____________ is memory for all the world knowledge and facts a person possesses

A. LTMB. Retrospective memoryC. Prospective memoryD. Semantic memory

55. Episodic memory is

A. short term memory.B. world knowledge and facts.C. memory for specific events.D. executive processing memory.

56. _____________ is the amount of information one can hold in short-term memory

A. Memory indexB. Memory skillsC. Memory spanD. Memory episodes

57. _____________ is ordering information to be remembered by means of categorization and hierarchical

relationships A. OrganizationB. RehearsalC. Spontaneous memoryD. Retrospective memory

58. One of the simplest strategies to aid memory recall is to repeat over and over either "in your head" or

aloud the information to be remembered. This strategy is known as A. perseveration.B. repetition.C. rehearsal.D. practice.

59. James is trying to teach his 5-year-old son Kirk the number to dial in case of an emergency. As a memory

aid, James says, "Just keep saying the numbers 9, 1, and 1 over and over." James is attempting to improve Kirk's memory via A. imagery.B. rehearsal.C. elaboration.D. organization.

60. What type of a relationship exists between age and the spontaneous use of verbal rehearsal as a memory

strategy? A. positiveB. negativeC. inverseD. unknown

61. The children in Ms. Axcell's classroom have been shown a series of pictures with letters on them. Their task is to memorize the pictures in the correct order within five minutes. While observing the children, it is noticed that the children's lips move as they silently memorize the photographs. What memory strategy are the children using? A. cheatingB. whisperingC. rehearsalD. activation

62. Compared to older children, younger children often fail to use memory strategies (e.g., rehearsal) that

incorporate information into long-term storage. What type of deficiency exists? A. attentionalB. productionC. reproductionD. mediation

63. Compared to older children, although younger children may know certain strategies (e.g., rehearsal) for

remembering, they are unable to generate and use these strategies spontaneously. What type of deficiency exists? A. productionB. reproductionC. attentionalD. mediation

64. Which two deficiencies have been proposed to account for why young children fail to use memory

strategies (e.g., rehearsal) that older children and adults find useful? A. explanatory and attentionalB. mediation and productionC. memory and expressiveD. organization and rehearsal

65. John Flavell and colleagues (1966) determined that younger children fail to use memory strategies (e.g.,

rehearsal) that older children and adults find useful because of a(n) _________ deficiency. A. productionB. mediationC. organizationalD. utilization

66. As Siegler (1998) points out, children's ability to use memory strategies in a memory task can reflect any

number of factors. For example, children's strategy use will vary depending on _________. A. learning principlesB. their reliance upon discriminatory stimuli for facilitating memoryC. an interaction between the costs and benefits of using a particular strategyD. scripts

67. The process of organizing information to be remembered by means of categorization and hierarchical

relationships is called ____ organization. A. semanticB. functionalC. categoricalD. strategic

68. Ryan and his daughter Tanya are about to go to the grocery store. Before leaving, Ryan shows Tanya a list containing about 12 items and asks her to help him remember what to buy. Ryan hints that it might be easier to remember the items if Tanya thinks in terms of categories like dairy products, fruits, and candy. Ryan's memory hint involves A. elaboration.B. imagery.C. organization.D. rehearsal.

69. Another term for explicit memory is

A. semantic memory.B. intentional memory.C. memory span.D. attention.

70. Children as young as ________ have been found to use basic category labels that help them remember,

according to Waxman, et al. (1991). A. 2- or 3-year-oldsB. 4- or 5-year-oldsC. 6- or 7-year-oldsD. 8- or 9-year-olds

71. With increasing age, children use more categories and verbal labels to help them remember. This is

termed _________. A. deep processing acquisitionB. semantic organizationC. hierarchical syntaxD. informational reception

72. Which theorist would claim that young children are capable of being taught to use semantic organization?

A. PiagetB. VygotskyC. AtkinsonD. Binet

73. The strategy that ADDS to the information we want to remember in order to make it more meaningful

and, thus, easier to place into long-term memory is _________. A. categorizationB. rehearsalC. expansionD. elaboration

74. One reason elaboration works so well in producing good memory is that it adds to the

_________________ of memory code. A. elaboration elongationB. distinctivenessC. simplicityD. rehearsal

75. __________ is a strategy that improves memory recall despite the fact that it's very use increases the

amount of information to be remembered. A. RehearsalB. ElaborationC. CategorizationD. Expansion

76. Jennifer was unable to use a memory strategy that she had acquired, to solve a problem she encountered. What could have caused this? A. rehearsal strategyB. elaborationC. utilization deficiencyD. none of these

77. In a study comparing performance on a memory reconstruction task by North American and Mayan

children, Rogoff and Waddell (1982) employed culturally familiar contexts. Their results A. supported previous research finding performance deficits in nonliterate societies.B. found that the Mayan children performed as well as, or better than, the North American children.C. found the Mayan children significantly outperforming the American children.D.

indicated that the culturally familiar contexts inhibited performance in both groups, especially for the Mayan children.

78. To what did Rogoff and Waddell (1982) attribute the differences in performance between the North

American and Mayan children on a culturally familiar memory recognition task? A.

The use of spatial relationships to organize their memories enhanced the performance of the Mayan children.

B.

The use of spatial relationships to organize their memories enhanced the performance of the North American children.

C. The use of rehearsal strategies enhanced the performance of the Mayan children.D. The use of rehearsal strategies enhanced the performance of the North American children.

79. The process of interviewing children can affect their memory of the past event. Recall is more likely to be

impaired _________. A. when parents rehearse the event with the child in the intervening time frameB. for older children (because they insert more imaginative and erroneous details into their account)C. when the interviewer poses "wh-" format questionsD. when the interviewer poses "yes/no" format questions

80. Which of the following is the main difference between hearing and deaf children, concerning short term

memory research? A. tests using long term memory strategiesB. tests using manipulative strategiesC. tests using spontaneous verbal rehearsalD. tests using rehearsal strategies

81. Adrian is trying to figure out the rules of his new game that his parents bought him for doing all of his

homework during the past month. In order to be successful at this endeavour, Adrian must utilize the cognitive function of A. problem solving.B. manipulation.C. creativity.D. normalism.

82. When an adult solves a problem because of its similarity to another problem encountered in the past, he/

she is employing a(n) A. opposition.B. analogy.C. example.D. construction.

83. Frank is learning to understand the workings of his new office computer by comparing it to his previous job as an office assistant where he typed and filed documents. He is solving the "new problem" of learning the computer by using what memory strategy? A. recognitionB. simulationC. objectivesD. analogy

84. Which of the following research findings is incorrect? The ability of children to use an analogy as a

problem solving strategy can be improved when A. children are given a hint to help them recall what they are supposed to be referring to.B. the goals are highlighted.C. there are obvious distinctions between the objects in the two problems.D. multiple examples of problem solving take place.

85. When young children rely on familiar routines and sequences of events in order to understand and

remember details, they probably are using a A. map.B. prediction.C. script.D. direction.

86. Jacob and Sacha, ages 5 and 2 respectively, are going to their favorite restaurant today for lunch. Both

boys have been there numerous times before and always choose their special meal. Since this fun lunchtime routine is familiar to both children, cognitive theorists would say that have developed internal __________ of what should occur at the restaurant. A. highlightsB. mapsC. analogiesD. scripts

87. Six-year-old Eric has several well developed scripts, including one for grocery shopping. Which is the

most likely example of his grocery shopping script? A. envisioning the size of the candy bar that he ate yesterdayB. entering the store, picking out a piece of candy, begging for candy, parent buying candyC. realizing that people work to earn money so that they can buy things in a storeD.

remembering that he wants to buy a carton of chocolate milk by mentally picturing a brown cow drinking out of a glass

88. From an information processing point of view, scripts are

A. conceptual frameworks.B. completely identical to schemata.C. found only in adults.D. something you rehearse from.

89. Every year just before school reopens, Natalie and 8-year-old Sophie have a "Fun Day" which entails

clothes shopping and eating lunch at a fancy restaurant. This year, Dad wants to attend "Fun Day." Sophie protests by saying "But that's not the way we do it!" This protest indicates that Sophie's __________ was violated. A. scriptB. anticipationC. normD. map

90. The cognitive tool of scripts help to make behaviour ___________.

A. problematicB. automaticC. habitualD. reflective

91. Who is the most rigid in their application of scripts? A. adultsB. adolescentsC. older childrenD. younger children

92. In order to be able to navigate spatially in a familiar environment, children rely most on _________.

A. mental mapsB. directions from parentsC. scriptsD. compasses

93. In forming a cognitive map of a spatial environment, one step involves putting several landmarks

together. This step is termed ________. A. landmark knowledgeB. cognitive map knowledgeC. schemata knowledgeD. route knowledge

94. According to Judy DeLoache (1987), preschoolers have difficulty using scale models as representations

of actual objects because they _________. A. cannot sufficiently comprehend the task instructionsB. misconstrue symbolsC. are unable to form a dual representationD. cannot use landmarks efficiently

95. Which of the following is a form of deductive reasoning for the example. " All virtues are good. Kindness

is a virtue. Therefore, kindness is good." A. subitizingB. hierarchical categorizationC. syllogismD. transitive inference

96. Propositional reasoning is

A. the first type of reasoning used by young children.B. reasoning that is mostly non-logical.C. you read need to reach a valid conclusion.D. the logic of a statement is evaluated based on the information in the statement alone.

97. What would the following deduction be called according to Piaget: "If Jeff is taller than Bob, and Bob is

taller than Steve, then Jeff is taller than Steve."? A. inquisitive reasoningB. transitive reasoningC. hypothetical reasoningD. qualitative reasoning

98. A child who understands that calicos are types of cats, but not all cats are calicos, has the ability to use a

form of logical ability known as A. hierarchical categorization.B. specialization.C. zoological abbreviations.D. inclusive grouping.

99. Rakison and colleagues (1988) assessed children's knowledge of hierarchical relations using a technique

known as A. spatial vision.B. sequential touching.C. eye-hand coordination.D. organizational reaching.

100.The two factors which have been hypothesized to affect children's ability to form hierarchical categories are A. age and environmental stimulation.B. familiarity with the objects and the use of prompts.C. object similarity and the use of labels to denote category membership.D. chunking and a knowledge-base to work from.

101.According to Gelman and Gallistel (1978), which of the following is NOT a principle of numeric

reasoning that children use to count numbers? A. abstraction principleB. order-irrelevance principleC. cardinal principleD. identification principle

102.Which of the following principles of counting is defined as "a single number can be used to describe the

total of a set"? A. one-one principleB. cardinal principleC. abstraction principleD. order-irrelevance principle

103.Which of the following principles of numeric reasoning is defined as "each object should be counted once

and only once"? A. stable-orderB. one-oneC. two-oneD. order-abstraction

104.In a study conducted by Miller and associates (1985) investigating counting abilities in Chinese and

English speaking children, A. Chinese speaking children were better than English speaking children in counting up to 10.B. English speaking children were superior counters up to 100.C. English speaking children were better than Chinese speaking children when counting in the teens.D. Chinese speaking children were better counting in the teens than English speaking children.

105.A pre-attentive process in which sets of four items or fewer are counted or understood effortlessly,

accurately and quite rapidly is A. critical principles.B. stable-order principle.C. subitizing.D. one to one.

106.James had been sorting his blocks according to colour when his father suggested to sort by size. James

continued to sort by colour. According to Piaget's tasks, James was A. using skills he could rely on.B. perseverating.C. stimulating.D. choosing the easier task.

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

A. insightB. metacognitionC. thinkingD. intelligence

108.Which of the following is NOT a type of metacognitive knowledge? A. knowledge about tasksB. knowledge about the selfC. knowledge about strategiesD. knowledge about language

109.Emily has been studying all week for her child psychology exam. Tonight, she is burning the midnight

oil, cramming one last time before tomorrow's test at 9:00 am. Emily's knowledge of how well she knows the material she has been studying is known as A. metacognition.B. insight.C. intelligence.D. self-fulfilling prophecy.

110.Which of the following is Not a limitation on young children's metacognition?

A. underestimate the amount of thinking they and others doB. do not understand the concept of "stream of consciousness"C. can use strategies to solve problemsD.

cannot infer what another person might be thinking about, even when they realize the person is thinking

111.The ability of young children to realize that it is easier to recognize items than to recall items supports the

conclusion that young children are A. capable of metacognitive functions.B. unable to acquire knowledge about the task.C. unable to use knowledge about the task.D. quite perceptive about items that involve work or effort.

112.Cognitive studies have shown which of the following statements to be true about the relationship between

metacognition and school performance? A. Metacognition is largely irrelevant for reading.B. Metacognitive skills are largely irrelevant for effective school learning.C. Poor readers exhibit metacognitive deficits in many aspects of reading.D. Good readers often have early, significant, metacognitive deficits.

113.How might information processing theory explain Piaget's theory of horizontal decalage (see Chapter 9)?

114.Describe the functions of short-term and long-term memory.

115.List the changes in information processing that occur during childhood. What are the implications of these changes?

116.Explain the process of encoding and representation in cognitive development.

117.Describe the role of the executive control processes.

118.Explain the difference between semantic and episodic memory.

119.Describe two memory strategies. How do the strategies of memory change as children develop?

120.A drugstore was the target of a robbery today. Five adults and three young children were eyewitnesses to

the entire affair. You are a consulting psychologist to the prosecution. What information can you share with the prosecuting attorney that might help her decide whether or not to use the children as witnesses?

121.Explain three strategies for critical thinking that adults can model when working with children.

122.Describe two of the proposed basic principles of counting that lead to children's competence with

numbers as developed by Gelman and Gallistel (1978).

123.Describe differences in younger and older children's metacognitive competence.

ch9 Key 1.(p. 340)

Which of the following models of cognitive development emerged from a comparison between the workings of the human mind and the computer? A. neo-Piagetian approachB. ecological modelC. artificial intelligence perspectiveD. information processing model

Learning Objective: 1Parke - Chapter 09 #1

Type: Knowledge

2.(p. 340)

The information processing model of cognitive development compares the workings of the __________ and the __________. A. computer; typewriterB. human mind; computerC. synapses; neurotransmittersD. child's mind; adult's mind


Type: Knowledge

3.(p. 340)

Theorists who advocate the information processing approach in the study of cognitive development use the computer as a A. primary tool for data analysis.B. simulator in lieu of human experimentation.C. metaphor or model of human thought.D. depository of developmental information.


Type: Knowledge

4.(p. 340)

What approach to thinking emphasizes the processes involved in thinking, focuses on precise analysis of change mechanisms, and advocates careful task analyses? A. social learningB. cognitive monitoringC. cognitive developmentalD. information processing


Type: Comprehension

5.(p. 340)

What is central to the information processing model? A. memoryB. thinkingC. both memory AND thinkingD. neither memory NOR thinking


Type: Comprehension

6.(p. 340)

Dr. Kane is an information processing theorist while Dr. Hodkin is a Piagetian theorist. In a debate concerning child development, the one thing that they might agree on would be the importance of A. computer simulations as a way to model human thought.B. attention and memory as the two basic drives of intelligence.C. assuming that adults and infants think in virtually the same way.D. realizing that current knowledge affects one's ability to acquire new knowledge.

Learning Objective: 1Parke - Chapter 09 #6Type: Application

7.(p. 340-341)

Which of the following statements is NOT true according to the information processing model? A. The human mind is limited in the amount and nature of information it can process.B. Changes occur in children's mental systems as they age.C. The human mind is a system that processes information through the use of rules and strategies.D. Children experience neural regeneration as they acquire knowledge.


Type: Analysis

8.(p. 341)

Which of the following is NOT characteristic of the information processing model? A. Thinking is information processing.B. Change mechanisms impact upon cognitive development.C. Cognitive development is driven by the process of self modification.D. The nature of the cognitive task to be performed is largely irrelevant to the child's performance.

Learning Objective: 2 and 3

Parke - Chapter 09 #8Type: Analysis

9.(p. 341)

Change mechanisms in cognitive development include all but ___________. A. groupingB. strategy constructionC. automatizationD. generalization


Parke - Chapter 09 #9Type: Knowledge

10.(p. 341)

A well known advocate of the Information Processing Model is _______. A. Robbie SieglerB. Jean PiagetC. Lev VygotskyD. Alfred Binet



11.(p. 341)

__________________ is (are) encoding, automatization, strategy construction, and generalization. A. ThinkingB. Change mechanismsC. Self modificationD. all of these



12.(p. 341)

From the information processing approach, what process is a child using when knowledge and strategies previously acquired from problem solutions are employed to modify responses to new situations or problems? A. generalizationB. self modificationC. adaptationD. basic analysis


Parke - Chapter 09 #12Type: Application

13.(p. 341)

The flow of information is the primary focus of which approach to cognitive development? A. information processingB. PiagetianC. neo-PiagetianD. Vygotskyian



14.(p. 341)

According to the store model proposed by Atkinson and Shiffrin (1968), information processing involves three separate memory stores which are A. sensory register, short-term memory, and long-term memory.B. sensory register, sensory store, and sensory retrieval.C. sensory store, temporary storage, and classification.D. attention, recognition, and storage.



15.(p. 342)

Where are permanent memories stored? A. working memoryB. long-term memoryC. sensory memoryD. deep-processed memory



16.(p. 342)

Working memory is also called A. sensory memory.B. autobiographical memory.C. short-term memory.D. long-term memory.


Parke - Chapter 09 #16Type: Comprehension

17.(p. 341)

Which of the following best describes microgenetic analysis? A. self-modifying processB. processes of change that underlie a child's physical developmentC. a very detailed examination of a child's genetic makeupD. a very detailed examination of how a child solves a problem



18.(p. 341)

Error analysis is used to understand A. the errors children make in gathering information.B. the errors children make in understanding memories.C. the errors children make in comprehending tasks.D. all of these.



19.(p. 341)

An assumption of the information processing model is that children's thought processes do not qualitatively change with development; rather, children become more ____ in using these processes. A. efficientB. complexC. activeD. involved



20.(p. 341)

Which of the following information handling processes wouldn't be of interest to an advocate of the information processing model? A. encoding and representationB. strategy constructionC. object permanenceD. automatization



21.(p. 343)

Neo-Piagetians believe that Piaget's theory should A. have at least seven stages of development rather than only four.B. give more detail about how children learn to solve conservation problems.C. give more emphasis to how children use attention, memory, and strategies.D. reduce the emphasis on assimilation and accommodation.



22.(p. 342)

The process of changing information that has reached the sensory register into a mental representation is referred to as A. encoding.B. representation.C. assimilation.D. construction.



23.(p. 345)

When Rosie first learned how to play the piano, she frequently had to stop to figure out which note went with which key. However, after many months of lessons and practicing, she no longer finds herself doing this. Information processing theorists refer to this as A. a strategy.B. generalization.C. automatization.D. encoding.



24.(p. 345)

When Glenda bought her Porsche, learning to shift gears was not easy. With practice, however, she became extremely proficient in driving and the initial difficulty of the task disappeared. Information processing theorists refer to this as A. a strategy.B. generalization.C. automatization.D. encoding.



25.(p. 34)

An executive control structure does all but A. direct the intake of information.B. select the strategies applied to the problem.C. implement the strategies chosen.D. monitor the success of the strategies.



26.(p. 341-342)

A Multi-store model of information processing moves through A. a series of memory levels.B. a series of processing units.C. a series of understanding connections.D. all of these.



27.(p. 341)

Theorists who rely on the information processing model find children's errors in processing A. disturbing.B. reinforcing.C. enlightening.D. problematic.



28.(p. 343)

According to Robbie Case (1998) each stage of development of cognition is based on improvements and memory capacity and control. Each of these stages entails an increasingly sophisticated A. connectionist model.B. memory model.C. executive control structure.D. executive model.



29.(p. 344)

According to neo-Piagetians, a(n) __________ structure is a mental blueprint or plan for solving a class of problems and is composed of distinct components. A. representationB. executive controlC. appropriate stimulusD. attribute state



30.(p. 344)

What differentiates or characterizes each stage of Robbie Case's theory is A. the type of problem the child is capable of solving.B. a different set of executive control structures.C. the amount of time it takes for representation to occur.D. changes in cognitive capacity.



31.(p. 345)

Which of the following is the process of transforming conscious controlled behaviours into unconscious and automatic ones? A. executive control processB. generalizationC. automatizationD. strategies

Learning Objective: 4


32.(p. 345)

Generalization is the application of a strategy learned while solving a problem in one situation, A. to all other situations.B. to a similar problem in a new situation.C. to the same problem.D. to a problem you have solved before.



33.(p. 345)

As children become older, working memory improves because of A. expansion.B. habituation.C. automatization.D. necessity.



34.(p. 347)

A child's ability to gain increasing amounts of information from a situation results from developmental interaction between A. perceptual capabilities and attentional strategies.B. education opportunities and biological maturation.C. learning experiences and reinforcement history.D. cognition and social interaction.



35.(p. 348)

The focus of an infant's attention shifts from the external contours of objects toward the internal features at age A. 2 to 3 months.B. 4 to 5 months.C. 6 to 7 months.D. 8 to 9 months.



36.(p. 347)

Brenda is watching her teacher as she is speaking. Linda is looking outside at the children playing, while Glen is smiling at Wendy as she draws in her book. They are each showing different _________ priorities. A. strategyB. cognitiveC. socialD. attention



37.(p. 349)

At birth an infant's brain weighs A. one-eighth of the adult brain.B. one-quarter of the adult brain.C. one-half of the adult brain.D. two-thirds of the adult brain.



38.(p. 349)

Which of the following is NOT an ability of most one-year-old children's memory skills A. limited attentional capacity.B. rudimentary understanding of categories.C. attend to a toy for a few seconds.D. uses external supports to find hidden toys.



39.(p. 349)

Which of the following statements is true? Seven year old children can A. spend less time processing irrelevant information.B. can memorize six or seven units in a digit-span test.C. more selective in searching for information needed to make decisions.D. with training, may score as well on a test of recall as 12-year-olds.



40.(p. 350)

According to Miller and Seier (1994) in their study on memory strategies. Young children in comparison to older children A. looked equally at both kinds of boxes during the study period.B. focused on the first set of boxes and ignored the second set.C. became frustrated at the boxes and lost attention.D. remembered a higher percentage of the boxes.



41.(p. 351)

At which level of education does children's attention to irrelevant information drop off quickly? A. after primary schoolB. after intermediate schoolC. after junior high schoolD. after senior high school



42.(p. 350)

Which of the following characteristics is incorrect? A. Young children are more easily distracted than older children and adults.B. Older children spend more time with their attention directed at a task.C. The ability to attend remains relatively constant throughout childhood.D.

Young children are less likely to attend to an external audiovisual distractor after they become fully engaged in a task.



43.(p. 350-351)

Which of the following findings regarding children's attention to television is correct? A. Children are more likely to attend to programs that are appropriate to their intellectual level.B. Children are interested in highly complex programs.C. Children younger than 6 years are unable to determine what is important in the program.D. Children younger than 6 years are more interested in the audio content than the visual content.



44.(p. 350-351)

Blumberg et al., (2005) discovered that even preschoolers A. will look to irrelevant information when encoding and processing information.B. will use relevance of items as a guide when they encode and process information.C. are not ready to process more than one irrelevant area while encoding items.D. only look at irrelevant information when encoding material.



45.(p. 350-351)

Studies on the adaptability of attention have found all but one of the following to be correct. A. Older children are better able to use different attentional strategies for different tasks.B. Older children spend less time attending to relevant materials.C.

Older children's attentional strategies fit well with the predictions of the information-processing view of development.

D.

Older children are better able to broaden or narrow their attentional range depending on the demands of the task.



46.(p. 350-351)

Young children are capable of utilizing a plan or strategy to filter through information when the A. task involves common household items.B. strategy is simple and easily available.C. strategy utilizes a colour coded system.D. strategy involves symbolism.



47.(p. 35-352)

Which of the following areas of memory is the least likely to exhibit improvement with development? A. basic physiological structures of memoryB. strategies or actions that enhance the transfer of information from STM to LTMC. basic capacity, or the amount of information that can be held in short-term memoryD. world knowledge (i.e., the larger context of information into which the child can fit new

information)


Type: Analysis

48.(p. 347-353)

Basic capacities of the memory system include all of the following except A. memory span.B. the efficiency of memory processing.C. the length of time it takes to retrieve information from long-term memory.D. speed of processing.



49.(p. 349)

Older brother Kegan is testing 5-year-old Angus's memory by asking him to learn Grandma's long distance phone number. Angus has tried several times but can't remember all the digits. Given Angus's age, how many of the digits can he probably recall from STM? A. 2B. 4C. 6D. 8



50.(p. 353)

Kail (2003) discovered developmental changes in processing speed for various learning tasks, these changes A. followed a similar path.B. varied from task to task.C. moved in stages.D. showed age level connections.



51.(p. 353)

David must perform a memory task in which he remembers a series of numbers and then repeats them back to the examiner. The series is 176514921100. David easily remembers the series because he uses a strategy called __________ where he groups the numbers into 1765; 1492; 1100. A. chunkingB. seriationC. automationD. organization



52.(p. 353)

According to Robbie Case (1996), an Executive Processing Space (i.e., the space available for cognitive functioning) is divided into two components: __________ space and __________ space. A. operating; short-term storageB. short-term; long-term storageC. long-term storage; conceptualD. constructural; organizational



53.(p. 353)

Robbie Case (1985) attributes children's increasing cognitive efficiency to two factors: A. an increased basic capacity and more available strategies.B. generalization and automatization.C. strategies and myelination.D. streamlining of executive control structures and biological maturation.



54.(p. 352)

____________ is memory for all the world knowledge and facts a person possesses A. LTMB. Retrospective memoryC. Prospective memoryD. Semantic memory



55.(p. 352)

Episodic memory is A. short term memory.B. world knowledge and facts.C. memory for specific events.D. executive processing memory.



56.(p. 352)

_____________ is the amount of information one can hold in short-term memory A. Memory indexB. Memory skillsC. Memory spanD. Memory episodes



57.(p. 355)

_____________ is ordering information to be remembered by means of categorization and hierarchical relationships A. OrganizationB. RehearsalC. Spontaneous memoryD. Retrospective memory



58.(p. 354)

One of the simplest strategies to aid memory recall is to repeat over and over either "in your head" or aloud the information to be remembered. This strategy is known as A. perseveration.B. repetition.C. rehearsal.D. practice.



59.(p. 354)

James is trying to teach his 5-year-old son Kirk the number to dial in case of an emergency. As a memory aid, James says, "Just keep saying the numbers 9, 1, and 1 over and over." James is attempting to improve Kirk's memory via A. imagery.B. rehearsal.C. elaboration.D. organization.



60.(p. 355)

What type of a relationship exists between age and the spontaneous use of verbal rehearsal as a memory strategy? A. positiveB. negativeC. inverseD. unknown



61.(p. 355)

The children in Ms. Axcell's classroom have been shown a series of pictures with letters on them. Their task is to memorize the pictures in the correct order within five minutes. While observing the children, it is noticed that the children's lips move as they silently memorize the photographs. What memory strategy are the children using? A. cheatingB. whisperingC. rehearsalD. activation



62.(p. 357)

Compared to older children, younger children often fail to use memory strategies (e.g., rehearsal) that incorporate information into long-term storage. What type of deficiency exists? A. attentionalB. productionC. reproductionD. mediation



63.(p. 357)

Compared to older children, although younger children may know certain strategies (e.g., rehearsal) for remembering, they are unable to generate and use these strategies spontaneously. What type of deficiency exists? A. productionB. reproductionC. attentionalD. mediation



64.(p. 357)

Which two deficiencies have been proposed to account for why young children fail to use memory strategies (e.g., rehearsal) that older children and adults find useful? A. explanatory and attentionalB. mediation and productionC. memory and expressiveD. organization and rehearsal



65.(p. 357)

John Flavell and colleagues (1966) determined that younger children fail to use memory strategies (e.g., rehearsal) that older children and adults find useful because of a(n) _________ deficiency. A. productionB. mediationC. organizationalD. utilization



66.(p. 357)

As Siegler (1998) points out, children's ability to use memory strategies in a memory task can reflect any number of factors. For example, children's strategy use will vary depending on _________. A. learning principlesB. their reliance upon discriminatory stimuli for facilitating memoryC. an interaction between the costs and benefits of using a particular strategyD. scripts



67.(p. 352)

The process of organizing information to be remembered by means of categorization and hierarchical relationships is called ____ organization. A. semanticB. functionalC. categoricalD. strategic



68.(p. 355)

Ryan and his daughter Tanya are about to go to the grocery store. Before leaving, Ryan shows Tanya a list containing about 12 items and asks her to help him remember what to buy. Ryan hints that it might be easier to remember the items if Tanya thinks in terms of categories like dairy products, fruits, and candy. Ryan's memory hint involves A. elaboration.B. imagery.C. organization.D. rehearsal.



69.(p. 352)

Another term for explicit memory is A. semantic memory.B. intentional memory.C. memory span.D. attention.



70.(p. 355)

Children as young as ________ have been found to use basic category labels that help them remember, according to Waxman, et al. (1991). A. 2- or 3-year-oldsB. 4- or 5-year-oldsC. 6- or 7-year-oldsD. 8- or 9-year-olds



71.(p. 352)

With increasing age, children use more categories and verbal labels to help them remember. This is termed _________. A. deep processing acquisitionB. semantic organizationC. hierarchical syntaxD. informational reception



72.(p. 352)

Which theorist would claim that young children are capable of being taught to use semantic organization? A. PiagetB. VygotskyC. AtkinsonD. Binet



73.(p. 356)

The strategy that ADDS to the information we want to remember in order to make it more meaningful and, thus, easier to place into long-term memory is _________. A. categorizationB. rehearsalC. expansionD. elaboration



74.(p. 356)

One reason elaboration works so well in producing good memory is that it adds to the _________________ of memory code. A. elaboration elongationB. distinctivenessC. simplicityD. rehearsal



75.(p. 356)

__________ is a strategy that improves memory recall despite the fact that it's very use increases the amount of information to be remembered. A. RehearsalB. ElaborationC. CategorizationD. Expansion



76.(p. 357)

Jennifer was unable to use a memory strategy that she had acquired, to solve a problem she encountered. What could have caused this? A. rehearsal strategyB. elaborationC. utilization deficiencyD. none of these



77.(p. 359)

In a study comparing performance on a memory reconstruction task by North American and Mayan children, Rogoff and Waddell (1982) employed culturally familiar contexts. Their results A. supported previous research finding performance deficits in nonliterate societies.B. found that the Mayan children performed as well as, or better than, the North American children.C. found the Mayan children significantly outperforming the American children.D.

indicated that the culturally familiar contexts inhibited performance in both groups, especially for the Mayan children.



78.(p. 359)

To what did Rogoff and Waddell (1982) attribute the differences in performance between the North American and Mayan children on a culturally familiar memory recognition task? A.

The use of spatial relationships to organize their memories enhanced the performance of the Mayan children.

B.

The use of spatial relationships to organize their memories enhanced the performance of the North American children.

C. The use of rehearsal strategies enhanced the performance of the Mayan children.D. The use of rehearsal strategies enhanced the performance of the North American children.



79.(p. 360)

The process of interviewing children can affect their memory of the past event. Recall is more likely to be impaired _________. A. when parents rehearse the event with the child in the intervening time frameB. for older children (because they insert more imaginative and erroneous details into their account)C. when the interviewer poses "wh-" format questionsD. when the interviewer poses "yes/no" format questions



80.(p. 358)

Which of the following is the main difference between hearing and deaf children, concerning short term memory research? A. tests using long term memory strategiesB. tests using manipulative strategiesC. tests using spontaneous verbal rehearsalD. tests using rehearsal strategies



81.(p. 363)

Adrian is trying to figure out the rules of his new game that his parents bought him for doing all of his homework during the past month. In order to be successful at this endeavour, Adrian must utilize the cognitive function of A. problem solving.B. manipulation.C. creativity.D. normalism.



82.(p. 364-365)

When an adult solves a problem because of its similarity to another problem encountered in the past, he/she is employing a(n) A. opposition.B. analogy.C. example.D. construction.



83.(p. 364-365)

Frank is learning to understand the workings of his new office computer by comparing it to his previous job as an office assistant where he typed and filed documents. He is solving the "new problem" of learning the computer by using what memory strategy? A. recognitionB. simulationC. objectivesD. analogy



84.(p. 364-365)

Which of the following research findings is incorrect? The ability of children to use an analogy as a problem solving strategy can be improved when A. children are given a hint to help them recall what they are supposed to be referring to.B. the goals are highlighted.C. there are obvious distinctions between the objects in the two problems.D. multiple examples of problem solving take place.



85.(p. 366-367)

When young children rely on familiar routines and sequences of events in order to understand and remember details, they probably are using a A. map.B. prediction.C. script.D. direction.



86.(p. 366-367)

Jacob and Sacha, ages 5 and 2 respectively, are going to their favorite restaurant today for lunch. Both boys have been there numerous times before and always choose their special meal. Since this fun lunchtime routine is familiar to both children, cognitive theorists would say that have developed internal __________ of what should occur at the restaurant. A. highlightsB. mapsC. analogiesD. scripts



87.(p. 366-367)

Six-year-old Eric has several well developed scripts, including one for grocery shopping. Which is the most likely example of his grocery shopping script? A. envisioning the size of the candy bar that he ate yesterdayB. entering the store, picking out a piece of candy, begging for candy, parent buying candyC. realizing that people work to earn money so that they can buy things in a storeD.

remembering that he wants to buy a carton of chocolate milk by mentally picturing a brown cow drinking out of a glass



88.(p. 366-367)

From an information processing point of view, scripts are A. conceptual frameworks.B. completely identical to schemata.C. found only in adults.D. something you rehearse from.



89.(p. 366-367)

Every year just before school reopens, Natalie and 8-year-old Sophie have a "Fun Day" which entails clothes shopping and eating lunch at a fancy restaurant. This year, Dad wants to attend "Fun Day." Sophie protests by saying "But that's not the way we do it!" This protest indicates that Sophie's __________ was violated. A. scriptB. anticipationC. normD. map



90.(p. 366-367)

The cognitive tool of scripts help to make behaviour ___________. A. problematicB. automaticC. habitualD. reflective



91.(p. 366-367)

Who is the most rigid in their application of scripts? A. adultsB. adolescentsC. older childrenD. younger children



92.(p. 367-368)

In order to be able to navigate spatially in a familiar environment, children rely most on _________. A. mental mapsB. directions from parentsC. scriptsD. compasses



93.(p. 367)

In forming a cognitive map of a spatial environment, one step involves putting several landmarks together. This step is termed ________. A. landmark knowledgeB. cognitive map knowledgeC. schemata knowledgeD. route knowledge



94.(p. 370)

According to Judy DeLoache (1987), preschoolers have difficulty using scale models as representations of actual objects because they _________. A. cannot sufficiently comprehend the task instructionsB. misconstrue symbolsC. are unable to form a dual representationD. cannot use landmarks efficiently



95.(p. 371)

Which of the following is a form of deductive reasoning for the example. " All virtues are good. Kindness is a virtue. Therefore, kindness is good." A. subitizingB. hierarchical categorizationC. syllogismD. transitive inference



96.(p. 371)

Propositional reasoning is A. the first type of reasoning used by young children.B. reasoning that is mostly non-logical.C. you read need to reach a valid conclusion.D. the logic of a statement is evaluated based on the information in the statement alone.



97.(p. 372)

What would the following deduction be called according to Piaget: "If Jeff is taller than Bob, and Bob is taller than Steve, then Jeff is taller than Steve."? A. inquisitive reasoningB. transitive reasoningC. hypothetical reasoningD. qualitative reasoning



98.(p. 372)

A child who understands that calicos are types of cats, but not all cats are calicos, has the ability to use a form of logical ability known as A. hierarchical categorization.B. specialization.C. zoological abbreviations.D. inclusive grouping.



99.(p. 372)

Rakison and colleagues (1988) assessed children's knowledge of hierarchical relations using a technique known as A. spatial vision.B. sequential touching.C. eye-hand coordination.D. organizational reaching.



100.(p. 372-373)

The two factors which have been hypothesized to affect children's ability to form hierarchical categories are A. age and environmental stimulation.B. familiarity with the objects and the use of prompts.C. object similarity and the use of labels to denote category membership.D. chunking and a knowledge-base to work from.



101.(p. 373)

According to Gelman and Gallistel (1978), which of the following is NOT a principle of numeric reasoning that children use to count numbers? A. abstraction principleB. order-irrelevance principleC. cardinal principleD. identification principle



102.(p. 373)

Which of the following principles of counting is defined as "a single number can be used to describe the total of a set"? A. one-one principleB. cardinal principleC. abstraction principleD. order-irrelevance principle



103.(p. 373)

Which of the following principles of numeric reasoning is defined as "each object should be counted once and only once"? A. stable-orderB. one-oneC. two-oneD. order-abstraction



104.(p. 374)

In a study conducted by Miller and associates (1985) investigating counting abilities in Chinese and English speaking children, A. Chinese speaking children were better than English speaking children in counting up to 10.B. English speaking children were superior counters up to 100.C. English speaking children were better than Chinese speaking children when counting in the teens.D. Chinese speaking children were better counting in the teens than English speaking children.



105.(p. 375)

A pre-attentive process in which sets of four items or fewer are counted or understood effortlessly, accurately and quite rapidly is A. critical principles.B. stable-order principle.C. subitizing.D. one to one.



106.(p. 376)

James had been sorting his blocks according to colour when his father suggested to sort by size. James continued to sort by colour. According to Piaget's tasks, James was A. using skills he could rely on.B. perseverating.C. stimulating.D. choosing the easier task.



107.(p. 377)

An individual's knowledge and control of cognitive activities is referred to as _______. A. insightB. metacognitionC. thinkingD. intelligence



108.(p. 377)

Which of the following is NOT a type of metacognitive knowledge? A. knowledge about tasksB. knowledge about the selfC. knowledge about strategiesD. knowledge about language



109.(p. 377)

Emily has been studying all week for her child psychology exam. Tonight, she is burning the midnight oil, cramming one last time before tomorrow's test at 9:00 am. Emily's knowledge of how well she knows the material she has been studying is known as A. metacognition.B. insight.C. intelligence.D. self-fulfilling prophecy.



110.(p. 377)

Which of the following is Not a limitation on young children's metacognition? A. underestimate the amount of thinking they and others doB. do not understand the concept of "stream of consciousness"C. can use strategies to solve problemsD. cannot infer what another person might be thinking about, even when they realize the person is

thinking


Type: Analysis

111.(p. 377)

The ability of young children to realize that it is easier to recognize items than to recall items supports the conclusion that young children are A. capable of metacognitive functions.B. unable to acquire knowledge about the task.C. unable to use knowledge about the task.D. quite perceptive about items that involve work or effort.



112.(p. 377)

Cognitive studies have shown which of the following statements to be true about the relationship between metacognition and school performance? A. Metacognition is largely irrelevant for reading.B. Metacognitive skills are largely irrelevant for effective school learning.C. Poor readers exhibit metacognitive deficits in many aspects of reading.D. Good readers often have early, significant, metacognitive deficits.



113.(p. 340)

How might information processing theory explain Piaget's theory of horizontal decalage (see Chapter 9)?

Answers will vary.



114.(p. 342)

Describe the functions of short-term and long-term memory.

Answers will vary.



115.(p. 340)

List the changes in information processing that occur during childhood. What are the implications of these changes?

Answers will vary.



116.(p. 344)

Explain the process of encoding and representation in cognitive development.

Answers will vary.



117.(p. 346)

Describe the role of the executive control processes.

Answers will vary.



118.(p. 352)

Explain the difference between semantic and episodic memory.

Answers will vary.



119.(p. 357)

Describe two memory strategies. How do the strategies of memory change as children develop?

Answers will vary.



120.(p. 360)

A drugstore was the target of a robbery today. Five adults and three young children were eyewitnesses to the entire affair. You are a consulting psychologist to the prosecution. What information can you share with the prosecuting attorney that might help her decide whether or not to use the children as witnesses?

Answers will vary.



121.(p. 363-366)

Explain three strategies for critical thinking that adults can model when working with children.

Answers will vary.



122.(p. 373)

Describe two of the proposed basic principles of counting that lead to children's competence with numbers as developed by Gelman and Gallistel (1978).

Answers will vary.



123.(p. 377)

Describe differences in younger and older children's metacognitive competence.

Answers will vary.



ch9 Summary Category # of Questions

Learning Objective: 1 10

Learning Objective: 2 and 3 23





Parke - Chapter 09 123

Type: Analysis 15

Type: Application 18

Type: Comprehension 32

Type: Knowledge 58

ch9 - amazon s3s3.amazonaws.com/prealliance_oneclass_sample/2lzkvbzexe.pdf · ch9 student: _____ 1....

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