Chapter 01: Bjorklund7e_TB01_BBLearn
1. According to the text, how does one obtain mental prowess?
A) Rapidly over childhood without any changes.
B) Rapidly over childhood, changing in quality as it does.
C) Gradually over childhood, changing in quality as it does.
D) Throughout the lifespan.
2. Cognition is defined as ____.
A) learning, thinking, and the development of the brain
B) physical development of the brain
C) a Piagetian concept rooted in research
D) the processes to acquire and manipulate knowledge
3. Which of the following is true regarding cognition?
A) Usually thought of as being mental.
B) It is directly observable.
C) It is inferred from the behaviors we cannot observe.
D) It is a theoretical concept and cannot be proven it occurs.
4. Cognition includes ____.
A) our conscious and deliberate attempts at solving problems
B) the conscious and deliberate processes involved in routine daily tasks
C) a person's ability to only understand certain concepts
D) a difficult process in the development of the brain
5. Which of the following is a higher-order process of cognition, which are often
available to consciousness?
A) Developing a plan for creating a problem.
B) Executing the plan.
C) Adjusting the failures of the plan to make modifications.
D) Highlighting your textbook to understand the plan.
6. As 6-year-old Johnny began to increase his knowledge of the terms dog, lion,
and zebra, he was developing his mental ____.
A) structure
B) acuity
,C) growth
D) disparity
7. If Michael is retrieving the definition of a word from memory, he in engaging
what aspect of cognitive development?
A) Structure
B) Abstraction
C) Function
D) Extraction
8. If 4-year-old Emily's highly active causing her parents not to keep her in her
playpen her development will be affected by what type of relationship?
A) Symbiotic
B) Bidirectional
C) Positive reinforcement
D) Negative feedback
9. According to the text, intellectual growth is ____.
A) a 20% increase in IQ scores
B) acting and thinking children interacting with their world
C) being identified as a gifted and talented student
D) a direct relationship to physical growth
10. Developmental function refers to ____.
A) age-related differences in thinking
B) the ability to function universally on all domains
C) a developmental domain concept
D) the in-depth study of one individual's development over time
11. A particular 4-year-old will often show a wide range of behaviors on very similar
tasks, depending on the context that child is in. This is known as ____.
A) variation-discrimination theory
B) theory of varied assumptions
C) variability in cognitive development
D) deciphering techniques
,12. Which of the following would be an example of an early or immature form of
development which adapts the infant or young child to his or her particular
environment?
A) A young infant's relatively poor perceptual abilities which protect their
nervous systems from sensory overload.
B) Preschool children tendencies to underestimate their physical and cognitive
skills causing them to give up at different tasks.
C) Infant's fast information processing seems to encourage them to establishing
intellectual habits later in life.
D) The spontaneous activity of the skeletal structures necessary for physical
development.
13. Which of the following is a truth of cognitive development?
A) It is constructed without a social context.
B) It involves both stability and plasticity over time.
C) It involves changes in domain-general abilities but not in domain-
specific abilities.
D) It involves repetition in the way information is represented.
14. According to your text, species-typical behaviors or species-typical patterns of
cognition are ____.
A) behaviors and cognitive strategies rooted in bio-genetic determinism
B) developmental function
C) same as the old adage "birds of a feather flock together"
D) are only seen in lower animal forms but not in humans
15. Which model requires an individual to consider the organism's context as a unit
and that there are multiple levels of the organism and multiple levels of the
context?
A) Developmental synthesis model.
B) Model of developmental intricacies.
C) Developmental contextual model.
D) Lifespan developmental model.
16. According to the text, developmental contextual, sociocultural, and evolutionary
models of development also represent ____.
A) three levels of analysis
B) a supreme contextual view
C) a superficial model of development
, D) an ongoing process of developmental theories
17. Which of the following hypothesizes a certain degree of modularity in brain
functions?
A) Flexibility.
B) Domain-general abilities.
C) Domain-specific abilities.
D) Inflexibility.
18. According to Jerome Kagan (1976) which of the following is referred to as the
tape recorder model of development according to many other psychologists?
A) Only certain experiences could be recorded for posterity, with the opportunity to
only rewrite something once it was recorded.
B) Certain experiences could never be recorded and thus at times could never be
rewritten.
C) Every experience is seen as being recorded for posterity, without the
opportunity to rewrite or erase something once it had been recorded.
D) Every experience recorded will always repeat itself for all eternity.
19. Evidence for the permanence of the effects of early experience can be found in
the animal literature by which psychologist?
A) Freud
B) Bjorklund
C) Causey
D) Harlow
20. According to the authors of your text, what do they contend regarding
experiences which impact an individual?
A) Stimulation and experience are important throughout life.
B) Only stimulation and experience are important in the early years of life.
C) Only late experience in life is important.
D) Stimulation and later experience are important only in the latter years.
21. According to your text, what is true regarding strategies?
A) They are nondeliberate, goal-directed mental operations.
B) They are used to intentionally help us achieve a goal.
C) They cannot be seen in infants.
1. According to the text, how does one obtain mental prowess?
A) Rapidly over childhood without any changes.
B) Rapidly over childhood, changing in quality as it does.
C) Gradually over childhood, changing in quality as it does.
D) Throughout the lifespan.
2. Cognition is defined as ____.
A) learning, thinking, and the development of the brain
B) physical development of the brain
C) a Piagetian concept rooted in research
D) the processes to acquire and manipulate knowledge
3. Which of the following is true regarding cognition?
A) Usually thought of as being mental.
B) It is directly observable.
C) It is inferred from the behaviors we cannot observe.
D) It is a theoretical concept and cannot be proven it occurs.
4. Cognition includes ____.
A) our conscious and deliberate attempts at solving problems
B) the conscious and deliberate processes involved in routine daily tasks
C) a person's ability to only understand certain concepts
D) a difficult process in the development of the brain
5. Which of the following is a higher-order process of cognition, which are often
available to consciousness?
A) Developing a plan for creating a problem.
B) Executing the plan.
C) Adjusting the failures of the plan to make modifications.
D) Highlighting your textbook to understand the plan.
6. As 6-year-old Johnny began to increase his knowledge of the terms dog, lion,
and zebra, he was developing his mental ____.
A) structure
B) acuity
,C) growth
D) disparity
7. If Michael is retrieving the definition of a word from memory, he in engaging
what aspect of cognitive development?
A) Structure
B) Abstraction
C) Function
D) Extraction
8. If 4-year-old Emily's highly active causing her parents not to keep her in her
playpen her development will be affected by what type of relationship?
A) Symbiotic
B) Bidirectional
C) Positive reinforcement
D) Negative feedback
9. According to the text, intellectual growth is ____.
A) a 20% increase in IQ scores
B) acting and thinking children interacting with their world
C) being identified as a gifted and talented student
D) a direct relationship to physical growth
10. Developmental function refers to ____.
A) age-related differences in thinking
B) the ability to function universally on all domains
C) a developmental domain concept
D) the in-depth study of one individual's development over time
11. A particular 4-year-old will often show a wide range of behaviors on very similar
tasks, depending on the context that child is in. This is known as ____.
A) variation-discrimination theory
B) theory of varied assumptions
C) variability in cognitive development
D) deciphering techniques
,12. Which of the following would be an example of an early or immature form of
development which adapts the infant or young child to his or her particular
environment?
A) A young infant's relatively poor perceptual abilities which protect their
nervous systems from sensory overload.
B) Preschool children tendencies to underestimate their physical and cognitive
skills causing them to give up at different tasks.
C) Infant's fast information processing seems to encourage them to establishing
intellectual habits later in life.
D) The spontaneous activity of the skeletal structures necessary for physical
development.
13. Which of the following is a truth of cognitive development?
A) It is constructed without a social context.
B) It involves both stability and plasticity over time.
C) It involves changes in domain-general abilities but not in domain-
specific abilities.
D) It involves repetition in the way information is represented.
14. According to your text, species-typical behaviors or species-typical patterns of
cognition are ____.
A) behaviors and cognitive strategies rooted in bio-genetic determinism
B) developmental function
C) same as the old adage "birds of a feather flock together"
D) are only seen in lower animal forms but not in humans
15. Which model requires an individual to consider the organism's context as a unit
and that there are multiple levels of the organism and multiple levels of the
context?
A) Developmental synthesis model.
B) Model of developmental intricacies.
C) Developmental contextual model.
D) Lifespan developmental model.
16. According to the text, developmental contextual, sociocultural, and evolutionary
models of development also represent ____.
A) three levels of analysis
B) a supreme contextual view
C) a superficial model of development
, D) an ongoing process of developmental theories
17. Which of the following hypothesizes a certain degree of modularity in brain
functions?
A) Flexibility.
B) Domain-general abilities.
C) Domain-specific abilities.
D) Inflexibility.
18. According to Jerome Kagan (1976) which of the following is referred to as the
tape recorder model of development according to many other psychologists?
A) Only certain experiences could be recorded for posterity, with the opportunity to
only rewrite something once it was recorded.
B) Certain experiences could never be recorded and thus at times could never be
rewritten.
C) Every experience is seen as being recorded for posterity, without the
opportunity to rewrite or erase something once it had been recorded.
D) Every experience recorded will always repeat itself for all eternity.
19. Evidence for the permanence of the effects of early experience can be found in
the animal literature by which psychologist?
A) Freud
B) Bjorklund
C) Causey
D) Harlow
20. According to the authors of your text, what do they contend regarding
experiences which impact an individual?
A) Stimulation and experience are important throughout life.
B) Only stimulation and experience are important in the early years of life.
C) Only late experience in life is important.
D) Stimulation and later experience are important only in the latter years.
21. According to your text, what is true regarding strategies?
A) They are nondeliberate, goal-directed mental operations.
B) They are used to intentionally help us achieve a goal.
C) They cannot be seen in infants.
