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Human Development A Life-Span View 7th Edition by Robert V. Kail – Test Bank
Sample Questions
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| Chapter_2_Biological_Foundations_Heredity_Prenatal_Development_and_Birth
1. You are currently experiencing severe pain in your leg and go to your physician for a checkup. During the examination, your physician says, “The pain you are experiencing appears to be due to misshapen blood cells that are blocking the flow of oxygen to your leg.” This would indicate that the most accurate diagnosis of your condition would be
|
a. |
cerebral palsy. |
|
b. |
Huntington’s disease. |
|
c. |
sickle-cell disease. |
|
d. |
hemophilia. |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
2. The threadlike structures in the nucleus of a cell that contain genetic material are called
|
a. |
chromosomes. |
|
b. |
germ discs. |
|
c. |
ectoderms. |
|
d. |
phenotypes. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
3. If you were looking through a microscope at a normal sperm cell, you should see ____ chromosomes.
|
a. |
2 |
|
b. |
22 |
|
c. |
23 |
|
d. |
46 |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
4. The first ____ pairs of chromosomes are called autosomes.
|
a. |
2 |
|
b. |
10 |
|
c. |
22 |
|
d. |
46 |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
5. Igor is approached by a mad scientist who says he will pay Igor either $100 for each pair of his autosomes or $500 for each pair of his sex chromosomes. Assuming Igor wants to make as much money as possible, which offer should he take?
|
a. |
$100 for each pair of autosomes |
|
b. |
$500 for each pair of sex chromosomes |
|
c. |
Either one, because Igor will make the same amount with both offers |
|
d. |
Neither one, because humans have neither autosomes nor sex chromosomes |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
6. When looking through a microscope at an entire set of human male chromosomes, how would you be able to differentiate an autosome pair from a sex chromosome pair?
|
a. |
The sex chromosome pair would be about 10 times larger than the autosome pair. |
|
b. |
The circular-shaped cells would be the autosomes and the square shapes would be the sex chromosomes. |
|
c. |
There would be three cells in the autosome “pair” and two cells in the sex chromosome “pair.” |
|
d. |
The shape of the sex chromosomes would differ, whereas each autosome pair would look identical. |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
7. A sperm cell contains a total of 22
|
a. |
genes. |
|
b. |
chromosomes. |
|
c. |
autosomes. |
|
d. |
sex cells. |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
8. What combination would result in a boy?
|
a. |
A 17th pair of chromosomes with one X and one Y |
|
b. |
A 23rd pair of chromosomes with one X and one Y |
|
c. |
A 17th pair of chromosomes with two Xs |
|
d. |
A 23rd pair of chromosomes with two Xs |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
9. How many DNA molecules are typically contained in each human chromosome?
|
a. |
1 |
|
b. |
46 |
|
c. |
468 |
|
d. |
100,000 |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
10. Thymine and cytosine are types of
|
a. |
genes. |
|
b. |
neurotransmitters produced in the brain. |
|
c. |
autosomes. |
|
d. |
basic chemical compounds that form the double helix of a DNA molecule. |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
11. Human DNA is composed of a total of ____ different nucleotide bases.
|
a. |
4 |
|
b. |
23 |
|
c. |
444 |
|
d. |
30,000 |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
12. Genes provide the cell with a specific set of ____ instructions.
|
a. |
hormonal |
|
b. |
biochemical |
|
c. |
in vitro |
|
d. |
bioelectric |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
13. Within a typical human cell, which number is the greatest?
|
a. |
The number of chromosomes |
|
b. |
The number of autosomes |
|
c. |
The number of genes |
|
d. |
The number of different types of nucleotide bases |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
14. Who has created a gene?
|
a. |
Tom, who has strung together four adenine “beads” |
|
b. |
Dick, who has just removed the sex chromosome from a cell |
|
c. |
Harry, who has just generated a single bead of guanine |
|
d. |
Sally, who has added an extra chromosome to a fertilized egg |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
15. The average child has approximately ____ genes.
|
a. |
25 |
|
b. |
25,000 |
|
c. |
25,000,000 |
|
d. |
25,000,000,000 |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
16. Kyoko is 5 feet, 11 inches tall, plays tennis, and is an all-around nice person. This is a description of Kyoko’s
|
a. |
allele. |
|
b. |
genotype. |
|
c. |
homozygosity. |
|
d. |
phenotype. |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
17. Genotype is to phenotype as
|
a. |
homozygous is to heterozygous. |
|
b. |
nurture is to nature. |
|
c. |
DNA is to RNA. |
|
d. |
chromosome pattern is to physical features. |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
18. What is an example of only your genotype?
|
a. |
Your complete set of genes |
|
b. |
Your physical appearance |
|
c. |
Your behaviors |
|
d. |
Your personality |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
19. Which process can best be explained by alleles?
|
a. |
The fact that phenotypes produce genotypes |
|
b. |
The formation of identical twins through the splitting of a fertilized egg |
|
c. |
The instructions for hair color come from two sources on the chromosome |
|
d. |
The teratogenic effects associated with fetal alcohol syndrome |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
20. Homozygous is to heterozygous as
|
a. |
same is to different. |
|
b. |
recessive is to dominant. |
|
c. |
genotype is to phenotype. |
|
d. |
many is to few. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
21. Linda has one allele for curly hair and another for straight hair. Linda’s alleles are
|
a. |
polyzygotic. |
|
b. |
dizygotic. |
|
c. |
homozygous. |
|
d. |
heterozygous. |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
22. Joseph is homozygous for normal blood cells. This means that he
|
a. |
is an identical twin. |
|
b. |
has matching alleles. |
|
c. |
has recessive alleles. |
|
d. |
is likely to develop sickle-cell anemia. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
23. How would you create an individual who will definitely have blue eyes?
|
a. |
Make sure he has a pair of homozygous chromosomes for blue eyes. |
|
b. |
Make sure he has a pair of heterozygous chromosomes for eye color. |
|
c. |
Make sure he has a pair of alleles for eye color. |
|
d. |
Make sure he has one recessive gene for blue eyes. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
24. Kirk is heterozygous for cheek dimples but is born with big dimples in both cheeks. Apparently, the allele for cheek dimples is
|
a. |
dominant. |
|
b. |
sex-linked. |
|
c. |
recessive. |
|
d. |
polygenetic. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
25. If a person had a dominant allele for blonde hair and a recessive allele for red hair, the probability of that person having red hair would be closest to ____ percent.
|
a. |
0 |
|
b. |
25 |
|
c. |
50 |
|
d. |
100 |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
26. If tallness is dominant and designated as “T,” and shortness is recessive and designated as “s,” who would likely be short?
|
a. |
Bing, who is “sT” |
|
b. |
Crosby, who is “Ts” |
|
c. |
Danny, who is “ss” |
|
d. |
Kay, who is “TT” |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
| 27. If obesity is dominant and designated as “O” and thinness is recessive and designated as “t,” how many of the following individuals would likely be obese: Ginger who is “OO,” Mary Ann who is “Ot,” Thurston who is “tO,” and Gilligan who is “tt”?
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
28. Which best exemplifies the concept of incomplete dominance?
|
a. |
An individual with two alleles for baldness who has long hair |
|
b. |
An individual with two alleles for shyness who is shy |
|
c. |
An individual with one allele for obesity and another for thinness who is of average weight |
|
d. |
An individual with a single allele for aggression who is violent |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
29. Which statement concerning the sickle-cell trait is true?
|
a. |
Individuals with the trait have the dominant phenotype but possess the recessive genotype. |
|
b. |
Individuals with the trait have both a dominant and recessive allele for the disorder. |
|
c. |
Individuals with the trait are genetically predisposed to the disorder but cannot display any symptoms. |
|
d. |
Individuals with the trait tend to have the most severe form of the disease. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Understand |
|
30. Dr. Fry has just been informed that his son has sickle-cell trait. As a knowledgeable physician, Dr. Fry would realize that his son’s body is most likely to experience
|
a. |
excess levels of body fat. |
|
b. |
serious oxygen deprivation. |
|
c. |
decreased lung capacity. |
|
d. |
blindness. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.1 – What are chromosomes and genes? How do they carry hereditary information from one generation to the next? |
| KEYWORDS: |
Bloom’s: Apply |
|
31. What should Danko do when he is informed that his newborn son has PKU (phenylketonuria)?
|
a. |
Panic, since PKU is an incurable genetic disorder that results in severe intellectual disability |
|
b. |
Don’t panic, since PKU can be cured with drug treatments |
|
c. |
Don’t panic, since PKU is a sex-linked disorder that affects only females |
|
d. |
Don’t panic, since despite being a genetic disorder, it can be controlled through proper diet |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Apply |
|
32. Janaka’s two-year-old daughter is mentally retarded due, in part, to a diet that included fish, bread, and dairy products. The most likely diagnosis for Janaka’s daughter is that she has
|
a. |
Turner’s syndrome. |
|
b. |
Huntington’s disease. |
|
c. |
Tay Sachs disease. |
|
d. |
Phenylketonuria (PKU). |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Apply |
|
33. Huntington’s disease is an unusual genetic disorder in that it is a fatal disease caused by dominant alleles that
|
a. |
impact late enough in life so that the individual can reproduce. |
|
b. |
are controllable through diet. |
|
c. |
both must come from the mother. |
|
d. |
strike only males. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
34. ____ is characterized by progressive degeneration of the nervous system.
|
a. |
Huntington’s disease |
|
b. |
Down syndrome |
|
c. |
Phenylketonuria |
|
d. |
Sickle-cell disease |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Understand |
|
35. Which physical characteristic is most indicative of an individual with Down syndrome?
|
a. |
Enlarged head |
|
b. |
A fold of skin over each eyelid |
|
c. |
Small tongue |
|
d. |
Taller than same-age peers |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Understand |
|
36. Following a prenatal exam, your physician remarks, “It appears as if your fetus has 47 chromosomes.” What would be the most likely response to this information?
|
a. |
Concern, as this may indicate that your child has Down syndrome |
|
b. |
Concern, as this may indicate that your child has sickle-cell anemia |
|
c. |
Concern, as this may indicate that your child has phenylketonuria (PKU) |
|
d. |
Relief, since this is a normal number of chromosomes |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Apply |
|
37. Which maternal characteristic is most strongly associated with giving birth to a baby with Down syndrome?
|
a. |
Low levels of intelligence (i.e., mental retardation) |
|
b. |
Consumption of alcohol |
|
c. |
Higher maternal age |
|
d. |
Exposure to lead or mercury |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Understand |
|
38. “Trisomy 21” (three 21st chromosomes) best describes
|
a. |
Huntington’s disease. |
|
b. |
Down syndrome. |
|
c. |
Phenylketonuria (PKU). |
|
d. |
sickle-cell trait. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Understand |
|
39. Because of his accurate knowledge of genetics and disorders, Benson knows that his newborn son has no chance of having
|
a. |
Turner’s syndrome. |
|
b. |
Kleinfelter’s syndrome. |
|
c. |
Huntington’s disease. |
|
d. |
Down syndrome. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Apply |
|
40. Which combination of sex chromosomes is not possible in a living human being?
|
a. |
A single X chromosome |
|
b. |
XXY |
|
c. |
XYY |
|
d. |
A single Y chromosome |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.2 – What are common problems involving chromosomes, and what are their consequences? |
| KEYWORDS: |
Bloom’s: Understand |
|
41. As a behavioral geneticist, Juan would most likely be studying
|
a. |
the maze-learning behavior of rats. |
|
b. |
the evolution of intelligence. |
|
c. |
a gene that is believed to cause shyness. |
|
d. |
the physiological structure of a gene. |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
42. Which statement best exemplifies the basic premise of behavioral genetics?
|
a. |
“Your personality is all in your genes” |
|
b. |
“Your personality is all in your environment” |
|
c. |
“People are either very open to new experiences or avoid new experiences at all costs” |
|
d. |
“Openness to new experience is not an either/or proposition but represents a wide range of reactions” |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
43. If a physician informed you that your speech disorder was the result of problems on chromosomes 4, 7, and 15, you would rightly conclude that the disorder is always classifiable as
|
a. |
recessive. |
|
b. |
polygenetic. |
|
c. |
dominant. |
|
d. |
sex-linked. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
44. Genotypes usually involve some combination of dominant and recessive alleles. What is the most common inheritance pattern?
|
a. |
Two dominant and six recessive |
|
b. |
Six dominant and two recessive |
|
c. |
All recessive |
|
d. |
Four dominant and four recessive |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Understand |
|
45. John and Wayne have the exact same genes. This indicates that they must be
|
a. |
dizygotic twins. |
|
b. |
monozygotic twins. |
|
c. |
heterozygous. |
|
d. |
co-dominant. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
46. As dizygotic twins, Jewel and Bjork
|
a. |
are genetically identical. |
|
b. |
must have come from the same fertilized egg. |
|
c. |
share all phenotypes. |
|
d. |
share about half of their genes. |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
47. Monozygotic is to dizygotic as
|
a. |
one mother is to two mothers. |
|
b. |
one egg is to two eggs. |
|
c. |
dominant is to recessive. |
|
d. |
heterozygous is to homozygous. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
48. José, who was adopted at birth, is found to have personality characteristics more similar to his biological mom than to his adoptive mom. How should you interpret this data?
|
a. |
Personality appears to be a polygenetic characteristic. |
|
b. |
Personality characteristics are learned. |
|
c. |
Personality characteristics are influenced by genes. |
|
d. |
Personality characteristics appear to be recessive. |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
49. Which result would not support the idea that genes play a significant role in behavior?
|
a. |
Finding dizygotic twins to be more similar than monozygotic twins |
|
b. |
Finding children to be more similar to their biological parents than to their adoptive parents |
|
c. |
Finding similarities between biological siblings |
|
d. |
Finding monozygotic twins to be more similar than pairs of unrelated individuals |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
50. The concept that genotypes are not the only things that control traits involves the fact that
|
a. |
dizygotic twins are virtually genetically identical. |
|
b. |
each genotype can produce a variety of phenotypes. |
|
c. |
recessive genes are more commonly expressed than dominant genes. |
|
d. |
the environment has little impact on behavior. |
| ANSWER: |
b |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
51. Despite being raised in two very different environments, identical twins Tina and Gina receive a similar score on a shyness scale. These results suggest that correlation between genetics and shyness is
|
a. |
small. |
|
b. |
large. |
|
c. |
inverse. |
|
d. |
polygenetic. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
52. Genes and environments
|
a. |
interact dynamically throughout development. |
|
b. |
act independently throughout development. |
|
c. |
interact dynamically in childhood and independently in adulthood. |
|
d. |
act independently in childhood and interact dynamically in adulthood. |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
53. As a behavioral geneticist, Professor Klink is most likely to calculate the extent to which depression is inherited using a ____ coefficient.
|
a. |
nonshared |
|
b. |
DNA |
|
c. |
polygenetic |
|
d. |
heritability |
| ANSWER: |
d |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
54. A heritability coefficient of ____ means about 50 percent of the difference between people on a specific characteristic is the result of heredity.
|
a. |
.5 |
|
b. |
5 |
|
c. |
50 |
|
d. |
500 |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Understand |
|
55. A heritability coefficient is a derivation of a(n)
|
a. |
t-test. |
|
b. |
analysis of variance. |
|
c. |
correlation. |
|
d. |
chi-square. |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
56. _________ occurs when an individual intentionally seeks out an environment that matches characteristics driven by his or her genes.
|
a. |
Passive gene-environment interactions |
|
b. |
Incomplete dominance |
|
c. |
Niche-picking |
|
d. |
Polygenetic inheritance |
| ANSWER: |
c |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Understand |
|
57. Which individual with a genetic predisposition toward being extroverted is demonstrating successful niche-picking?
|
a. |
Wink, who is a game-show host |
|
b. |
Wilbur, who is a horse trainer |
|
c. |
Sebastian, who is a hermit who lives in a cave by himself |
|
d. |
Dexter, who spends a lot of time studying in the library |
| ANSWER: |
a |
| REFERENCES: |
2.1 In the Beginning: 23 Pairs of Chromosomes |
| QUESTION TYPE: |
Multiple Choice |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.2.1.3 – How is children’s heredity influenced by the environment in which they grow up? |
| KEYWORDS: |
Bloom’s: Apply |
|
| Chapter_4_The_Emergence_of_Thought_and_Language_Cognitive_Development_in_Infancy_and_Early_Childhood
1. Piaget described a scheme as a psychological structure that
|
a. |
organizes experience. |
|
b. |
is used in language but not thought. |
|
c. |
we lose as we age. |
|
d. |
is only found in those with a set of personal values. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Understand |
|
2. Mia likes to kick soccer balls. She has developed a mental structure for kicking that may be applied to different situations. This mental structure for kicking would best be described as
|
a. |
egocentrism. |
|
b. |
a scheme. |
|
c. |
an intonation. |
|
d. |
an expressive style. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Apply |
|
3. Between early and later childhood, schemes tend to have more ____ properties.
|
a. |
functional |
|
b. |
conceptual |
|
c. |
object-based |
|
d. |
abstract |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
4. Piaget used the term ____ to describe the process by which new experiences are easily incorporated into existing schemes.
|
a. |
accommodation |
|
b. |
scaffolding |
|
c. |
assimilation |
|
d. |
secondary |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Understand |
|
5. Nolan has a scheme for throwing baseballs that he can apply successfully to throwing small rocks or other types of balls. This successful application would best be described as
|
a. |
assimilation. |
|
b. |
animism. |
|
c. |
accommodation. |
|
d. |
egocentrism. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Apply |
|
6. According to Piaget, when a scheme is modified based on some experience, ____ has occurred.
|
a. |
assimilation |
|
b. |
animism |
|
c. |
accommodation |
|
d. |
egocentrism |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Understand |
|
7. Sylvester has just learned how to pick up his cat named Chester, who likes to be picked up and does not put up any struggle. Later, Sylvester tries to pick up another cat named Thai, who scratches when held. The fact that Sylvester learns to leave Thai alone after he has been scratched provides a good example of
|
a. |
animism. |
|
b. |
habituation. |
|
c. |
centration. |
|
d. |
accommodation. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Apply |
|
8. Salvador has a scheme for drawing with a crayon that had to be changed in order to learn how to paint a picture with a brush. This adaptation is an example of
|
a. |
animism. |
|
b. |
egocentrism. |
|
c. |
assimilation. |
|
d. |
accommodation. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Apply |
|
9. Piaget saw equilibration as a balance between
|
a. |
primary and secondary circular reactions. |
|
b. |
assimilation and accommodation. |
|
c. |
thought and language. |
|
d. |
social and cognitive skills. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
10. In order to overcome a state of disequilibrium, a child must
|
a. |
engage in hypothetical deductive reasoning. |
|
b. |
become more egocentric. |
|
c. |
reorganize his or her schemes. |
|
d. |
develop a strong orienting response. |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
11. When first attempting to learn English as a second language, Olga spends a great deal of time converting similar English sounds into Russian equivalents. Later, she spends more time generating new, non-Russian language ideas. Piaget would describe this change as involving
|
a. |
equilibration. |
|
b. |
the one-to-one principle. |
|
c. |
habituation. |
|
d. |
implosion. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Apply |
|
12. Dr. Eco has a strong belief that global warming is a theoretical myth. In recent years, however, the increased rate of polar ice cap melt has forced him to alter his theory, and he is now a strong advocate against greenhouse pollutants. A Piagetian would most likely describe Dr. Eco’s theoretical conversion in terms of
|
a. |
the one-to-one principle. |
|
b. |
overextension. |
|
c. |
equilibration. |
|
d. |
abstract thinking. |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Apply |
|
13. What is the correct sequence (from first to last) of Piaget’s stages of cognitive development?
|
a. |
Preoperational, concrete operational, sensorimotor, formal operational |
|
b. |
Sensorimotor, preoperational, formal operational, concrete operational |
|
c. |
Sensorimotor, preoperational, concrete operational, formal operational |
|
d. |
Preoperational, sensorimotor, formal operational, concrete operational |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Understand |
|
14. According to Piaget, which statement is true regarding the stages of thinking?
|
a. |
Sensorimotor and preoperational thinking must be completed before the concrete operational stage, but not before formal operational thinking. |
|
b. |
Sensorimotor and preoperational thinking must be completed before the formal operational stage, but not before concrete operational thinking. |
|
c. |
Thinking alternates between stages throughout development. |
|
d. |
All stages must be accomplished in the correct order. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.1 – According to Piaget, how do schemes, assimilation, and accommodation provide the foundation for cognitive development throughout the life span? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
15. Bob is a normally developing 18-month-old. According to Piaget, Bob is most likely in the ____ period of cognitive development.
|
a. |
formal operational |
|
b. |
sensorimotor |
|
c. |
concrete operational |
|
d. |
preoperational |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
16. Piaget argued that the first reactions by newborns were
|
a. |
indicators of an innate understanding of appearance as reality. |
|
b. |
abstract. |
|
c. |
indicators of an innate understanding of object permanence. |
|
d. |
reflexive. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
17. Piagetians believe that an average child would first demonstrate the onset of intentional behavior when he or she is approximately
|
a. |
18 hours old. |
|
b. |
8 weeks old. |
|
c. |
8 months old. |
|
d. |
18 months old. |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Understand |
|
18. Baby Lee has just discovered that banging on a big pot produces a loud sound. He then decides to bang on a small pot to see what happens. A Piagetian would predict that such active experimentation with the environment would be most likely to first emerge in a child who is
|
a. |
12 hours old. |
|
b. |
24 days old. |
|
c. |
12 months old. |
|
d. |
24 months old. |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
19. The phrase “out of sight, out of mind” best exemplifies the Piagetian concept of
|
a. |
tertiary circular reaction. |
|
b. |
the one-to-one principle. |
|
c. |
fast mapping. |
|
d. |
object permanence. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
20. Six-month-old Teddy is playing with his favorite toy, a stuffed bear. Suddenly a blanket falls off the shelf and covers his bear. According to Piaget, Teddy would most likely
|
a. |
both reach for and search for the bear. |
|
b. |
neither reach for nor search for the bear. |
|
c. |
reach for but not search for the bear. |
|
d. |
search for but not reach for the bear. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
21. Tonka is actively playing with his toy truck when his mom accidentally drops a towel she is carrying directly on top of the vehicle. As soon as the vehicle is covered, Tonka turns his head away and calmly begins playing with another toy. Tonka’s reaction best illustrates a lack of
|
a. |
object permanence. |
|
b. |
accommodation. |
|
c. |
reversibility. |
|
d. |
inner speech. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
22. Adam waves “bye-bye” when he leaves the room and pretends to eat imaginary food. In other words, Adam is
|
a. |
using symbols. |
|
b. |
exhibiting a primary circular reaction. |
|
c. |
exercising reflexes. |
|
d. |
exhibiting a secondary circular reaction. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
23. As a Piagetian, Avery would consider ____ the highest accomplishment of the sensorimotor period of development.
|
a. |
exercising reflexes |
|
b. |
egocentrism |
|
c. |
using symbols |
|
d. |
experimentation |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.2 – How does thinking become more advanced as infants progress through the sensorimotor stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
24. According to Piaget, which normally developing child would most likely have just begun to engage in preoperational thinking?
|
a. |
A 12-month-old |
|
b. |
A 24-month-old |
|
c. |
A 36-month-old |
|
d. |
A 48-month-old |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Understand |
|
25. Piaget used the term ____ to describe the difficulty children often have in taking another person’s perspective.
|
a. |
animism |
|
b. |
scaffolding |
|
c. |
a tertiary circular reaction |
|
d. |
egocentrism |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Understand |
|
26. Preoperational thinker Blake has edged his way close to the top rim of the Grand Canyon. His mother then asks him, “What do you think someone at the bottom of the canyon looking up would see?” Given the egocentric nature of his thought, Blake’s most likely response would be
|
a. |
“the sky.” |
|
b. |
“the same thing I see.” |
|
c. |
“a bunch of little people looking down at me.” |
|
d. |
“I have no idea.” |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
27. Piaget used the three-mountain problem to assess a child’s level of
|
a. |
object permanence. |
|
b. |
scaffolding. |
|
c. |
animism. |
|
d. |
egocentrism. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Understand |
|
28. Animism occurs when lifelike properties are attributed to
|
a. |
humans. |
|
b. |
inanimate objects. |
|
c. |
animals. |
|
d. |
cartoon characters like Bugs Bunny or Homer Simpson. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Understand |
|
29. When Andy bumps into a table, he says to it, “You bumped into me because you’re mean.” Andy is exhibiting
|
a. |
the cardinality principle. |
|
b. |
animism. |
|
c. |
irreversibility. |
|
d. |
egocentrism. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
30. When asked to describe why storm clouds travel so slowly in the sky, Sirius gives several interesting answers. Which of her answers provides the best example of animism?
|
a. |
“Since they have no legs, they have to crawl.” |
|
b. |
“If they were going the other way, they would go faster.” |
|
c. |
“Because the wind does not blow as high way up in the sky.” |
|
d. |
“The dark parts of the cloud are heavier and slow it down.” |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
31. In the children’s television show Pee Wee’s Playhouse, the floor, globe, and chair could talk, move, and had their own personalities. The fact that many young children view such objects as being “alive” is consistent with the Piagetian concept of
|
a. |
intonation. |
|
b. |
irreversibility. |
|
c. |
observational learning. |
|
d. |
animism. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
32. The defining characteristic of centration is ____ thought.
|
a. |
abstract |
|
b. |
narrowly focused |
|
c. |
a lack of object permanent |
|
d. |
overextension |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
33. Donny’s mother has just poured two glasses of orange juice, one for Donny and one for his sister. After they are poured, Donny becomes very upset that he got less juice than his sister. Their mother points out that while Donny’s glass is short, it is also wider, and thus both children have the same amount. Donny continues to protest, arguing that his juice is shorter, thus he has less juice. Piaget would explain Donny’s behavior as being the result of
|
a. |
animism. |
|
b. |
centration. |
|
c. |
intonation. |
|
d. |
a primary circular reaction. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
34. The conservation of liquid task directly assesses a child’s level of
|
a. |
intelligence. |
|
b. |
habituation. |
|
c. |
animism. |
|
d. |
centration. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
35. During a power outage, Blair does not want to finish eating her vanilla ice cream because, as she put it, “When the lights went out, the ice cream turned black, and I don’t like black ice cream!” Blair is in the ____ stage of development.
|
a. |
concrete operational |
|
b. |
formal operational |
|
c. |
sensorimotor |
|
d. |
preoperational |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
36. Michael, who is a preoperational thinker, watches as a movie character appears to turn from a nice teenager into a werewolf. What is Michael’s most likely reaction?
|
a. |
Laughter, since he realizes that it is all a fake |
|
b. |
Nothing, since he would likely not notice the change |
|
c. |
Terror, since he likely believes that the individual has actually become a werewolf |
|
d. |
Confidence, since he now realizes that despite the apparent physical change, it is still the same nice individual |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
37. Trevor is visiting his dad’s office on a take-your-son-to-work day. Just after they arrive, Trevor’s dad’s boss bursts into the room and screams at the dad about a poorly written report he submitted. All the time that he is being berated, Trevor’s dad keeps smiling. Once the boss has left, Trevor turns to his dad and says, “You really must like it when your boss hollers at you.” Trevor’s lack of understanding that one’s internal state may not match an external state is best explained by the concept of
|
a. |
appearance as reality. |
|
b. |
egocentrism. |
|
c. |
expressive style. |
|
d. |
autobiographical memory. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.3 – What are the distinguishing characteristics of thinking during the preoperational stage? |
| KEYWORDS: |
Bloom’s: Apply |
|
38. Which statement concerning Piaget’s theory is true?
|
a. |
Piaget’s theory has been the source of ideas for teachers and stimulated a great deal of research. |
|
b. |
Piaget’s theory was never useful for teachers but did stimulate a great deal of research. |
|
c. |
Piaget’s theory has been the source of ideas for teachers but never stimulated research. |
|
d. |
Piaget’s theory was never useful for teachers and never stimulated research. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.4 – What are the strengths and weaknesses of Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
39. Which is not a Piagetian-based implication for teaching?
|
a. |
Teachers should provide answers rather than letting students find them on their own. |
|
b. |
The best teaching experiences are those slightly ahead of a child’s current level of thinking. |
|
c. |
In order to promote learning, teachers should provide materials with which students can make their own discoveries. |
|
d. |
Letting students make mistakes is OK, as cognitive development tends to occur when children become aware of errors in their own thinking. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.4 – What are the strengths and weaknesses of Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
40. One criticism of Piaget’s theory is that it
|
a. |
overestimates the cognitive abilities of both infants and adolescents. |
|
b. |
underestimates the cognitive abilities of both infants and adolescents. |
|
c. |
overestimates the cognitive abilities of infants and underestimates the abilities of adolescents. |
|
d. |
underestimates the cognitive abilities of infants and overestimates the abilities of adolescents. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.4 – What are the strengths and weaknesses of Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Understand |
|
41. Which is a legitimate criticism of Piaget’s theory?
|
a. |
Too much emphasis on unconscious thoughts |
|
b. |
Too much emphasis on children as “computing machines” (complete with software) |
|
c. |
Not enough emphasis on sociocultural influences |
|
d. |
Not enough emphasis on stages of development |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.4 – What are the strengths and weaknesses of Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Understand |
|
42. Which child does Piaget’s theory have the most difficulty explaining?
|
a. |
Ivy, who has mastered the conservation and three-mountain tasks |
|
b. |
Rose, who fails both the conservation and three-mountain tasks |
|
c. |
Daisy, who has mastered the conservation task but fails the three-mountain task |
|
d. |
Flora, who not only has mastered the conservation and three-mountain tasks but can explain the intricacies of these tasks to others |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.4 – What are the strengths and weaknesses of Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Apply |
|
43. The theory that human infants are born with a rudimentary knowledge of the world and they use their experience to expand this knowledge underlies the ____ hypothesis.
|
a. |
egocentric |
|
b. |
overgeneralization |
|
c. |
tabula rasa |
|
d. |
core knowledge |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
44. Which best exemplifies the core knowledge hypothesis?
|
a. |
The fact that 3-week-old Gene appears to innately understand that three objects are more than two objects. |
|
b. |
The fact that 10-year-old Paul has the math skills of a 30-year-old. |
|
c. |
The fact that 5-month-old Ace loves to kiss his mother but not his father. |
|
d. |
The fact that 6-year-old Peter’s early music abilities have not improved in spite of intensive training. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Apply |
|
45. Research with “possible” and “impossible” events has led to the conclusion that infants
|
a. |
are born with object permanence. |
|
b. |
develop an understanding of object permanence at a younger age than was predicted by Piaget. |
|
c. |
develop an understanding of object permanence at the exact age that was predicted by Piaget. |
|
d. |
develop an understanding of object permanence at an older age than was predicted by Piaget. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Understand |
|
46. Four-week-old Dixie appears to understand that when you push a cup over the edge of a table, the cup will fall to the ground. Such an understanding would provide support for the concept of
|
a. |
naive physics. |
|
b. |
animism. |
|
c. |
the stable-order principle. |
|
d. |
over regularization. |
| ANSWER: |
a |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Apply |
|
47. Houdini is a normally developing one-year-old watching a magic act. The magician he is observing has just rolled a ball into what looks like a solid wall. However, when the ball reached the wall, the ball appeared to roll through it. According to research findings by Baillargeon, one would expect that Houdini’s most likely reaction would involve
|
a. |
disinterest and immediate looking away. |
|
b. |
surprise, yet immediate looking away. |
|
c. |
disinterest, yet the infant will stare at the spot the ball appeared to go through the wall. |
|
d. |
surprise, and the infant will stare at the spot the ball appeared to go through the wall. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Apply |
|
48. Seven-month-old LeBron appears to possess a sense of “naive physics.” Which of LeBron’s actions would indicate that he does possess this sense?
|
a. |
His surprise when he sees a basketball go through a hoop |
|
b. |
His surprise when he drops a ball and it falls to the floor |
|
c. |
His surprise when he hears his dad cheering while watching a basketball game on television |
|
d. |
His surprise when a basketball appears to be hanging in mid-air when it is not attached to a string or other supporting device |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Apply |
|
| 49. How many of the following beliefs would be part of the “naive biology” of a typical preschooler: understanding that things grow, understanding realizing that children often resemble parents, understanding that some illness can be inherited, understanding that the insides of animals are different that the insides of inanimate objects?
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
50. Most preschoolers believe that
|
a. |
both animate (e.g., a puppy) and inanimate (e.g., a stuffed cat) objects can only be repaired by humans. |
|
b. |
both animate (e.g., a puppy) and inanimate (e.g., a stuffed cat) objects can repair themselves. |
|
c. |
animate objects (e.g., a puppy) can heal themselves, but inanimate objects (e.g., a stuffed cat) need to be repaired by humans. |
|
d. |
inanimate objects (e.g., a stuffed cat) can repair themselves, but animate objects (e.g., a puppy) need to be healed by humans. |
| ANSWER: |
c |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
51. The fundamental premise of teleological explanations is that living things
|
a. |
have unseen souls. |
|
b. |
have free will. |
|
c. |
are superior to inanimate things. |
|
d. |
exist for a purpose. |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
52. When five-year-old Monarch says, “Butterflies exist to make the world more beautiful for people to look at,” she is providing a great example of
|
a. |
the core knowledge hypothesis. |
|
b. |
a teleological explanation. |
|
c. |
an orienting response. |
|
d. |
intersubjectivity. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Apply |
|
53. The belief that all living things have an unseen essence that gives them identity is referred to as
|
a. |
ordinality. |
|
b. |
essentialism. |
|
c. |
animism. |
|
d. |
the cardinality principle. |
| ANSWER: |
b |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Understand |
|
54. Which statement best exemplifies the concept of essentialism?
|
a. |
“The purpose of popcorn is to make kids happy when they are at the movies.” |
|
b. |
“If your parent says ‘no,’ then you should not do it.” |
|
c. |
“A monkey raised by people will become a human.” |
|
d. |
“Fish have a special ‘fishiness’ that allows them to breath underwater.” |
| ANSWER: |
d |
| REFERENCES: |
4.1 The Onset of Thinking: Piaget’s Account |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.1.5 – How have contemporary researchers extended Piaget’s theory? |
| KEYWORDS: |
Bloom’s: Apply |
|
55. As an information-processing theorist, Dr. Tonic is most likely to conceptualize human cognitive development as a(n)
|
a. |
butterfly that evolves from one qualitative level of processing to the next. |
|
b. |
computer that develops a larger “hard drive memory” and a “faster central processing unit.” |
|
c. |
iceberg in which little processing can be seen, but a great deal is occurring at the unconscious level. |
|
d. |
mechanical calculator, unaffected by biological factors. |
| ANSWER: |
b |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.1 – What is the basis of the information-processing approach? |
| KEYWORDS: |
Bloom’s: Apply |
|
56. An information-processing theorist would most likely conceptualize all built-in neural structures that assist the operations of the mind as
|
a. |
mental hardware. |
|
b. |
private speech. |
|
c. |
mental software. |
|
d. |
psychodynamic mechanisms. |
| ANSWER: |
a |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.1 – What is the basis of the information-processing approach? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
57. By definition, attention determines
|
a. |
general intelligence. |
|
b. |
the attainment of formal operational thought. |
|
c. |
which sensory information receives additional cognitive processing. |
|
d. |
the belief in animism. |
| ANSWER: |
c |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.2 – How well do young children pay attention? |
| KEYWORDS: |
Bloom’s: Understand |
|
58. Although the sound is unfamiliar, when six-month-old Cagney sees the flashing lights on the police car, she keeps her eyes locked on the lights. She also begins to show a decrease in heart rate. Which concept best explains Cagney’s reaction?
|
a. |
Operant conditioning |
|
b. |
An orienting response |
|
c. |
Habituation |
|
d. |
The stable-order principle |
| ANSWER: |
b |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.2 – How well do young children pay attention? |
| KEYWORDS: |
Bloom’s: Apply |
|
59. Orienting responses tend to occur to ____ stimuli.
|
a. |
weak and familiar |
|
b. |
weak and unfamiliar |
|
c. |
strong and familiar |
|
d. |
strong and unfamiliar |
| ANSWER: |
d |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.2 – How well do young children pay attention? |
| KEYWORDS: |
Bloom’s: Understand |
|
60. ____ can be defined as a diminished response to a familiar stimulus.
|
a. |
Orienting response |
|
b. |
Centration |
|
c. |
Habituation |
|
d. |
Attention |
| ANSWER: |
c |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.2 – How well do young children pay attention? |
| KEYWORDS: |
Bloom’s: Understand |
|
61. Which is the best example of habituation?
|
a. |
Turning your head to listen to a passing jet |
|
b. |
Tasting sushi for the first time and liking it |
|
c. |
Focusing your eyes on one of those “3-D” art pictures until the 3-D image pops into view |
|
d. |
Being bothered by the feel of a watch the first time it is on your wrist and then getting so used to it that you forget it’s there |
| ANSWER: |
d |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.2 – How well do young children pay attention? |
| KEYWORDS: |
Bloom’s: Apply |
|
62. Pavlov’s research involving a dog, salivation, and a bell is correctly associated with ____ theory.
|
a. |
operant conditioning |
|
b. |
information-processing |
|
c. |
classical conditioning |
|
d. |
Piagetian |
| ANSWER: |
c |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.3 – What kinds of learning take place during infancy? |
| KEYWORDS: |
Bloom’s: Understand |
|
63. Like most one-year-olds, Antoine sucks reflexively when a sucker is placed in his mouth. For the past few days, Antoine’s mother has turned on the television as she gives Antoine his daily sucker. Today, Antoine’s mother turns on the television but does not have a sucker to give Antoine. Much to her surprise, Antoine begins to make a sucking motion despite having no sucker. Which theory best explains Antoine’s behavior?
|
a. |
Operant conditioning |
|
b. |
Information processing |
|
c. |
Classical conditioning |
|
d. |
Piagetian |
| ANSWER: |
c |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.3 – What kinds of learning take place during infancy? |
| KEYWORDS: |
Bloom’s: Apply |
|
64. Which theory places the greatest emphasis on the relationship between consequences and the probability of a behavior reoccurring in the future?
|
a. |
Operant conditioning |
|
b. |
Information-processing |
|
c. |
Classical conditioning |
|
d. |
Piagetian |
| ANSWER: |
a |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.3 – What kinds of learning take place during infancy? |
| KEYWORDS: |
Bloom’s: Thinking Critically |
|
65. Meltzoff and Moore’s controversial finding that three-week-olds would stick out their tongues to match an adult performing the same act has been used to support the notion of early life.
|
a. |
imitation. |
|
b. |
centration. |
|
c. |
orienting response. |
|
d. |
habituation. |
| ANSWER: |
a |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.3 – What kinds of learning take place during infancy? |
| KEYWORDS: |
Bloom’s: Understand |
|
66. One-year-old Payton notices that when his dad, Archie, is watching football on television, he shouts at the screen. The next time a football game come on, Payton shouts at the screen. Payton’s behavior best exemplifies
|
a. |
a lack of object permanence. |
|
b. |
operant conditioning. |
|
c. |
habituation. |
|
d. |
imitation. |
| ANSWER: |
d |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.3 – What kinds of learning take place during infancy? |
| KEYWORDS: |
Bloom’s: Apply |
|
67. Memory research suggests that
|
a. |
at three months, infants start to successfully remember events that occurred several days before. |
|
b. |
infants seldom forget past events over time. |
|
c. |
“reminders” do not enhance infant memory. |
|
d. |
at six months, infants start to successfully remember events that occurred several days before. |
| ANSWER: |
a |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.4 – Do infants and preschool children remember? |
| KEYWORDS: |
Bloom’s: Understand |
|
68. While visiting a zoo, five-month-old Simba is frightened by a roaring lion and starts to cry. By the time Simba is one year old, he appears to have forgotten this event and actually enjoys movies with lions. Based on memory research, how might you get Simba to exhibit the original fear response?
|
a. |
Show him a picture of a lion. |
|
b. |
Bring him back to the zoo. |
|
c. |
Have one of his brothers roar like a lion. |
|
d. |
There is nothing you can do to generate the pervious reaction. |
| ANSWER: |
b |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.4 – Do infants and preschool children remember? |
| KEYWORDS: |
Bloom’s: Apply |
|
69. Improvements in infant memory that occur around six months after birth may be the result of development in the ____ area of the brain.
|
a. |
hippocampus |
|
b. |
frontal cortex |
|
c. |
hypothalamus |
|
d. |
occipital lobe |
| ANSWER: |
a |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.4 – Do infants and preschool children remember? |
| KEYWORDS: |
Bloom’s: Understand |
|
70. A memory for some significant life event is called a(n) ____ memory.
|
a. |
autobiographical |
|
b. |
general knowledge |
|
c. |
intonation |
|
d. |
semantic |
| ANSWER: |
a |
| REFERENCES: |
4.2 Information Processing during Infancy and Early Childhood |
| LEARNING OBJECTIVES: |
KAIL.HDEV.16.4.2.4 – Do infants and preschool children remember? |
| KEYWORDS: |
Bloom’s: Understand |
|
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