Page 1 of 147
PSYCH10 PAQUETTE-SMITH UCLA FINAL TEST
BANK LATEST UPDATE THIS YEAR ALL 350
QUESTIONS AND CORRECT ANSWERS
PSYCH10 Paquette-Smith UCLA Final 1
Question: Piaget's Stages of Cognitive Development - CORRECT ANSWER✔✔Sensorimotor,
preoperational, concrete operational, formal operations
- explanation of why students struggle at particular stage of their life
- kids = like little scientists, naturally curious, play an active role in acquiring knowledge
- Schema --> an organized unit of knowledge that the child uses to try to understand a situation - (bird -
wings, fly, alive)
- P argues that in b/n stages, must accommodate a lot more, w/n a stage can assimilate most things they
encounter into their schema
- some argue have to change/reorganize a LOT, this is what moves them into next stage
- P argues cannot go backwards, or out of order
Question: assimilation - CORRECT ANSWER✔✔- new experiences are readily incorporated into child's
existing theories
, Page 2 of 147
- if the schemas are mostly correct: like bird example, see a bald eagle and apply schema of birds having
wings, flying, alive
Question: accommodation - CORRECT ANSWER✔✔theories are modified based on experience
- see a butterfly --> also has wings, flies, and is alive
- accommodate and modify theory : birds also "caw" are animals, have beaks in addition to having wings,
flying, and being alive
Question: pollev: accommodation vs. assimilation - CORRECT ANSWER✔✔- kids keeps calling apple an
orange
- He is trying to _________ this new information into his schema when he should be _________.
B) assimilate; accommodating
Question: cognitive development - CORRECT ANSWER✔✔the development of thinking across the
lifespan
- pre-k aged kids can have advanced thoughts in some areas, but not others; ex: be on phone w
someone, say this: look mommy, i drew a pic of you
Question: sensorimotor stage - CORRECT ANSWER✔✔in Piaget's theory, the stage (from birth to about 2
years of age) during which infants know the world mostly in terms of their sensory impressions and
motor activities. develop sense of object permanence
, Page 3 of 147
-Infants progress from simple reflex actions to symbolic processing (ex: grasping a toy if you put it in their
hands, sucking if you put a soother in their mouth)
- Develop an understanding of object
permanence
- P argues develop an understanding of object permanence around 9 months
Question: object permanence - CORRECT ANSWER✔✔- Understanding that objects continue to exist
when they are no longer visible
- Around 9 months of age infants will search for hidden objects (has to show searching behaviors, bc they
might just know it is there but not be looking)
- ex: a toy exists even though you cannot see it
Question: violation of expectations - CORRECT ANSWER✔✔Infants will look longer at events that violate
their expectations
- ex: look longer at something that is impossible
Question: Baillargeon, 1986, 1991 - CORRECT ANSWER✔✔- showed a car going down a track irl; ex vs
unex: mickey mouse on track, vs car going through MM
- if infants have obj perm - they should look longer at unexpected event
, Page 4 of 147
- if not - should look longer at expected event
- could also look longer bc MM is closer to him
Question: preoperational stage - CORRECT ANSWER✔✔in Piaget's theory, the stage (from about 2 to 6 or
7 years of age)
- can mentally represent objects and think symbolically
- during which a child learns to use language but does not yet comprehend the mental operations of
concrete logic.
- do not pass conservation tests because they have centration and a lack of reversibility.
- egocentric: do not pass three mountains task.
limitations:
- Difficulty with logical reasoning/problem solving
- Difficulty representing the psychological experiences of others (perspective taking)
Question: conservation - CORRECT ANSWER✔✔understanding that altering an object's physical
appearance does not change its quantitative properties (liquid, number, mass, volume etc.)
- example of two diff shaped liquid w same volume
- task he used to test logical reasoning and or problem solving
- which has more water, or are they the same? move water into C, still should be same
PSYCH10 PAQUETTE-SMITH UCLA FINAL TEST
BANK LATEST UPDATE THIS YEAR ALL 350
QUESTIONS AND CORRECT ANSWERS
PSYCH10 Paquette-Smith UCLA Final 1
Question: Piaget's Stages of Cognitive Development - CORRECT ANSWER✔✔Sensorimotor,
preoperational, concrete operational, formal operations
- explanation of why students struggle at particular stage of their life
- kids = like little scientists, naturally curious, play an active role in acquiring knowledge
- Schema --> an organized unit of knowledge that the child uses to try to understand a situation - (bird -
wings, fly, alive)
- P argues that in b/n stages, must accommodate a lot more, w/n a stage can assimilate most things they
encounter into their schema
- some argue have to change/reorganize a LOT, this is what moves them into next stage
- P argues cannot go backwards, or out of order
Question: assimilation - CORRECT ANSWER✔✔- new experiences are readily incorporated into child's
existing theories
, Page 2 of 147
- if the schemas are mostly correct: like bird example, see a bald eagle and apply schema of birds having
wings, flying, alive
Question: accommodation - CORRECT ANSWER✔✔theories are modified based on experience
- see a butterfly --> also has wings, flies, and is alive
- accommodate and modify theory : birds also "caw" are animals, have beaks in addition to having wings,
flying, and being alive
Question: pollev: accommodation vs. assimilation - CORRECT ANSWER✔✔- kids keeps calling apple an
orange
- He is trying to _________ this new information into his schema when he should be _________.
B) assimilate; accommodating
Question: cognitive development - CORRECT ANSWER✔✔the development of thinking across the
lifespan
- pre-k aged kids can have advanced thoughts in some areas, but not others; ex: be on phone w
someone, say this: look mommy, i drew a pic of you
Question: sensorimotor stage - CORRECT ANSWER✔✔in Piaget's theory, the stage (from birth to about 2
years of age) during which infants know the world mostly in terms of their sensory impressions and
motor activities. develop sense of object permanence
, Page 3 of 147
-Infants progress from simple reflex actions to symbolic processing (ex: grasping a toy if you put it in their
hands, sucking if you put a soother in their mouth)
- Develop an understanding of object
permanence
- P argues develop an understanding of object permanence around 9 months
Question: object permanence - CORRECT ANSWER✔✔- Understanding that objects continue to exist
when they are no longer visible
- Around 9 months of age infants will search for hidden objects (has to show searching behaviors, bc they
might just know it is there but not be looking)
- ex: a toy exists even though you cannot see it
Question: violation of expectations - CORRECT ANSWER✔✔Infants will look longer at events that violate
their expectations
- ex: look longer at something that is impossible
Question: Baillargeon, 1986, 1991 - CORRECT ANSWER✔✔- showed a car going down a track irl; ex vs
unex: mickey mouse on track, vs car going through MM
- if infants have obj perm - they should look longer at unexpected event
, Page 4 of 147
- if not - should look longer at expected event
- could also look longer bc MM is closer to him
Question: preoperational stage - CORRECT ANSWER✔✔in Piaget's theory, the stage (from about 2 to 6 or
7 years of age)
- can mentally represent objects and think symbolically
- during which a child learns to use language but does not yet comprehend the mental operations of
concrete logic.
- do not pass conservation tests because they have centration and a lack of reversibility.
- egocentric: do not pass three mountains task.
limitations:
- Difficulty with logical reasoning/problem solving
- Difficulty representing the psychological experiences of others (perspective taking)
Question: conservation - CORRECT ANSWER✔✔understanding that altering an object's physical
appearance does not change its quantitative properties (liquid, number, mass, volume etc.)
- example of two diff shaped liquid w same volume
- task he used to test logical reasoning and or problem solving
- which has more water, or are they the same? move water into C, still should be same
