apsy 203 final exam questions with correct
answers
Concrete |Operational |Stage |- |CORRECT |ANSWER✔✔-- |Approximately |7 |to |11 |years |old
- |Compared |to |early |childhood, |thinking |in |this |stage |is |more |- |logical
- |flexible |
- |organized
- |Flexibility |in |thought |is |limited |to |situations |with |concrete |and |physically |perceivable |stimuli
- |i.e., |difficulty |reasoning |about |hypothetical |or |abstract |information
- |Compared |to |early |childhood, |children |now |have |the |capacity |for |conservation |and |
reversibility |- |Enhanced |classification |skills
Seriation |- |CORRECT |ANSWER✔✔-- |the |ability |to |order |items |along |a |quantitative |dimension |- |
By |6-7 |years, |children |can |order |blocks, |sticks, |etc. |in |order |from |smallest |to |largest |(picture |to
|right)
Cognitive |maps |- |CORRECT |ANSWER✔✔-- |mental |representations |of |spaces, |such |as |a |
classroom, |school, |or |neighborhood
- |Requires |high |level |perspective |taking |skills
- |Not |until |age |9 |can |many |children |accurately |place |stickers |on |a |map |to |indicate |the |location
|of |landmarks |
- |Maps |become |better |organized, |showing |landmarks |along |an |organized |route |of |travel
- |Around |age |10, |children |become |less |dependent |on |landmarks |to |learn |a |route |of |travel
- |At |the |end |of |middle |childhood, |most |children |can |integrate |two |or |more |routes, |
enablingthem |to |form |an |integrative, |overall |view |of |a |large-scale |space
,Scale |- |CORRECT |ANSWER✔✔-- |the |proportional |relation |between |a |space |and |its |map |
representation |Developed |in |10-12 |year |olds
Information |Processing: |Executive |Function |- |CORRECT |ANSWER✔✔-- |Prefrontal |cortex |
continues |to |develop |and |strengthen |connections |with |other |brain |areas
- |More |coordinated |functioning |of |neural |networks
- |Strong |genetic |influence |on |executive |function |combines |with |environmental |factors |
influence |EF
- |Improvement |in |inhibition, |working |memory, |cognitive |flexibility
Training |Executive |Function |- |CORRECT |ANSWER✔✔-- |Executive |function |training |increases |
blood |flow |to |frontal |lobe |
- |Includes |activities |that |require |mindfulness |and |avoiding |impulses |
- |Implemented |in |two |main |ways: |direct |with |interactive |electronic |games, |and |indirect |with |
exercise |mindfulness |training
Deficits |in |Executive |Function: |ADHD |- |CORRECT |ANSWER✔✔-- |5-8% |of |North |American |
school-age |children
- |Symptoms: |inattention, |impulsivity, |excessive |motor |activity
- |Origins: |Genetic, |predisposition, |Prenatal |teratogens, |Family |stress. |- |Treatment: |stimulant |
medication |and |behavioral |intervention
Information |Processing: |Memory |- |CORRECT |ANSWER✔✔-- |Memory |strategies: |rehearsal, |
organization, |elaboration
- |Combing |strategies, |using |them |more |effectively
- |Enhanced |by |improvements |in |working |memory
- |Semantic |memory |grows |larger |and |increasingly |elaborate
- |View |of |the |mind |as |an |active, |constructive |agent |that |selectsand |transforms |information
, Recursive |thought |- |CORRECT |ANSWER✔✔-- |viewing |a |situation |from |at |least |two |perspectives
- |Increasing |awareness |of |effective |memory |strategies |and |whythey |work
Sternberg's |Triarchic |Theory |- |CORRECT |ANSWER✔✔-• |Emphasizes |the |complexity |ofintelligent
|behavior
• |Model |might |not |relate |to |practicalinformation
• |Mixed |evidence |on |this |model |as |anaccurate |depiction |of |intelligence
Gardner's |Theory |of |Multiple |Intelligences |- |CORRECT |ANSWER✔✔-- |Defines |intelligence |in |
terms |of |distinct |sets |of |processing |operations |that |permit |individuals |to |engage |in |a |variety |of
|culturally |valued |activities
- |Not |empirically |supported
- |Likely |overlapping |rather |than |distinct |intelligences
Stereotype |threat |- |CORRECT |ANSWER✔✔-- |the |risk |of |confirming |negative |stereotypes |about |
a |group |to |which |an |individual |belongs
- |Anxiety |interferes |with |mental |resources |available
- |Reduces |academic |focus |and |performance
Metalinguistic |awareness |- |CORRECT |ANSWER✔✔-- |the |ability |to |think |about |language |as |a |
system
Bilingual |Development |- |CORRECT |ANSWER✔✔-- |Simultaneous |bilinguals |and |sequential |
bilinguals |meet |language |milestones |differently
- |Bilingual |children |develop |denser |gray |and |white |matter |in |left |cerebral |hemisphere |
- |Executive |function |skills |(e.g., |inhibition, |sustained/selective |attention, |flexible |thinking) |
advanced |in |bilingual |children
- |Greater |balance |of |proficiency |in |both |languages |- |greater |the |cognitive |gains
answers
Concrete |Operational |Stage |- |CORRECT |ANSWER✔✔-- |Approximately |7 |to |11 |years |old
- |Compared |to |early |childhood, |thinking |in |this |stage |is |more |- |logical
- |flexible |
- |organized
- |Flexibility |in |thought |is |limited |to |situations |with |concrete |and |physically |perceivable |stimuli
- |i.e., |difficulty |reasoning |about |hypothetical |or |abstract |information
- |Compared |to |early |childhood, |children |now |have |the |capacity |for |conservation |and |
reversibility |- |Enhanced |classification |skills
Seriation |- |CORRECT |ANSWER✔✔-- |the |ability |to |order |items |along |a |quantitative |dimension |- |
By |6-7 |years, |children |can |order |blocks, |sticks, |etc. |in |order |from |smallest |to |largest |(picture |to
|right)
Cognitive |maps |- |CORRECT |ANSWER✔✔-- |mental |representations |of |spaces, |such |as |a |
classroom, |school, |or |neighborhood
- |Requires |high |level |perspective |taking |skills
- |Not |until |age |9 |can |many |children |accurately |place |stickers |on |a |map |to |indicate |the |location
|of |landmarks |
- |Maps |become |better |organized, |showing |landmarks |along |an |organized |route |of |travel
- |Around |age |10, |children |become |less |dependent |on |landmarks |to |learn |a |route |of |travel
- |At |the |end |of |middle |childhood, |most |children |can |integrate |two |or |more |routes, |
enablingthem |to |form |an |integrative, |overall |view |of |a |large-scale |space
,Scale |- |CORRECT |ANSWER✔✔-- |the |proportional |relation |between |a |space |and |its |map |
representation |Developed |in |10-12 |year |olds
Information |Processing: |Executive |Function |- |CORRECT |ANSWER✔✔-- |Prefrontal |cortex |
continues |to |develop |and |strengthen |connections |with |other |brain |areas
- |More |coordinated |functioning |of |neural |networks
- |Strong |genetic |influence |on |executive |function |combines |with |environmental |factors |
influence |EF
- |Improvement |in |inhibition, |working |memory, |cognitive |flexibility
Training |Executive |Function |- |CORRECT |ANSWER✔✔-- |Executive |function |training |increases |
blood |flow |to |frontal |lobe |
- |Includes |activities |that |require |mindfulness |and |avoiding |impulses |
- |Implemented |in |two |main |ways: |direct |with |interactive |electronic |games, |and |indirect |with |
exercise |mindfulness |training
Deficits |in |Executive |Function: |ADHD |- |CORRECT |ANSWER✔✔-- |5-8% |of |North |American |
school-age |children
- |Symptoms: |inattention, |impulsivity, |excessive |motor |activity
- |Origins: |Genetic, |predisposition, |Prenatal |teratogens, |Family |stress. |- |Treatment: |stimulant |
medication |and |behavioral |intervention
Information |Processing: |Memory |- |CORRECT |ANSWER✔✔-- |Memory |strategies: |rehearsal, |
organization, |elaboration
- |Combing |strategies, |using |them |more |effectively
- |Enhanced |by |improvements |in |working |memory
- |Semantic |memory |grows |larger |and |increasingly |elaborate
- |View |of |the |mind |as |an |active, |constructive |agent |that |selectsand |transforms |information
, Recursive |thought |- |CORRECT |ANSWER✔✔-- |viewing |a |situation |from |at |least |two |perspectives
- |Increasing |awareness |of |effective |memory |strategies |and |whythey |work
Sternberg's |Triarchic |Theory |- |CORRECT |ANSWER✔✔-• |Emphasizes |the |complexity |ofintelligent
|behavior
• |Model |might |not |relate |to |practicalinformation
• |Mixed |evidence |on |this |model |as |anaccurate |depiction |of |intelligence
Gardner's |Theory |of |Multiple |Intelligences |- |CORRECT |ANSWER✔✔-- |Defines |intelligence |in |
terms |of |distinct |sets |of |processing |operations |that |permit |individuals |to |engage |in |a |variety |of
|culturally |valued |activities
- |Not |empirically |supported
- |Likely |overlapping |rather |than |distinct |intelligences
Stereotype |threat |- |CORRECT |ANSWER✔✔-- |the |risk |of |confirming |negative |stereotypes |about |
a |group |to |which |an |individual |belongs
- |Anxiety |interferes |with |mental |resources |available
- |Reduces |academic |focus |and |performance
Metalinguistic |awareness |- |CORRECT |ANSWER✔✔-- |the |ability |to |think |about |language |as |a |
system
Bilingual |Development |- |CORRECT |ANSWER✔✔-- |Simultaneous |bilinguals |and |sequential |
bilinguals |meet |language |milestones |differently
- |Bilingual |children |develop |denser |gray |and |white |matter |in |left |cerebral |hemisphere |
- |Executive |function |skills |(e.g., |inhibition, |sustained/selective |attention, |flexible |thinking) |
advanced |in |bilingual |children
- |Greater |balance |of |proficiency |in |both |languages |- |greater |the |cognitive |gains
