A) preoperational
B) concrete operations
C) formal operations
D) sensorimotor
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A) concrete operations
B) accommodation
C) cognitive structure
D) assimilation
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A) equilibration
B) class inclusion
C) the clinical method
D) reciprocal teaching
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A) The stages better reflect how children can think under optimal circumstances rather than how they typically do think in day-to-day situations.
B) Acquisition of stage-related characteristics or not) seems to depend to some degree on the culture in which a child grows up.
C) Most formal operational capabilities emerge 2-3 years earlier than Piaget suggested.
D) Cognitive development can be better characterized as gradual trends than as four distinct stages.
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Multiple Choice
A) Bobby's learning is delayed because he does not know 500 words.
B) Bobby's current understanding of language builds upon his previous basic learning of language from the sensorimotor stage.
C) Bobby will be delayed in entering the concrete operational stage because at age 3 he should be able to participate in conversations with other children.
D) Bobby does not have object permanence.
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A) It helps them get things they want.
B) It gives them a means for symbolically thinking about objects and events.
C) It takes up much of their mental energy and so helps to keep them from being easily distracted.
D) It enhances their self-efficacy, because they are now aware that they can communicate effectively with other human beings.
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A) Two children work together on a crossword puzzle that includes the week's new spelling words.
B) A teenage boy worries that his friends might think he's a "nerd" if he refuses a can of beer at a party.
C) The students in a cooperative learning group debate different ways of solving a difficult math problem.
D) Two students help each other prepare for a quiz by giving each other practice test questions.
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A) A mental picture of oneself
B) A general lifestyle or cultural pattern
C) A set of motor skills that preschoolers develop
D) An organized group of similar thoughts or actions
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A) With each successive stage, schemata become more simplified.
B) It is possible for children to skip from the pre operational state to the formal operational stage, but only a small minority of children actually do so.
C) Children have difficulty solving problems until they reach formal operations.
D) Each stage involves forms of thought qualitatively different from those of other stages.
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A) Experiencing disequilibrium
B) Having difficulty with conservation
C) Having difficulty with class inclusion
D) Accommodating when he should be assimilating
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A) egocentrism
B) conservation
C) use of schemes
D) compartmentalization
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A) Isabelle pushes a classmate off the swing so that she can use it.
B) Edward tries not to cry when his mother drops him off on the first day of kindergarten.
C) Richard actively manipulates a new toy to find out what it does.
D) Laura asks herself, "Hmm, where did I put my social studies book?"
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A) Making sure students always remain in equilibrium
B) Providing some structure to guide students' explorations
C) Providing an abstract overview of the discovery session ahead of time
D) Encouraging students to interpret their observations in ways that confirm their initial expectations
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A) Formal instruction can have a significant impact on children's cognitive development.
B) Incomplete brain maturation limits how much children at any particular age can do.
C) Through their everyday experiences, children learn some of the basic patterns in their environment even without intentionally trying to do so.
D) Cognitive development is better characterized as a series of seven rather than four) general stages.
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A) Piaget studied children rather than nonhuman species.
B) Piaget's ideas were incompatible with behaviorist theory.
C) Most of Piaget's writings were in French.
D) Piaget used research methods that were unconventional in the eyes of American psychologists.
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A) Is in a state of equilibrium
B) Is in her zone of proximal development for numerical tasks
C) Can assimilate diverse mathematical tasks into a single mega-scheme
D) Has a central conceptual structure for numbers
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A) Two-year-old Jasmine looks for a favorite toy her father has just hidden in a box.
B) Six-year-old Lucas thinks that his recently deceased grandfather is still alive.
C) Ten-year-old Margaret glues the pieces of a vase she has just broken, claiming that she'll make it look "good as new."
D) Fifteen-year-old Kenneth finally understands his geometry teacher's statement that two parallel lines might go on forever without ever touching.
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A) Brain maturation
B) High self-esteem
C) Interaction with other people
D) Interaction with the physical environment
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A) Children are naturally disposed to think about their environment in particular ways; in a sense, some basic knowledge about the world is "pre-wired."
B) Children actively construct their own view of the world from their experiences with the environment.
C) Children repeatedly parrot their parents' and teachers' beliefs, eventually internalizing these beliefs as their own "knowledge."
D) Initially, children unconsciously develop a rather complex and confused view of the world, but this view becomes simpler and more straightforward as time goes on.
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