HUMAN DEVELOPMENT COMPREHENSIVE
EXAMINATION TEST 2026 FULL QUESTIONS
AND CORRECT ANSWERS
◉Irreversibility. Answer: -Children make errors in their thinking
because they cannot understand that an operation moves in more
than one direction
-They cannot understand that the original state can be recovered
(preoperational)
Example: If Emma plays with a ball of clay, she believes that they clay
must always be in this same form to remain the same amount. When
a classmate plays with the clay and gives it back as a long, narrow
piece, Emma thinks she's getting back less.
-The opposite of irreversibility is reversibility, which is the ability of
children to mentally return to a situation or operation just like it was
in the beginning
◉Metacognition. Answer: -A child's awareness of knowing about
one's own knowledge
,-Metacognition helps children plan their own problem-solving
strategies (concrete operations)
-Thinking about thinking
-Metamemory = knowing about memory
◉Object Permanence. Answer: -Recognition that objects and events
continue to exist even when they are not visible
Example: In the absence of object permanence, an infant will not
search for the object when the object is hidden—"out of sight, out of
mind"
-Piaget believed this ability could not be mastered until about 8
months old, but more recent studies have shown that infants as
young as three months old appeared to know that objects did not
disappear when out of sight
◉Types of Reasoning. Answer: -Hypothetical-Deductive Reasoning
-Inductive Reasoning
-Transductive Reasoning
◉Hypothetical-Deductive Reasoning. Answer: -Formulating a
specific hypothesis from any given general theory (formal
operations)
,-This is the ability to form ideas about "what might be"
-This is done by mentally forming a logical and systematic plan to
work out the right solution after considering all the possible
consequences
Example: Tommy makes a general observation that short students
are not selected for the school basketball team. Since Tommy is
short, he deduces that he will not be selected.
◉Inductive Reasoning. Answer: Drawing conclusions from specific
examples to make a general conclusion, even when the conclusion is
not accurate (concrete operations)
Example: All of the balls on the school playground are round. By
developing a mental schema, a child may reason inductively that all
balls are round. This would be an inaccurate conclusion since a
football is not round.
◉Transductive Reasoning. Answer: -Children mentally connect
specific experiences, whether or not there is a logical casual
relationship (preoperational)
-A child believes his thoughts will cause something to happen (see
also Casual Reasoning)
, Example: Bill was mean to his little sister. His sister got sick. Bill
reasoned that he made his sister sick.
◉Schemes/Schemas. Answer: -Schemes are the way children
mentally represent and organize the world
-Children form mental representations of perceptions, ideas, or
actions to help them understand experiences
-Schemes can be very specific, or they can be elaborate
Example: While sitting in a highchair, an infant repeatedly drops a
plastic cup onto the floor while thinking, "If I drop my cup, someone
will pick it up." This action helps the infant understand that this
schema has a cause-and-effect relationship.
◉Seriation. Answer: A child's ability to arrange objects in logical
progression (concrete operations)
Example: A child arranges sticks in order from smallest to largest
◉Symbolic Function Substage. Answer: The child uses words and
images (symbols) to form mental representations to remember
objects without the objects being physically present
EXAMINATION TEST 2026 FULL QUESTIONS
AND CORRECT ANSWERS
◉Irreversibility. Answer: -Children make errors in their thinking
because they cannot understand that an operation moves in more
than one direction
-They cannot understand that the original state can be recovered
(preoperational)
Example: If Emma plays with a ball of clay, she believes that they clay
must always be in this same form to remain the same amount. When
a classmate plays with the clay and gives it back as a long, narrow
piece, Emma thinks she's getting back less.
-The opposite of irreversibility is reversibility, which is the ability of
children to mentally return to a situation or operation just like it was
in the beginning
◉Metacognition. Answer: -A child's awareness of knowing about
one's own knowledge
,-Metacognition helps children plan their own problem-solving
strategies (concrete operations)
-Thinking about thinking
-Metamemory = knowing about memory
◉Object Permanence. Answer: -Recognition that objects and events
continue to exist even when they are not visible
Example: In the absence of object permanence, an infant will not
search for the object when the object is hidden—"out of sight, out of
mind"
-Piaget believed this ability could not be mastered until about 8
months old, but more recent studies have shown that infants as
young as three months old appeared to know that objects did not
disappear when out of sight
◉Types of Reasoning. Answer: -Hypothetical-Deductive Reasoning
-Inductive Reasoning
-Transductive Reasoning
◉Hypothetical-Deductive Reasoning. Answer: -Formulating a
specific hypothesis from any given general theory (formal
operations)
,-This is the ability to form ideas about "what might be"
-This is done by mentally forming a logical and systematic plan to
work out the right solution after considering all the possible
consequences
Example: Tommy makes a general observation that short students
are not selected for the school basketball team. Since Tommy is
short, he deduces that he will not be selected.
◉Inductive Reasoning. Answer: Drawing conclusions from specific
examples to make a general conclusion, even when the conclusion is
not accurate (concrete operations)
Example: All of the balls on the school playground are round. By
developing a mental schema, a child may reason inductively that all
balls are round. This would be an inaccurate conclusion since a
football is not round.
◉Transductive Reasoning. Answer: -Children mentally connect
specific experiences, whether or not there is a logical casual
relationship (preoperational)
-A child believes his thoughts will cause something to happen (see
also Casual Reasoning)
, Example: Bill was mean to his little sister. His sister got sick. Bill
reasoned that he made his sister sick.
◉Schemes/Schemas. Answer: -Schemes are the way children
mentally represent and organize the world
-Children form mental representations of perceptions, ideas, or
actions to help them understand experiences
-Schemes can be very specific, or they can be elaborate
Example: While sitting in a highchair, an infant repeatedly drops a
plastic cup onto the floor while thinking, "If I drop my cup, someone
will pick it up." This action helps the infant understand that this
schema has a cause-and-effect relationship.
◉Seriation. Answer: A child's ability to arrange objects in logical
progression (concrete operations)
Example: A child arranges sticks in order from smallest to largest
◉Symbolic Function Substage. Answer: The child uses words and
images (symbols) to form mental representations to remember
objects without the objects being physically present
