DEVELOPMENT THROUGH THE LIFESPAN 7TH EDITION
BERK
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CHAPTER 9
PHYSICAL AND COGNITIVE DEVELOPMENT IN MIDDLE CHILDHOOD
MULTIPLE CHOICE
1. In middle childhood, as in early childhood, boys__________ than girls.
A) have more body fat
B) have more muscle
C) are shorter
D) are lighter
Answer: B
Page Ref: 294
Skill Level: Remember
Objective: 9.1 Describe major trends in body growth during middle childhood.
Topic: Body Growth
Difficulty Level: Easy
2. After age 8, girls __________ than boys.
A) grow slower
B) have slightly more muscle
C) have slightly less body fat
D) begin accumulating fat at a faster rate
Answer: D
Page Ref: 294
Skill Level: Remember
Objective: 9.1 Describe major trends in body growth during middle childhood.
Topic: Body Growth
Difficulty Level: Easy
3. As muscles adapt to an enlarging skeleton, children often experience __________.
A) a decrease in flexibility
B) nighttime “growing pains”
C) a decreasing desire for physical exercise
D) faster growth in the upper portions of the body
Answer: B
Page Ref: 294
Skill Level: Understand
Objective: 9.1 Describe major trends in body growth during middle childhood.
Topic: Body Growth
Difficulty Level: Moderate
4. Between ages 6 and 12, __________.
A) all 20 primary teeth are lost and replaced by permanent ones
B) boys lose their primary teeth slightly earlier than girls
C) the bones of the body shorten and narrow
D) children are unusually inflexible because their ligaments are tight
Answer: A
Page Ref: 294
Skill Level: Understand
Objective: 9.1 Describe major trends in body growth during middle childhood.
Topic: Body Growth
Difficulty Level: Moderate
5. Children from economically advantaged homes are at their healthiest in __________.
A) infancy
B) early childhood
C) middle childhood
D) adolescence
Answer: C
Page Ref: 295
Skill Level: Remember
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Easy
Copyright © 2018 Laura E. Berk. All Rights Reserved.
6. Research on nutrition indicates that __________.
A) the percentage of children who eat dinner with their families increases slightly between ages 9 and 14
B) eating dinner with parents leads to a diet higher in fast foods and soft drinks than eating alone
C) mild nutritional deficits rarely affect growth or cognitive functioning in middle childhood
D) insufficient dietary iron and folate are related to poorer concentration and mental test performance
Answer: D
Page Ref: 295
Skill Level: Understand
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate
7. A body mass index (BMI) above the __________ percentile for a child’s age and sex is considered overweight, a BMI above the __________ percentile obese.
A) 50th; 75th
B) 75th; 85th
C) 75th; 95th
D) 85th; 95th
Answer: D
Page Ref: 295
Skill Level: Remember
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Easy
8. Which statement about the causes of childhood obesity is true?
A) All children are equally at risk for excessive weight gain.
B) Genetic, rather than environmental, factors put children at risk for obesity.
C) Children who were undernourished in their early years are at risk for later excessive weight gain.
D) Children whose parents restrict when, what, and how much they eat are not at risk for weight gain.
Answer: C
Page Ref: 296
Skill Level: Understand
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate 9. __________ might be a major intervening factor in the link between childhood chronic stress and obesity.
Copyright © 2018 Laura E. Berk. All Rights Reserved.
A) Impaired self-regulation
B) Lack of self-awareness
C) A decrease in cortisol
D) Increases in inhibition
Answer: A
Page Ref: 296 Box: SOCIAL ISSUES: HEALTH: Family Stressors and Childhood Obesity
Skill Level: Understand
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate
10. Self-regulation training is likely to be fully effective in obesity prevention only when __________.
A) it is offered online or through tablet applications
B) stressors in children’s family lives are manageable
C) it is coupled with a reduction in children’s sleep time
D) parents control when, what, and how much their child eats
Answer: B
Page Ref: 296 Box: SOCIAL ISSUES: HEALTH: Family Stressors and Childhood Obesity
Skill Level: Understand
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate
11. __________ disrupts the brain’s regulation of hunger and metabolism.
A) Self-regulation
B) Frequent eating out
C) Reduced sleep
D) Using screen media
Answer: C
Page Ref: 296
Skill Level: Understand
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate
12. Which child is at the greatest risk for overweight?
A) Cecilia, who watches 1 hour of TV in the family room each day
B) Travis, who uses an ad blocker to screen out ads during his 1½ hours of screen time each day
C) Marcella, who watches 1½ hours of TV in the living room each day
D) Leo, who watches 2 hours of TV and Internet ads in his bedroom each day
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Answer: D
Page Ref: 297
Skill Level: Apply
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Difficult
13. Obesity has caused a dramatic rise in cases of __________ in children.
A) asthma
B) diabetes
C) tuberculosis
D) allergies
Answer: B
Page Ref: 297
Skill Level: Remember
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Easy
14. Which statement about the consequences of obesity is true?
A) Obese children and adolescents report fewer school difficulties.
B) In most cases, obese children are not at risk for health problems.
C) In Western societies, obese children are stereotyped as lazy, self-doubting, and deceitful.
D) Persistent obesity has no relationship to serious psychological disorders.
Answer: C
Page Ref: 297
Skill Level: Understand
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate
15. Which intervention for treating childhood obesity is regarded as the most effective?
A) a weight loss camp
B) a strict diet and exercise regimen
C) rewards for weight-loss and punishment for daily inactivity
D) a family-based approach focused on changing behaviors
Answer: D
Page Ref: 297
Skill Level: Understand
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate
16. Children consume __________ of their daily caloric intake at school.
A) one-fifth
B) one-quarter
C) one-third
D) one-half
Answer: C
Page Ref: 297
Skill Level: Remember
Objective: 9.2 Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity.
Topic: Common Health Problems
Difficulty Level: Moderate
17. The most common vision problem in middle childhood is __________.
A) cataracts
B) astigmatism
C) myopia
D) tunnel vision
Answer: C
Page Ref: 298
Skill Level: Remember
Objective: 9.3 What vision and hearing problems are common in middle childhood?
Topic: Common Health Problems
Difficulty Level: Easy
18. Middle-ear infections become __________ frequent in middle childhood because the Eustachian tube becomes __________.
A) less; longer, narrower, and more slanted
B) less; shorter and wider
C) more; wider and less slanted
D) more; shorter and less slanted
Answer: A
Page Ref: 298
Skill Level: Remember
Objective: 9.3 What vision and hearing problems are common in middle childhood?
Topic: Common Health Problems
Difficulty Level: Moderate
Copyright © 2018 Laura E. Berk. All Rights Reserved.
19. By far, the most common chronic disease or condition of children in the United States is
A) sickle cell anemia
B) asthma
C) cystic fibrosis
D) diabetes
Answer: B
Page Ref: 298
Skill Level: Remember
Objective: 9.4 What factors contribute to illness during the school years, and how can these health problems be reduced?
Topic: Common Health Problems
Difficulty Level: Easy
20. Motor vehicle accidents are the leading cause of injury in middle childhood, followed by
accidents.
A) bicycle
B) playground
C) sports-related
D) rough-and-tumble play
Answer: A
Page Ref: 298‒299
Skill Level: Remember
Objective: 9.5 Describe changes in the occurrence of unintentional injuries in middle childhood, and cite effective interventions.
Topic: Common Health Problems
Difficulty Level: Easy
21. Which child is particularly susceptible to injury in middle childhood?
A) Fernando, who is shy and moderately active
B) Luz, who is impulsive and highly active
C) June, who is quiet and inactive
D) Diana, who is strong in self-regulation
Answer: B
Page Ref: 299
Skill Level: Apply
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Difficult
22. Which statement about gross-motor development in middle childhood is accurate?
A) Compared with preschoolers, school-age children are physically less pliable and elastic.
B) Preschoolers can propel themselves farther off the ground when running than school-age children.
C) During middle childhood, the capacity to react only to relevant information decreases.
Copyright © 2018 Laura E. Berk. All Rights Reserved.
D) Compared with preschoolers, school-age children are more agile and have better balance.
Answer: D
Page Ref: 299‒300
Skill Level: Understand
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Moderate
23. Paul is concerned because his 6-year-old son, Bobby, prints using large letters and numbers. Bobby’s writing is large because he __________.
A) cannot yet visually distinguish fine details
B) has not yet developed adequate depth perception
C) makes strokes with his entire arm rather than just the wrist and fingers
D) can only use his wrist and fingers to form the letters and numbers
Answer: C
Page Ref: 300
Skill Level: Apply
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Difficult
24. __________ plays a larger role in accounting for boys’ gross-motor superiority.
A) Boys’ greater muscle mass
B) The social environment
C) Girls’ higher fat-to-muscle ratio
D) Girls’ lack of coordination
Answer: B
Page Ref: 301
Skill Level: Understand
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Moderate
25. Gains in perspective taking permit the transition to __________.
A) parallel play
B) solitary play
C) rule-oriented games
D) informal outdoor play
Answer: C Page Ref: 301
Skill Level: Understand
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Topic: Motor Development and Play
Difficulty Level: Moderate
26. During middle childhood, child-invented games usually involve __________.
A) a sizable element of luck
B) analytical intelligence
C) competition and adult control
D) aggressive behavior
Answer: A
Page Ref: 301
Skill Level: Understand
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Moderate
27. Ten-year-old Nadia enjoys making up games and playing them with her friends. Playing these childinvented games allows Nadia to __________.
A) play without any rules and increase her popularity
B) make sure her friends notice her physical superiority
C) compete against her friends and establish a dominance hierarchy
D) try out different styles of cooperating and competing with little personal risk
Answer: D
Page Ref: 301
Skill Level: Apply
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Difficult
28. For most children, joining community athletic teams is associated with __________.
A) decreased self-esteem
B) increased impulsivity
C) increased social skills
D) decreased physical fitness
Answer: C
Page Ref: 302
Skill Level: Understand
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Moderate
29. One valid criticism of youth sports is that __________.
A) participation in organized sports often results in psychological damage to children
B) they substitute adult control for children’s natural experimentation with rules and strategies
Copyright © 2018 Laura E. Berk. All Rights Reserved.
C) participation in community athletic teams is the leading cause of childhood injury
D) they often interfere with schoolwork and can cause a sharp decline in academic achievement
Answer: B
Page Ref: 302
Skill Level: Understand
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Moderate
30. While playing in the park, Emmett and Cary wrestle, roll, hit, and run after one another. This friendly, rough-and-tumble play __________.
A) is a uniquely human social behavior
B) predicts aggressive behavior during adolescence
C) helps children form a dominance hierarchy
D) is more common among girls than among boys
Answer: C
Page Ref: 302
Skill Level: Apply
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Difficult
31. Many experts believe that schools should not only offer more frequent physical education classes but also reduce the emphasis placed on __________ and instead emphasize __________.
A) individual effort; grades
B) individual exercise; diet and nutritional information
C) competitive sports; informal games and individual exercise
D) informal games and individual exercise; competitive sports
Answer: C
Page Ref: 303
Skill Level: Understand
Objective: 9.6 Cite major changes in motor development and play during middle childhood.
Topic: Motor Development and Play
Difficulty Level: Moderate
32. Children in middle childhood are in Piaget’s __________ stage, which extends from about 7 to 11 years.
A) sensorimotor
B) preoperational
C) concrete operational
D) formal operational
Answer: C
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Page Ref: 304
Skill Level: Remember
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Easy
33. During a conservation-of-water experiment, 8-year-old Emme can focus on several aspects of the problem and relate them, rather than centering on just one aspect. Therefore, Emme is capable of
A) seriation
B) class inclusion
C) reversibility
D) decentration
Answer: D
Page Ref: 304
Skill Level: Apply
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Difficult
34. When presented with Piaget’s conservation tasks, 9-year-old Ramon demonstrates reversibility. This means that Ramon can __________.
A) focus on several aspects of a problem and then center on just one
B) think through a series of steps and then mentally reverse direction
C) order items along a quantitative dimension, such as length or weight
D) focus on relations between a general and two specific categories at the same time
Answer: B
Page Ref: 304
Skill Level: Apply
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Difficult
35. Margerite passed Piaget’s class inclusion problem. This indicates that Margerite can __________.
A) think through a series of steps and then mentally reverse direction
B) focus on relations between a general and two specific categories at the same time
C) solve problems using abstract reasoning
D) order items along a quantitative dimension
Answer: B
Page Ref: 304
Skill Level: Apply
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Difficulty Level: Difficult
36. To test for __________, Piaget asked children to arrange sticks of different lengths from shortest to longest.
A) classification
B) decentration
C) reversibility
D) seriation
Answer: D
Page Ref: 304
Skill Level: Remember
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Easy
37. A concrete operational child can __________ mentally, an ability called __________.
A) conserve; seriation
B) seriate; transitive inference
C) classify; decentration
D) reverse; class inclusion
Answer: B
Page Ref: 304
Skill Level: Understand
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
38. Children’s cognitive maps show that school-age children’s understanding of __________ is more accurate than that of preschoolers.
A) space
B) time
C) quantity
D) categories
Answer: A
Page Ref: 304
Skill Level: Understand
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Easy
39. Which statement about children’s map-making abilities is true?
A) Cultural frameworks influence children’s map making.
B) Preschool children do not yet include landmarks on maps they draw.
Copyright © 2018 Laura E. Berk.
C) By age 6, most children can accurately place stickers on a map to indicate landmarks.
D) By age 7, most children can give clear, well-organized instructions for getting from one place to another.
Answer: A
Page Ref: 305
Skill Level: Understand
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
40. In a study comparing map-making skills of 12-year-olds in small cities in India and the United States, the Indian children represented more __________ than the American children.
A) space
B) main streets
C) key directions
D) features of social life
Answer: D
Page Ref: 305
Skill Level: Remember
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
41. School-age children master concrete operational tasks __________.
A) all at once
B) gradually, in a continuum of acquisition
C) much later than Piaget believed
D) after they master abstract thinking
Answer: B
Page Ref: 306
Skill Level: Understand
Objective: 9.7 What are the major characteristics of concrete operational thought?
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
42. Which statement about the impact of culture and schooling on concrete operational thought is accurate?
A) Children with no formal schooling master Piagetian tasks only as adults.
B) When children of the same age are tested, those who have been in school longer score lower on transitive inference problems.
C) Brain development combined with experience lead children everywhere to reach the concrete operational stage at about the same time.
D) Evidence indicates that specific cultural and school practices have much to do with mastery of
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Piagetian tasks.
Answer: D
Page Ref: 306
Skill Level: Understand
Objective: 9.8 Discuss follow-up research on concrete operational thought.
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
43. Some investigators have concluded that the forms of logic required by Piagetian tasks do not emerge spontaneously but, rather, are __________.
A) heavily influenced by training, context, and cultural conditions
B) primarily developed through interaction with more expert peers
C) part of a slow but steady stagewise transition to logical thought
D) influenced by biological age and mastered all at once
Answer: A
Page Ref: 306
Skill Level: Understand
Objective: 9.8 Discuss follow-up research on concrete operational thought.
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
44. Robbie Case proposed that change within each Piagetian stage and movement between stages are largely due to __________.
A) an abrupt stagewise transition that is influenced by biological age
B) gains in the efficiency with which children use their limited working memories
C) the influence of older peers or adults who model more complex cognitive schemes
D) a spontaneous shift from concrete operational thinking to formal operational thought
Answer: B
Page Ref: 307
Skill Level: Understand
Objective: 9.8 Discuss follow-up research on concrete operational thought.
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
45. Compared with Piaget’s theory, neo-Piagetian approaches better account for __________.
A) the abrupt mastery of logical concepts in middle childhood
B) the similar timing of the mastery of abstract thinking across cultures
C) the discontinuous restructuring of children’s thinking
D) unevenness in cognitive development
Answer: D
Page Ref: 307
Skill Level: Understand
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Objective: 9.8 Discuss follow-up research on concrete operational thought.
Topic: Piaget’s Theory: The Concrete Operational Stage
Difficulty Level: Moderate
46. The information-processing perspective __________.
A) examines separate aspects of thinking
B) fails to consider biological influences on cognitive development
C) applies only to children in cultures having formal schooling
D) focuses on overall cognitive change
Answer: A
Page Ref: 307
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
47. The school years are a time __________.
A) when myelination of neural fibers steadily decreases
B) of continued development of the prefrontal cortex
C) of slowed working-memory capacity
D) when executive function steadily declines
Answer: B
Page Ref: 307
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
48. Heritability evidence suggests __________ genetic contribution to executive function.
A) little or no
B) only minor
C) moderate
D) considerable
Answer: D
Page Ref: 307
Skill Level: Remember
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Easy
49. Dr. Goldberg introduces irrelevant stimuli into a task and records how well children attend to its central elements. Dr. Goldberg is probably studying __________.
A) planning
B) selectivity of attention
C) memory strategies
D) elaboration
Answer: B
Page Ref: 308
Skill Level: Apply
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Difficult
50. Children with persistent learning difficulties in reading and math are often deficient in
A) long-term memory
B) gross-motor development
C) creative expression
D) working memory
Answer: D
Page Ref: 308
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
51. Which statement about attention-deficit hyperactivity disorder (ADHD) is true?
A) All children with ADHD are hyperactive.
B) Fraternal twins are more likely than identical twins to have ADHD.
C) Boys are diagnosed with ADHD two to three times as often as girls.
D) For a child to be diagnosed with ADHD, symptoms must appear before age 5.
Answer: C
Page Ref: 309 Box: BIOLOGY AND ENVIRONMENT: Children with Attention-Deficit Hyperactivity
Disorder
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
52. Ten-year-old Cora has attention-deficit hyperactivity disorder (ADHD). Cora’s
than her unaffected agemates.
Copyright © 2018 Laura E. Berk. All Rights Reserved.
A) brain is probably larger in overall volume
B) executive function is probably more advanced
C) brain is probably growing more slowly
D) cerebral cortex is probably thicker
Answer: C
Page Ref: 309 Box: BIOLOGY AND ENVIRONMENT: Children with Attention-Deficit Hyperactivity Disorder
Skill Level: Apply
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Difficult
53. Attention-deficit hyperactivity disorder (ADHD) __________.
A) is usually a lifelong disorder
B) does not respond to drug treatment
C) is most effectively treated by medication alone
D) has little to no impact on the affected child’s family
Answer: A
Page Ref: 309 Box: BIOLOGY AND ENVIRONMENT: Children with Attention-Deficit Hyperactivity Disorder
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
54. In Enrique’s fourth-grade class, the teacher asks the children to attend to their own breathing or to manipulate an object held behind their backs while noticing how it feels. Enrique’s teacher is using __________ training to promote children’s __________.
A) elaboration; working memory
B) organization; flexible shifting
C) mindfulness; executive function
D) theory of the mind; metacognition
Answer: C
Page Ref: 310
Skill Level: Apply
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Difficult
55. Which statement about planning is true?
Copyright © 2018 Laura E. Berk. All Rights Reserved.
A) Adult-controlled activities help children engage in advance planning.
B) Planning on multistep tasks declines over the school years.
C) The demands of school tasks contribute to declines in school-age children’s planning.
D) Children learn much about planning from collaborating with more expert planners.
Answer: D
Page Ref: 310
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
56. When Maia had to learn the state capitals, she grouped the states by region to assist her memory. Which memory strategy did Maia use?
A) elaboration
B) organization
C) rehearsal
D) taxonomical grouping
Answer: B
Page Ref: 310
Skill Level: Apply
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Difficult
57. To help himself learn the words dog and hat, Roman generated a mental image of a dog wearing a hat. Which memory strategy did Roman use?
A) elaboration
B) organization
C) rehearsal
D) taxonomical grouping
Answer: A
Page Ref: 310‒311
Skill Level: Apply
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Difficult
58. Children who are expert in an area __________.
A) are usually highly motivated
B) do not find memory strategies useful
Copyright © 2018 Laura E. Berk. All Rights Reserved.
C) acquire new information at a slow and steady pace
D) rarely ask how previously stored information can clarify new material
Answer: A
Page Ref: 311
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
59. Which statement about culture, schooling and memory strategies is accurate?
A) People in village cultures who lack formal schooling use and benefit from instruction in memory strategies.
B) In all cultures, effective use of memory strategies is required for day-to-day problem solving.
C) Societal modernization is broadly associated with performance on cognitive tasks typical in industrialized nations.
D) The development of memory strategies is merely a product of a more competent informationprocessing system.
Answer: C
Page Ref: 311
Skill Level: Understand
Objective: 9.9 Describe gains in executive function and memory in middle childhood, along with factors that influence children’s progress.
Topic: Information Processing
Difficulty Level: Moderate
60. Research on metacognition shows that preschoolers __________.
A) use elaboration and organization more than rehearsal
B) use memory strategies as effectively as school-age children
C) view the mind as a passive container of information
D) view the mind as an active, constructive agent that selects and transforms information
Answer: C
Page Ref: 311
Skill Level: Understand
Objective: 9.10 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Topic: Information Processing
Difficulty Level: Moderate
61. Nine-year-old Lela states, “Juana thinks that Barry thinks that his cell phone is under his pillow, but that’s not really what Barry thinks; he knows his cell phone is in his dresser drawer.” Lela is demonstrating __________.
A) elaboration
B) recursive thought
Copyright © 2018 Laura E. Berk. All Rights Reserved.
C) cognitive self-regulation
D) rehearsal
Answer: B
Page Ref: 312
Skill Level: Apply
Objective: 9.10 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Topic: Information Processing
Difficulty Level: Difficult
62. School-age children __________.
A) view the mind as a passive container of information
B) are not able to appreciate second-order false beliefs
C) have no difficulty putting what they know about thinking into action
D) often overlook the fact that people with different past experiences sometimes agree
Answer: D
Page Ref: 312
Skill Level: Understand
Objective: 9.10 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Topic: Information Processing
Difficulty Level: Moderate
63. Quinn knows that she should group items when memorizing lists, but she does not always do so. Quinn is not yet good at __________.
A) metacognition
B) selective attention
C) cognitive self-regulation
D) flexibility of attention
Answer: C
Page Ref: 312
Skill Level: Apply
Objective: 9.10 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Topic: Information Processing
Difficulty Level: Difficult
64. Parents who patiently point out important features of a task and suggest strategies have children who __________.
A) more often passively approach new tasks
B) less often use cognitive self-regulation skills
C) more often monitor their own performance
D) less often discuss ways to approach problems
Answer: C
Page Ref: 313
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Skill Level: Understand
Objective: 9.10 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Topic: Information Processing
Difficulty Level: Moderate
65. Eight-year-old Miles has confidence in his own ability. When he faces a spelling test, he believes that he can practice spelling the words and he will do well on the test. Miles has developed __________.
A) learned helplessness
B) academic self-efficacy
C) inflated self-esteem
D) interpersonal intelligence
Answer: B
Page Ref: 313
Skill Level: Apply
Objective: 9.10 Describe the school-age child’s theory of mind and capacity to engage in self-regulation.
Topic: Information Processing
Difficulty Level: Difficult
66. As children make the transition from emergent literacy to conventional reading,
continues to facilitate their progress.
A) phonological awareness
B) metacognitive awareness
C) practical intelligence
D) transitive inference
Answer: A
Page Ref: 313
Skill Level: Understand
Objective: 9.11 Discuss current perspectives on teaching reading and mathematics to elementary school children.
Topic: Information Processing
Difficulty Level: Moderate
67. Ms. Dockery believes that from the beginning, children should be exposed to text in its complete form stories, poems, letters, posters, and lists. She feels that as long as reading is kept whole and meaningful, children will be motivated to discover the specific skills they need. Ms. Dockery supports the __________ approach to teaching beginning reading.
A) phonics
B) look and say
C) basal
D) whole-language
Answer: D
Page Ref: 313
Skill Level: Apply
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Objective: 9.11 Discuss current perspectives on teaching reading and mathematics to elementary school children.
Topic: Information Processing
Difficulty Level: Difficult
68. Educators who advocate a phonics approach argue that __________.
A) reading should be taught in a way that parallels natural language learning
B) from the beginning, children should be exposed to text in its complete form
C) children should first learn the basic rules for translating written symbols into sounds
D) as long as reading is kept meaningful, children will be motivated to discover the skills they need
Answer: C
Page Ref: 313
Skill Level: Understand
Objective: 9.11 Discuss current perspectives on teaching reading and mathematics to elementary school children.
Topic: Information Processing
Difficulty Level: Moderate
69. Many studies confirm that __________.
A) the whole-language approach places too much emphasis on basic skills
B) children do not benefit from reading strategies until they have fully mastered phonics
C) fluent readers tend to use ineffective reading strategies and have difficulty with comprehension
D) combining phonics with whole language is the best method for teaching beginning reading
Answer: D
Page Ref: 313
Skill Level: Understand
Objective: 9.11 Discuss current perspectives on teaching reading and mathematics to elementary school children.
Topic: Information Processing
Difficulty Level: Moderate
70. With regard to teaching mathematics, most experts agree that __________.
A) a blend of both drill in computing and “number sense” is most beneficial
B) complex skills can be learned only by drill in computation and rote memorization
C) reasoning about number concepts should replace drill in computation in elementary school
D) children need to retrieve mathematical answers automatically and should be exclusively taught by rote
Answer: A
Page Ref: 313‒314
Skill Level: Understand
Objective: 9.11 Discuss current perspectives on teaching reading and mathematics to elementary school children.
Topic: Information Processing
Difficulty Level: Moderate
Copyright © 2018 Laura E. Berk. All Rights Reserved.
71. Flora has learned to solve math problems by rote. Consequently, Flora __________.
A) is probably skilled at solving advanced multiplication problems
B) is unlikely to make errors on new problems
C) probably invents successful strategies to solve new problems
D) probably has difficultly applying “math rules” to new problems
Answer: D
Page Ref: 314
Skill Level: Apply
Objective: 9.11 Discuss current perspectives on teaching reading and mathematics to elementary school children.
Topic: Information Processing
Difficulty Level: Difficult
72. Which statement is true about the difference between the United States and Asian countries with regard to math education?
A) Chinese parents provide their preschoolers with extensive practice in counting and computation.
B) Asian schools emphasize drill in computational skills more than U.S. schools.
C) In Asian classrooms, much less time is spent on underlying math concepts than in U.S. classrooms.
D) Compared to U.S. schools, multidigit problems are introduced later in Asian schools.
Answer: A
Page Ref: 314
Skill Level: Understand
Objective: 9.11 Discuss current perspectives on teaching reading and mathematics to elementary school children.
Topic: Information Processing
Difficulty Level: Moderate
73. IQ often enters into educational decisions because it __________.
A) helps to identify strategies for teaching poorly performing students
B) assesses a child’s ability to profit from instruction in the general education classroom
C) predicts school performance and educational attainment
D) provides an accurate measure of practical intelligence
Answer: C
Page Ref: 314
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
74. Researchers use a complicated statistical technique called __________ to identify the various intelligence tests measures.
A) sample mean
Copyright © 2018 Laura E. Berk. All Rights Reserved.
B) factor analysis
C) sample proportion
D) population variance
Answer: B
Page Ref: 315
Skill Level: Remember
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
75. The Stanford-Binet and the Wechsler intelligence tests __________.
A) are used mainly for instruction planning
B) require very little training of teachers who give them
C) are often used to identify highly intelligent children and to diagnose children with learning problems
D) do not take into account the child’s behavior during the administration of the test
Answer: C
Page Ref: 315
Skill Level: Remember
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
76. The nonverbal subtests of the Stanford-Binet Intelligence Scales, Fifth Edition, __________.
A) emphasize culturally loaded, fact-oriented information
B) emphasize crystallized knowledge
C) provide separate scores for analytical, creative, and practical intelligence
D) are useful when assessing individuals with limited English
Answer: D
Page Ref: 315
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
77. Which intellectual factor of the Stanford-Binet Intelligence Scales, Fifth Edition, is the most likely to contain culturally biased problems?
A) visual–spatial processing
B) quantitative reasoning
C) working memory
D) basic information processing
Answer: B
Page Ref: 315
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Skill Level: Remember
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
78. On the Wechsler Intelligence Scale for Children (WISC-V), which intellectual factor emphasizes culture-dependent information?
A) verbal comprehension
B) visual–spatial reasoning
C) fluid reasoning
D) working memory
Answer: A
Page Ref: 315
Skill Level: Remember
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
79. In Sternberg’s triarchic theory of successful intelligence, intelligent behavior involves balancing __________ intelligences.
A) linguistic, emotional, and practical
B) spatial, kinesthetic, and interpersonal
C) creative, intrapersonal, and emotional
D) analytical, creative, and practical
Answer: D
Page Ref: 316
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
80. According to Sternberg’s triarchic theory, the ability to solve novel problems involves
intelligence.
A) analytical
B) creative
C) practical
D) emotional
Answer: B
Page Ref: 316
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
81. Madison is strong in strategic thinking, knowledge acquisition, and cognitive self-regulation. Accordingly to Sternberg’s theory, Madison is high in __________ intelligence.
A) analytical
B) creative
C) practical
D) emotional
Answer: A
Page Ref: 316
Skill Level: Apply
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Difficult
82. Luis tells detailed stories, interacts skillfully with other people, and engages in complex artistic activities. According to Sternberg’s theory, Luis displays __________ intelligence.
A) emotional
B) analytical
C) creative
D) practical
Answer: D
Page Ref: 316
Skill Level: Apply
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Difficult
83. Among the Yup’ik Eskimo people of central Alaska, intelligent youths are those __________.
A) who do well in school, score high on IQ tests, and have strong athletic abilities
B) who know how to use herbal medicines to treat disease
C) with expert hunting, gathering, navigating, and fishing skills
D) with motivation, self-management, and social skills
Answer: C
Page Ref: 316
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
84. Which American would be the most likely to mention cognitive traits when asked to describe an intelligent first grader?
A) Barbara, a European-American
B) Lupe, a Mexican-American
C) Kiri, a Cambodian immigrant
D) Danilo, a Filipino immigrant
Answer: A
Page Ref: 316
Skill Level: Apply
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Difficult
85. Gardner believes that __________.
A) emotional intelligence is highly correlated with general intelligence
B) traditional intelligence tests accurately assess the complexity of human behavior
C) all forms of intelligence follow the same course of development
D) each intelligence has a unique neurological basis and a distinct course of development
Answer: D
Page Ref: 317
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
86. According to Gardner’s theory of multiple intelligences, __________.
A) all intelligences have a common expert, or end-state, performance
B) cultural values and learning opportunities affect the extent to which a child’s intellectual strengths are realized
C) education often interferes with the transformation of raw potential into a mature social role
D) intelligence tests are a reliable measure of mental ability
Answer: B
Page Ref: 317
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
87. Among school-age children and adolescents, measures of emotional intelligence are positively associated with __________.
A) internalizing problems
B) externalizing problems
C) leadership skills and empathy
D) logico-mathematical ability
Answer: C
Page Ref: 317
Skill Level: Understand
Objective: 9.12 Describe major approaches to defining and measuring intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
88. Which statement is supported by research on group differences in IQ?
A) On average, Hispanic children score slightly lower than African-American children on measures of IQ.
B) Heredity is largely responsible for individual, ethnic, and SES variations in intelligence.
C) Minority top performers are typically indistinguishable from top performers in the white majority.
D) Differences in SES are primarily responsible for the IQ gap between black and white American children.
Answer: C
Page Ref: 318
Skill Level: Understand
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
89. Psychologist Arthur Jensen claimed that __________.
A) test bias largely accounts for ethnic variations in intelligence
B) heredity is largely responsible for individual, ethnic, and SES variations in intelligence
C) the environment is largely responsible for individual, ethnic, and SES variations in intelligence
D) there are no significant individual, ethnic, or SES variations in intelligence
Answer: B
Page Ref: 318
Skill Level: Understand
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
90. On the basis of twin studies and other kinship evidence, researchers estimate that about
of the differences in IQ among children can be traced to their genetic makeup.
A) a quarter
B) a third
C) half
D) two-thirds
Answer: C
Page Ref: 318
Skill Level: Remember
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
91. Adoption studies reveal that __________.
A) adopted children show a significant decline in IQ across middle childhood and adolescence, regardless of rearing conditions
B) children of low-IQ biological mothers adopted at birth by parents who are well above average in income and education do as well as children of high-IQ biological mothers placed in similar adoptive homes
C) genetic factors play a much greater role in IQ than environmental factors but have been overlooked in heritabilities, which typically underestimate genetic influences
D) children of low-IQ biological mothers adopted at birth by parents who are well above average in income and education score above average in IQ during the school years
Answer: D
Page Ref: 318
Skill Level: Understand
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
92. In two investigations, African-American children adopted into economically well-off white homes during the first year of life __________.
A) scored low on intelligence tests during middle childhood
B) attained mean IQs of 110 and 117 by middle childhood
C) scored mean IQs of below 95 in middle childhood
D) showed gains in IQ in early childhood, which dropped by adolescence
Answer: B
Page Ref: 318
Skill Level: Remember
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
93. Dr. Whittier believes that many intelligence tests sample knowledge and skills that not all groups of children have had equal opportunity to learn. Dr. Whittier’s belief reflects the controversial question about whether ethnic differences in IQ have to do with __________.
A) heritability
B) multiple intelligences
C) test bias
D) SES
Answer: C
Page Ref: 318
Skill Level: Apply
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Difficult
94. According to the Flynn effect, __________.
A) societal modernization has no impact on IQ scores
B) IQs increase steadily from one generation to the next
C) heredity plays a sizable role in the black–white IQ gap
D) IQ shows significant fluctuations over the lifespan
Answer: B
Page Ref: 319 Box: CULTURAL INFLUENCES: The Flynn Effect: Massive Generational Gains in IQ
Skill Level: Understand
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
95. Dramatic generational IQ gains are greatest on tests of __________.
A) verbal comprehension
B) quantitative reasoning
C) fluid reasoning
D) spatial reasoning
Answer: D
Page Ref: 319 Box: CULTURAL INFLUENCES: The Flynn Effect: Massive Generational Gains in IQ
Skill Level: Remember
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
96. Which statement is true about African-American English?
A) It is a deficient form of standard American English.
B) It is a simple dialect with few governing rules.
C) Many children learn to flexibly shift between African-American English and standard English by third grade.
D) Children who continue to speak mostly African-American English generally progress quickly in reading.
Answer: C
Page Ref: 319
Skill Level: Understand
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
97. Many ethnic minority parents without extensive education prefer a(n) __________ style of communication when completing tasks with children.
A) hierarchical
B) knowledge-training
C) objective
D) collaborative
Answer: D
Page Ref: 319
Skill Level: Remember
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
98. With increasing education, parents establish a __________ style of communication, like that of classrooms and tests.
A) collaborative
B) convergent
C) hierarchical
D) knowledge-training
Answer: C
Page Ref: 319‒320
Skill Level: Remember
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
99. Which statement is supported by research on the role of knowledge in test bias?
A) Reasoning ability, not prior knowledge, explains ethnic differences in performance.
B) Nonverbal test items, such as spatial reasoning, do not depend on learning opportunities.
C) IQ scores are not affected by specific information acquired as part of majority-culture upbringing.
D) The sheer amount of time children spend in school predicts IQ.
Answer: D
Page Ref: 320
Skill Level: Understand
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
100. Carter, an 8-year-old African-American boy, is told by a researcher that certain verbal tasks are “not a test.” He is told that other verbal tasks are “a test of how good children are at school problems.” If Carter is aware of ethnic stereotypes, he will probably __________.
A) perform better in the “test” condition
B) perform similarly in both conditions
C) perform far worse in the “test” condition
D) answer the “test” questions, but refuse to answer the “not a test” questions
Answer: C
Page Ref: 320
Skill Level: Apply
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Difficult
101. Research shows that __________ predicts school performance, as measured by report card grades, better than IQ does.
A) self-discipline
B) SES
C) the size of the cerebral cortex
D) emotional intelligence
Answer: A
Page Ref: 320
Skill Level: Remember
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Easy
102. Professor Lively, consistent with Vygotsky’s zone of proximal development, introduces purposeful teaching into a testing situation to find out what children can attain with social support. Professor Lively uses __________.
A) traditional intelligence testing
B) summative assessment
C) dynamic assessment
D) culturally biased testing
Answer: C
Page Ref: 320‒321
Skill Level: Apply
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to
Copyright © 2018 Laura E. Berk. All Rights Reserved.
intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Difficult
103. Which statement regarding intelligence tests in schools is true?
A) Most experts believe that intelligence tests are the best measure of ethnic differences in IQ.
B) Most experts believe that intelligence testing in schools should be suspended.
C) IQ scores are inaccurate measures of school learning potential for the majority of Western children.
D) Intelligence tests are useful when interpreted by psychologists and educators who are sensitive to cultural bias.
Answer: D
Page Ref: 321
Skill Level: Understand
Objective: 9.13 Describe evidence indicating that both heredity and environment contribute to intelligence.
Topic: Individual Differences in Mental Development
Difficulty Level: Moderate
104. During the elementary years, __________.
A) children develop language awareness
B) vocabulary building slows to about 5 new words each day
C) children learn fewer words per day than in early childhood
D) grammar and pragmatics are fully developed
Answer: A
Page Ref: 321
Skill Level: Understand
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.
Topic: Language Development
Difficulty Level: Moderate
105. __________ are exposed to more than 4 million words per year.
A) Children who converse with more expert speakers
B) Avid readers
C) Average readers
D) Children who rarely read
Answer: B
Page Ref: 322
Skill Level: Remember
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.
Topic: Language Development
Difficulty Level: Easy
106. By second to third grade, __________ strongly predict(s) later vocabulary size into high school.
A) exposure to at least 50,000 words per year
B) having a grasp of irony and sarcasm
C) exposure to English-only education
D) reading comprehension and reading habits
Answer: D
Page Ref: 322
Skill Level: Understand
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.
Topic: Language Development
Difficulty Level: Moderate
107. Which statement about language development during middle childhood is true?
A) Vocabulary growth is much slower in middle childhood than in early childhood.
B) Children’s reflective, analytical approach to language permits them to appreciate the multiple meanings of words.
C) English-speaking children use the active voice more frequently than the passive voice during the school years.
D) Children’s use of the passive voice more frequently than the active voice leads to a change in their humor.
Answer: B
Page Ref: 322
Skill Level: Understand
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.
Topic: Language Development
Difficulty Level: Moderate
108. Which child is the most likely speaker of this narrative: “On Saturday, we went camping. When we got to our campsite, Jaxson and I pitched the tent while Dad started dinner. The pizza log tasted great. Jaxson was so proud that the tent stayed up all night!”?
A) Loren, age 4
B) Tina, age 6
C) Van, age 7
D) Eleanor, age 9
Answer: D
Page Ref: 322
Skill Level: Apply
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.
Topic: Language Development
Difficulty Level: Difficult
109. Children of bilingual parents who teach them both languages in infancy and early childhood
__________.
A) generally take five to seven years to attain speaking and writing skills on par with those of monolingual agemates
B) attain language milestones in both languages far later than monolingual agemates
C) have a much smaller and less sophisticated vocabulary than monolingual children
D) separate the language systems early on and attain early language milestones according to a typical timetable
Answer: D
Page Ref: 323
Skill Level: Understand
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.
Topic: Language Development
Difficulty Level: Moderate
110. Yolanda and Steve want their son, Manny, to attain full proficiency in English and Spanish. To achieve this goal, Manny’s mastery of the second language should begin __________.
A) in early adulthood
B) in early adolescence
C) in late adolescence
D) sometime in childhood
Answer: D
Page Ref: 323
Skill Level: Apply
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development
Topic: Language Development
Difficulty Level: Difficult
111. At present in the United States, public opinion and educational practice favor __________ for dual language learners.
A) bilingual classroom instruction
B) English-only instruction
C) instruction in the home language only
D) trilingual classroom instruction
Answer: B
Page Ref: 323
Skill Level: Remember
Objective: 9.14 Describe changes in school-age children’s vocabulary, grammar, and pragmatics, and cite the advantages of bilingualism for development.
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Topic: Language Development
Difficulty Level: Easy
112. Which elementary classroom shows signs of high-quality education?
A) Classroom A, where parents are invited to visit by appointment only
B) Classroom B, where students work independently throughout the school day
C) Classroom C, where teachers use written observations to individualize instruction
D) Classroom D, where curricular subjects are segregated, so children develop strengths
Answer: C
Page Ref: 325
Skill Level: Apply
Objective: 9.15 Describe the influence of educational philosophies on children’s motivation and academic achievement.
Topic: Learning in School
Difficulty Level: Difficult
113. Constructivist classrooms __________.
A) rely on passive student listening and completion of teacher-assigned tasks
B) are associated with gains in critical thinking and greater social and moral maturity
C) evaluate students by how well they keep pace with a uniform set of standards for their grade
D) tend to undermine academic motivation and achievement, especially in low-SES children
Answer: B
Page Ref: 325
Skill Level: Understand
Objective: 9.15 Describe the influence of educational philosophies on children’s motivation and academic achievement.
Topic: Learning in School
Difficulty Level: Moderate
114. In social-constructivist classrooms, __________.
A) students’ learning is jointly constructed with teachers and peers
B) the teacher is the sole authority for knowledge and decision making
C) peer collaboration is often replaced by teacher-directed instruction
D) students coordinate their own thoughts rather than absorbing those of others
Answer: A
Page Ref: 325
Skill Level: Understand
Objective: 9.15 Describe the influence of educational philosophies on children’s motivation and academic achievement.
Topic: Learning in School
Difficulty Level: Moderate
115. In Mr. Alvarado’s classroom, small groups of students work toward common goals by considering
Copyright © 2018 Laura E. Berk. All Rights Reserved.
one another’s ideas, appropriately challenging one another, and resolving differences of opinion on the basis of reasons and evidence. Mr. Alvarado __________.
A) uses cooperative learning
B) has a traditional classroom
C) is the sole authority for knowledge in the classroom
D) emphasizes teacher-directed learning
Answer: A
Page Ref: 325
Skill Level: Apply
Objective: 9.15 Describe the influence of educational philosophies on children’s motivation and academic achievement.
Topic: Learning in School
Difficulty Level: Moderate
116. Studies show that educational self-fulfilling prophecies are especially strong __________.
A) in multigrade classrooms
B) in social-constructivist classrooms
C) when teachers rely on cooperative learning techniques
D) when teachers emphasize competition and publicly compare children
Answer: D
Page Ref: 326
Skill Level: Understand
Objective: 9.16 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Topic: Learning in School
Difficulty Level: Moderate
117. U.S. legislation mandates that schools place children who require special supports for learning in __________.
A) “separate, but equal” learning environments
B) the “least restrictive” environments that meet their educational needs
C) fully inclusive “regular” educational settings, alongside typical students
D) “resource rooms” with teachers trained in special education
Answer: B
Page Ref: 326
Skill Level: Understand
Objective: 9.16 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Topic: Learning in School
Difficulty Level: Moderate
118. Magnet schools are __________.
A) voluntarily desegregated
B) largely segregated by race and SES
C) usually located in suburban areas
D) not working for minority students
Answer: A
Page Ref: 327 Box: SOCIAL ISSUES: EDUCATION: Magnet Schools: Equal Access to High-Quality Education
Skill Level: Understand
Objective: 9.16 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Topic: Learning in School
Difficulty Level: Moderate
119. A study comparing students enrolled in magnet schools with those in other city schools showed that the magnet students __________.
A) pursued college less often
B) showed smaller gains in reading and math
C) from low-SES neighborhoods performed poorly
D) showed greater gains in reading and math
Answer: D
Page Ref: 327 Box: SOCIAL ISSUES: EDUCATION: Magnet Schools: Equal Access to High-Quality Education
Skill Level: Remember
Objective: 9.16 Discuss the role of teacher‒student interaction and grouping practices in academic achievement.
Topic: Learning in School
Difficulty Level: Moderate
120. Which statement about inclusion is true?
A) Inclusive classrooms enhance academic achievement for all students with special needs.
B) Some, but not all, students who require special supports benefit academically from inclusion.
C) Children with special needs function best when they receive all of their instruction in a resource room.
D) Full inclusion is the best approach, as regular-classroom peers are supportive of children with special needs.
Answer: B
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Skill Level: Understand
Objective: 9.17 Under what conditions is placement of children with learning difficulties in regular classrooms successful?
Topic: Learning in School
Difficulty Level: Moderate
121. Rochelle is taking a test in which she is asked to come up with as many different ways as possible to make use of a straw. This is most likely a test of __________.
A) convergent thinking
B) divergent thinking
C) practical intelligence
D) analytical intelligence
Answer: B
Page Ref: 328
Skill Level: Apply
Objective: 9.18 Describe the characteristics of gifted children and current efforts to meet their educational needs.
Topic: Learning in School
Difficulty Level: Difficult
122. Which statement about gifted children is true?
A) Many gifted children experience social isolation.
B) Most gifted children have adjustment problems.
C) The vast majority of gifted children have IQ scores of 130 or lower.
D) Most gifted children show an evenly high ability across academic subjects.
Answer: A
Page Ref: 328‒329
Skill Level: Understand
Objective: 9.18 Describe the characteristics of gifted children and current efforts to meet their educational needs.
Topic: Learning in School
Difficulty Level: Moderate
123. Which statement about gifted education is true?
A) Low-SES and ethnic minority children are overrepresented in school programs for the gifted.
B) Overall, gifted children do not fare well when they are advanced to a higher grade.
C) Overall, gifted children do not fare well when they are pulled out for special instruction.
D) Enrichment programs offered to all students are useful in identifying talented low-SES ethnic minority children.
Answer: D
Page Ref: 329
Skill Level: Understand
Objective: 9.18 Describe the characteristics of gifted children and current efforts to meet their educational needs.
Topic: Learning in School
Difficulty Level: Moderate
124. Which of the following is Tord most likely to experience in his classroom in Finland?
A) emphasis on native ability as key to academic success
B) teachers who are not as well-paid as U.S. teachers
C) SES variations in achievement due to a recent influx of immigrants
D) a nationally mandated curriculum aimed at cultivating creativity
Answer: D
Page Ref: 330
Skill Level: Apply
Objective: 9.19 How well-educated are U.S. children compared with children in other industrialized nations?
Topic: Learning in School
Difficulty Level: Difficult
125. Cross-cultural research shows that __________.
A) instruction in Japan, Korea, and Taiwan is less challenging than instruction in the United States
B) Japanese, Korean, and Taiwanese parents and teachers regard native ability as key to academic success
C) Asian children, influenced by interdependent values, typically view striving to achieve as a moral obligation
D) unlike Finland, students in Japan, Korea, and Taiwan do not receive a nationally mandated curriculum
Answer: C
Page Ref: 330
Skill Level: Understand
Objective: 9.19 How well-educated are U.S. children compared with children in other industrialized nations?
Topic: Learning in School
Difficulty Level: Moderate
ESSAY
126. Discuss the consequences of childhood obesity.
Answer: Today, 32 percent of U.S. children and adolescents are overweight, more than half of them extremely so: 17 percent are obese. Obese children are at risk for lifelong health problems. Symptoms that begin to appear in the early school years high blood pressure, high cholesterol levels, respiratory abnormalities, insulin resistance, and inflammatory reactions are powerful predictors of heart disease, circulatory difficulties, type 2 diabetes, gallbladder disease, sleep and digestive disorders, many forms of cancer, and premature death. Unfortunately, physical attractiveness is a powerful predictor of social acceptance. In Western societies, both children and adults stereotype obese youngsters as lazy, sloppy, ugly, stupid, self-doubting, and deceitful. In school, obese children and adolescents are often socially isolated. They report more emotional, social, and school difficulties, including peer teasing, rejection, and consequent low self-esteem. They also tend to achieve less well than their healthy-weight agemates. Persistent obesity from childhood into adolescence predicts serious psychological disorders, including severe anxiety and depression, defiance and aggression, and suicidal thoughts and behavior. These consequences combine with continuing discrimination to further impair physical health and to reduce life chances in close relationships and employment.
Page Ref: 295 and 297
127. Discuss the impact of culture and schooling on the development of concrete operational thought.
Copyright © 2018 Laura E. Berk. All Rights Reserved.
Answer: In village societies, conservation is often delayed. Among the Hausa of Nigeria, who live in small agricultural settlements and rarely send their children to school, even basic conservation tasks number, length, and liquid are not understood until age 11 or later. This suggests that participating in relevant everyday activities helps children master conservation and other Piagetian problems. Western children, for example, think of fairness in terms of equal distribution a value emphasized in their culture. They frequently divide materials, such as Halloween treats or lemonade, equally among their friends. Because they often see the same quantity arranged in different ways, they grasp conservation early. The experience of going to school promotes mastery of Piagetian tasks. When children of the same age are tested, those who have been in school longer do better on transitive inference problems. Opportunities to seriate objects, to learn about order relations, and to remember the parts of complex problems are probably responsible. Yet certain informal nonschool experiences can also foster operational thought. Around age 7 to 8, Zinacanteco Indian girls of southern Mexico, who learn to weave elaborately designed fabrics as an alternative to schooling, engage in mental transformations to figure out how a warp strung on a loom will turn out as woven cloth reasoning expected at the concrete operational stage. North American children of the same age, who do much better than Zinacanteco children on Piagetian tasks, have great difficulty with these weaving problems. On the basis of such findings, some investigators have concluded that the forms of logic required by Piagetian tasks are heavily influenced by training, context, and cultural conditions.
Page Ref: 306
128. Discuss the development of planning on multistep tasks in middle childhood.
Answer: Planning on multistep tasks improves over the school years. On tasks with multiple parts, older children make decisions about what to do first and what to do next in a more orderly fashion. By the end of middle childhood, children engage in advance planning evaluating an entire sequence of steps to see if it will get them to their goal. Nine- and 10-year-olds can project ahead, predicting how early steps in their plan will affect success at later steps and adjust their overall plan accordingly. Children learn much about planning from collaborating with more expert planners. With age, they take more responsibility in these joint endeavors, such as suggesting planning strategies and organizing task materials. The demands of school tasks and parents’ and teachers’ explanations of how to plan contribute to gains in schoolage children’s planning. But adult-controlled activities may rob children of opportunities to plan. In one study, researchers videotaped small groups of first and second graders devising plays they would perform for their class. Some groups were child-led, whereas others were led by adult volunteers. Child-led groups engaged in extensive planning, brainstorming themes and working out the details of their plays. But when adults planned the play in advance, the children spent most of their time in nonplanning pursuits, such as rehearsing lines. The adults missed a rich opportunity to scaffold planning by turning over responsibility for it to the children and guiding and supporting, as needed.
Page Ref: 310
129. Describe Sternberg’s triarchic theory of successful intelligence. Define each of the identified, interacting intelligences.
Answer: Sternberg’s triarchic theory of successful intelligence identifies three broad, interacting intelligences: (1) analytical intelligence, (2) creative intelligence, and (3) practical intelligence. Intelligent behavior involves balancing all three intelligences to achieve success in life according to one’s personal goals and the requirements of one’s cultural community.
Analytical intelligence: Analytical intelligence consists of the information-processing skills that underlie all intelligent acts: executive function, strategic thinking, knowledge acquisition, and cognitive self-regulation. But on intelligence tests, processing skills are used in only a few of their potential ways, resulting in far too narrow a view of intelligent behavior.
Creative intelligence: In any context, success depends not only on processing familiar information but also on generating useful solutions to new problems. People who are creative think more skillfully than others when faced with novelty. Given a new task, they apply their information-processing skills in exceptionally effective ways, rapidly making these skills automatic so that working memory is freed for more complex aspects of the situation. Consequently, they quickly move to high-level performance. Although all of us are capable of some creativity, only a few individuals excel at generating novel solutions.
Practical intelligence: Finally, intelligence is a practical, goal-oriented activity aimed at adapting to, shaping, or selecting environments. Intelligent people skillfully adapt their thinking to fit with both their desires and the demands of their everyday worlds. When they cannot adapt to a situation, they try to shape, or change, it to meet their needs. If they cannot shape it, they select new contexts that better match their skills and goals. Practical intelligence reminds us that intelligent behavior is never culture-free. Children with certain life histories do well at the behaviors required for success on intelligence tests and adapt easily to the testing conditions and tasks. Others, with different backgrounds, may misinterpret or reject the testing context. Yet such children often display sophisticated abilities in daily life for example, telling stories, engaging in complex artistic activities, or interacting skillfully with other people.
The triarchic theory highlights the complexity of intelligent behavior and the limitations of current intelligence tests in assessing that complexity. According to Sternberg, intelligence tests, devised to predict achievement in school, do not capture the intellectual strengths that many children acquire through informal learning experiences in their cultural communities.
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130. How do children become bilingual? Is there a sensitive period for second-language development?
Answer: Children can become bilingual in two ways: (1) by acquiring both languages at the same time in early childhood or (2) by learning a second language after acquiring the first. Children of bilingual parents who teach them both languages in infancy and early childhood separate the language systems early on and attain early language milestones according to a typical timetable. When preschool and school-age children from immigrant families acquire a second language after they already speak the language of their cultural heritage, the time required to master the second language to the level of native-speaking agemates varies greatly, from 1 to 5 or more years. Influential factors include child motivation, knowledge of the first language (which supports mastery of the second), and quality of communication and of literacy experiences in both languages at home and at school. As with first-language development, a sensitive period for second-language development exists. Mastery must begin sometime in childhood for most second-language learners to attain full proficiency. But a precise age cutoff for a decline in secondlanguage learning has not been established. Rather, a continuous age-related decrease from childhood to adulthood occurs.
Page Ref: 323
Copyright © 2018 Laura E. Berk. All Rights Reserved.
131. Discuss educating gifted children. How well do programs for the gifted nurture children’s talents and creativity?
Answer: Debate about the effectiveness of school programs for the gifted typically focuses on factors irrelevant to giftedness whether to provide enrichment in regular classrooms, pull children out for special instruction (the most common practice), or advance brighter students to a higher grade. Overall, gifted children fare well within each of these models, as long as special activities promote problem solving, critical thinking, and creativity. Gardner’s theory of multiple intelligences has inspired several model programs that provide enrichment to all students in diverse disciplines. Meaningful activities, each tapping a specific intelligence or set of intelligences, serve as contexts for assessing strengths and weaknesses and, on that basis, teaching new knowledge and original thinking. For example, linguistic intelligence might be fostered through storytelling or playwriting; spatial intelligence through drawing, sculpting, or taking apart and reassembling objects; and kinesthetic intelligence through dance or pantomime. Evidence is still needed on how well these programs nurture children’s talents and creativity. But they have already succeeded in one way by highlighting the strengths of some students who previously had been considered unexceptional or even at risk for school failure. Consequently, they may be especially useful in identifying talented low-SES, ethnic minority children, who are underrepresented in school programs for the gifted.
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