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Chapter 9—Middle Childhood: Physical and Cognitive Development

MULTIPLE CHOICE

1. What is the pace of height and weight changes during middle childhood?

a. They slow down.

b. They are fairly steady.

c. They undergo a dramatic growth spurt.

d. They are rapid for girls, but slow and steady for boys.

ANS: B PTS: 1 REF: p. 153 OBJ: LO1

KEY: WWW BLM: Remember

2. What is the growth trend of boys and girls during middle childhood?

a. Girls outgrow boys.

b. Boys outgrow girls.

c. Girls and boys have virtually no growth.

d. Girls and boys grow approximately 5 cm in height per year.

ANS: D PTS: 1 REF: p. 153 OBJ: LO1

BLM: Remember

3. How much weight does the average child gain each year during middle childhood?

a. 1.5 to 2 kg

b. 2.25 to 3 kg

c. 4 to 5 kg

d. 6 to 6.50 kg


BLM: Remember

4. Jack is an average 7-year-old. How have his nutritional needs changed compared with two years ago?

a. Jack needs to eat less.

b. Jack needs to eat more.

c. Jack needs to eat more fat.

d. Jack needs to eat the same amount.



5. How many calories does the average 7- to 10-year-old require?

a. 1,300 calories per day

b. 1,700 calories per day

c. 2,000 calories per day

d. 2,400 calories per day

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Chapter 9 Middle Childhood: Physical and Cognitive Development HDEV 1CE TB


ANS: C PTS: 1 REF: p. 153 OBJ: LO1

BLM: Remember



6. Which of the following best describes the food offered to most children in school cafeterias?

a. It is low in sodium.

b. It is heavy in sugar and animal fats.

c. It comprises primarily fish, poultry, and whole grains.

d. It reflects the dietary recommendations made by the food pyramid.


BLM: Higher Order

7. Which of the following best describes the size of food portions in restaurants over the past few

decades?

a. The portions have become larger.

b. The portions have become smaller.

c. The portions have stayed the same size.

d. The portions of vegetables have become larger.

ANS: A PTS: 1 REF: p. 153 OBJ: LO1

BLM: Higher Order

8. At approximately what age do girls become taller than boys?

a. at approximately age 5

b. at approximately age 8

c. at approximately age 10

d. at approximately age 14 or 15


BLM: Remember

9. Morgan and Jesse are the same age. Morgan is slightly heavier and taller than Jesse. Which of the

following most likely describes Morgan?

a. Morgan is a 3- to 5-year-old girl.

b. Morgan is a 9- to 10-year-old boy.

c. Morgan is a 13- to 14-year-old boy.

d. Morgan is a 17- to 18-year-old boy.


KEY: WWW BLM: Higher Order

10. Beginning around age 11, boys develop relatively more muscle than girls. At about the same age, what

do girls develop relatively more of compared with boys?

a. height

b. weight

c. muscle

d. fatty tissue


BLM: Higher Order



11. How has the prevalence of obesity changed for males and females in recent years?

a. It has increased for both genders across ethnic groups.

b. It has decreased dramatically from the 1970s to the 2000s.

c. It has increased for males, but decreased for females.

d. It has decreased for males, but increased for females.

ANS: A PTS: 1 REF: p. 153-154 OBJ: LO1

BLM: Higher Order

12. What percentage of Canadian children are obese?

a. 4 to 6%

b. 7 to 9%

c. 11 to 13%

d. 15 to 18%

ANS: B PTS: 1 REF: p. 153-154 OBJ: LO1

BLM: Remember

13. Janet wonders whether her overweight twins, Michael and Michelle, will ever outgrow their baby fat.

What is her doctor most likely to tell her?

a. They are likely to outgrow their baby fat.

b. They are unlikely to outgrow their baby fat.

c. Only male children will outgrow their baby fat.

d. Only children of European descent will outgrow their baby fat.

ANS: B PTS: 1 REF: p. 153-154 OBJ: LO1

BLM: Higher Order

14. Morgan is an obese child. What can we predict about Morgan’s future weight?

a. Morgan will become an obese adult.

b. Morgan will outgrow the baby fat in early childhood.

c. Morgan will achieve a normal weight during adolescence.

d. Morgan’s future weight depends on Morgan’s gender.


BLM: Higher Order

15. What is the relationship between most obese children and their normal-weight peers?

a. They are likely to be rejected by their peers and to do more poorly in sports.

b. They are likely to be popular with their peers and to do well in sports.

c. They like their bodies to the same degree as their peers.

d. They are treated the same as their peers during childhood, but changes occur in

adolescence.


BLM: Remember



16. Which of the following is a common outcome of being obese during adolescence?

a. aggressive behaviour

b. high social competence

c. high academic achievement

d. being considered less attractive


BLM: Remember

17. Which of the following does NOT affect obesity?

a. genetics

b. physiological factors

c. environment

d. gender



18. Which of the following statements provides evidence for the role of environment in obesity?

a. Some children inherit a tendency to turn extra calories into fat.

b. Identical twins have similar body weights regardless of whether they were reared together

or separately.

c. Watching TV affects children's weight.

d. Cultural dietary choices affect weight.


BLM: Higher Order

19. What is the relationship between television viewing and obesity?

a. TV viewing curbs the appetite.

b. Children who are heavy TV viewers are less physically active overall.

c. TV viewing resets the hunger trigger, which is located in the thalamus.

d. TV viewing does NOT contribute to obesity; obesity is genetically determined.


BLM: Higher Order

20. During middle childhood, children develop motor skills, such as increases in speed and strength. What

else increases at the same time?

a. agility

b. flexibility

c. confidence

d. interest in sports


BLM: Remember



21. At approximately what age does a child usually develop the coordination required for gymnastics?

a. at approximately age 4

b. at approximately age 5

c. at approximately age 6

d. at approximately age 8


BLM: Remember

22. By age 7, most children are NOT capable of which gross motor skills?

a. hopping

b. jumping

c. climbing

d. gymnastics



23. What kind of muscular control is needed for gymnastics?

a. aerobic capacity

b. fine motor skills

c. gross motor skills

d. systemic motor skills


BLM: Remember

24. Which of the following does NOT increase as a result of greater coordination and agility during the

middle childhood years?

a. practice in using physical skills

b. myelination of motor pathways

c. muscle strength

d. reaction time


BLM: Higher Order

25. When two people are talking, John can type their conversation faster than Rebecca because he

responds faster to the verbal stimulus. What term refers to John’s ability?

a. reaction time

b. response rate

c. sensorimotor intelligence

d. gross motor activation time


BLM: Higher Order



26. Which of the following is NOT meant when we say reaction time improves?

a. The reaction is faster.

b. The reaction time is decreasing.

c. The time between stimulus and response is shorter.

d. The stimulus and response exchange ability is expanded.



27. According to research, who is likely to react the fastest when catching a ball?

a. Johan, who is 5 years old

b. Marie, who is 10 years old

c. Timothy, who is 18 years old

d. Sophie, who is 35 years old


BLM: Higher Order

28. By what age can most children hold a pencil in the same manner as adults do?

a. by age 3

b. by age 4

c. by age 6

d. by age 8


BLM: Remember

29. How do boys’ and girls’ abilities in motor tasks differ during middle childhood?

a. Boys outperform girls on most motor tasks.

b. Girls outperform boys on most motor tasks.

c. Girls show greater overall flexibility.

d. Boys outperform girls with skills requiring agility.



30. What makes girls more suited than boys to activities such as gymnastics, dancing, and balancing?

a. their greater overall strength

b. their greater forearm strength

c. their greater limb coordination and flexibility

d. their faster reaction time



31. Which sport leads to the highest level of fitness?

a. football

b. kickball

c. baseball

d. swimming laps


BLM: Higher Order



32. You have been asked to create a national exercise program for school-aged children across Canada.

Which of the following activities would promote the best physical health for children?

a. baseball

b. running

c. bowling

d. football


BLM: Higher Order

33. According to a 2005 Statistics Canada survey, which children are most likely to participate in sports?

a. children living in one of Canada’s three largest cities

b. children whose parents are involved in sports even as spectators

c. children whose parents are recent immigrants

d. younger children are more likely than those in their early teens


BLM: Remember

34. Calvin is a physical education teacher at an elementary school. His goal is to increase the frequency of

children’s regular exercise. What activity is most likely to accomplish this goal?

a. promoting sports that lead to high levels of fitness, such as jumping rope

b. encouraging participation in team sports

c. making participation in team sports mandatory

d. providing easy access to team sports



35. Why are certain disabilities, such as ADHD, often identified when children are in their middle

childhood years?

a. because when children enter school, they are required to sit still and pay attention

b. because childhood disabilities, such as ADHD, CANNOT be diagnosed until middle

childhood

c. because ADHD does NOT occur in children until middle childhood

d. because ADHD may have a genetic component


BLM: Higher Order

36. What distinguishes ADHD from typical childhood inattention?

a. ADHD involves a high degree of aggressive behaviour.

b. ADHD involves children who are deficient in their activity level.

c. ADHD involves excessive talking and inattention.

d. ADHD involves excessive inattention, impulsivity, and hyperactivity.





37. By what age does the onset of ADHD typically occur?

a. by age 3

b. by age 5

c. by age 7

d. by age 9


BLM: Remember

38. What percentage of school-aged children are diagnosed with ADHD?

a. less than 1%

b. 1 to 5%

c. around 10%

d. more than 15%


BLM: Remember

39. What is the relationship between ADHD and gender?

a. ADHD is more common in males than in females.

b. ADHD results from a chromosome that males inherit from their mother.

c. ADHD is more common in females than in males.

d. ADHD results from a chromosome that females inherit from their father.


BLM: Remember

40. According to the textbook, which of the following best describes the incidence of ADHD?

a. It is underdiagnosed.

b. It is overdiagnosed and overmedicated.

c. It is found more often in girls than in boys.

d. It is evident by age 7, but symptoms of ADHD disappear over time.


BLM: Remember

41. According to genetic research on ADHD, what chemical shows a relationship to ADHD?

a. benzoate

b. serotonin

c. dopamine

d. testosterone



42. Zack’s parents have been told that their son has ADHD. What treatment option is Zack’s doctor most

likely to recommend?

a. cognitive methods

b. family therapy

c. stimulants such as Ritalin

d. antidepressant medications





43. How do stimulant medications, such as Ritalin, affect ADHD?

a. They activate the amygdale.

b. They neutralize the overactive region of the cerebral cortex.

c. They minimize the effects of other stimulants, such as caffeine and chocolate.

d. They stimulate the executive centre of the brain to control more primitive areas of the

brain.


BLM: Higher Order

44. Josh is struggling at school. He is tested and results indicate he has an average IQ, yet he struggles

with reading. What is the likely conclusion?

a. He has poor self-esteem.

b. He has high anxiety.

c. He has a learning disability.

d. He has ADHD.



45. Which of the following is a characteristic of learning disabilities?

a. They tend to disappear as children reach adulthood.

b. They affect less than 1% of the childhood population.

c. They are more common in girls than in boys.

d. They can exist in spite of a child having an average IQ.


BLM: Higher Order

46. Emma’s father has dyslexia. What is the likelihood that Emma will also be diagnosed as having

dyslexia?

a. less than 10%

b. 11 to 24%

c. 25 to 65%

d. more than 65%


BLM: Remember

47. Which of the following is a common symptom of dyslexia?

a. stuttering

b. difficulty learning to read

c. poor language development

d. difficulty in processing complex mathematical equations





48. Which of the following is NOT linked to dyslexia?

a. genetic factors

b. neurological problems

c. phonological processing problems

d. exposure to stressful environments


BLM: Higher Order

49. After completing numerous tests, Janice is diagnosed as having dyslexia. What treatment option will

most likely be suggested?

a. medication

b. remediation

c. accommodation

d. cognitive-behavioural therapy


BLM: Higher Order

50. Which of the following is demonstrated when a student with dyslexia is allowed extra time to take an

exam because of the amount of reading involved?

a. scaffolding

b. remediation

c. accommodation

d. unfairness to the other students


BLM: Higher Order

51. Taylor has dyslexia. Which of the following does Taylor have the most difficulty with?

a. speaking "t" and "e" sounds

b. speaking "t" and "z" sounds

c. reading the letters "b" and "d"

d. reading the letters "m" and "n"


BLM: Higher Order

52. What is most likely the cause of dyslexia?

a. a genetic component

b. damage to chromosome 7

c. exposure to an environmental toxin

d. a lack of oxygen during the birthing process





53. Taylor has been diagnosed with dyslexia. What is the likelihood that Taylor’s siblings will also have

dyslexia?

a. 25%

b. 30%

c. 35%

d. 40%



54. Which statement supports dyslexia having a genetic component?

a. Children who are dyslexic tend to have ADHD.

b. Children who are dyslexic tend to have a dyslexic parent.

c. Dyslexia can be overcome with cognitive behavioural therapy.

d. Children with dyslexia have problems benefiting from traditional instruction in a

classroom.


BLM: Higher Order

55. What part of the brain is associated with dyslexia?

a. the medulla

b. the hippocampus

c. the angular gyrus

d. the hypothalamus



56. What part of the brain translates visual information into auditory information?

a. the frontal lobe

b. Wernicke's area

c. the visual cortex

d. the angular gyrus


BLM: Remember

57. The judge pounds her gavel and yells, "Order. Order in the court." "A hamburger and French fries,

your Honour," says the defendant. Jillian finds this joke funny. Which of the following is NOT likely

to characterize Jillian?

a. Jillian must be at least 7 years old.

b. Jillian is in at least the concrete operations stage of cognitive development.

c. Jillian understands that words can have more than one meaning.

d. Jillian has been diagnosed with dyslexia.


BLM: Higher Order



58. According to Piaget, at what age will most children enter the concrete operations stage of cognitive

development?

a. usually by age 2

b. between the ages of 4 and 6

c. by age 7

d. by age 12


BLM: Remember

59. For approximately how long will a child to experience Jean Piaget’s concrete operational stage?

a. 1 year

b. 3 years

c. 6 years

d. 10 years


BLM: Higher Order

60. Which of the following children is in the concrete operational stage?

a. a child whose thought processes are rigid

b. a child who is self-centred and narcissistic

c. a child who can focus on more than one dimension of a problem

d. a child who CANNOT understand different points of view



61. What ability is referred to by the cognitive development term decentration?

a. the ability to subtract numbers

b. the ability to enhance the child's egocentrism

c. the ability to focus simultaneously on multiple aspects of a problem

d. the ability to understand that changes in how something looks do NOT change its meaning


BLM: Higher Order

62. Which word best describes the thinking of a concrete operational child, compared with the thinking of

a child in an earlier cognitive stage?

a. rigid

b. flexible

c. abstract

d. egocentric


BLM: Higher Order



63. Children develop the ability to understand that tall objects can be either light OR heavy. Which term

does NOT refer to this ability?

a. decentration

b. reversible thinking

c. concrete operations

d. egocentrism


BLM: Higher Order

64. Jocelyn understands that if A is heavier than B, and B is heavier than C, then A is also heavier than C.

Which of the following is NOT demonstrated by Jocelyn’s understanding?

a. seriation

b. transitivity

c. concrete operations

d. reversible thinking


BLM: Higher Order

65. Which ability best illustrates seriation?

a. placing sticks in order according to size

b. understanding that hidden objects still exist

c. understanding that flattening a ball of clay does NOT change its mass

d. understanding that various shapes exist


BLM: Higher Order

66. Which ability is required by transitivity?

a. focusing on multiple parts of a problem

b. feeling empathy

c. thinking with abstract concepts

d. comparing all items in a set to all other items


BLM: Higher Order

67. Piaget and Inhelder conducted research on seriation tasks. What did they ask children to classify?

a. 49 pictures of faces according to colour

b. 49 leaves according to size and brightness

c. 49 pictures of buildings according to height.

d. 49 crayons according to length and brightness


BLM: Remember



68. Which of the following statements characterizes concrete-operational children?

a. They are more egocentric than preoperational children.

b. They have gained the ability to think with abstract logic.

c. They can focus on only one cognitive dimension at a time.

d. They can work with multiple cognitive dimensions at the same time.

ANS: D PTS: 1 REF: p. 158-159 OBJ: LO4

BLM: Higher Order

69. Carol understands that "dogs" can also belong to the category called "animals." What is Carol’s

understanding an example of?

a. abstract logic

b. a preoperation

c. linear thinking

d. class inclusion



70. What is the definition of class inclusion?

a. the ability to reverse one's thinking

b. the ability to think about objects that are NOT currently present

c. the ability to focus on subclasses and a larger class at the same time

d. the ability to place items in a sequence on the basis of one characteristic


BLM: Higher Order

71. According to Piaget’s cognitive-developmental theory, which of the following is involved in children’s

learning?

a. active discovery

b. receiving information passively

c. learning information that is imposed by teachers

d. learning information that is beyond their developmental level


BLM: Remember

72. According to the textbook, how can Piaget's ideas on concrete operations by applied in the classroom?

a. by providing teachers with ideas to stimulate cognitive development

b. by helping teachers to understand that cognitive development coincides with age

c. by showing teachers that only time is needed for children to develop cognitive skills

d. by demonstrating that group discussions are NOT a useful teaching strategy in the

classroom


BLM: Higher Order



73. Which teaching technique would Piaget most likely support?

a. lecturing

b. one-on-one instruction

c. active learning activities

d. independent reading


BLM: Higher Order

74. Kohlberg believed that, around the world, children's moral reasoning undergoes the same cognitive

developmental pattern. Which of the following statements best characterizes this pattern?

a. It is typically complete by age 12.

b. It develops continuously, rather than in a stage-like manner.

c. It is unrelated to children’s ability to take the perspective of another.

d. It reflects the values of the social and cultural setting in which the child is reared.


BLM: Higher Order

75. According to Kohlberg, what is a child’s moral reasoning related to?

a. a strict upbringing

b. the use of physical punishment

c. an understanding of object permanence

d. cognitive development


BLM: Remember

76. Justin is 8 years old. He believes that he needs to follow the rules of the game or his library privileges

will be removed. According to, Kohlberg’s levels of moral development, which stage is Justin in?

a. Stage 1

b. Stage 2

c. Stage 3

d. Stage 4


BLM: Higher Order

77. Eighteen-year-old Mary heard that a classmate, Kelly, took money from the teacher’s desk so she

could participate in the special school lunch. Mary also heard that Kelly’s parents have been out of

work for almost a year and were recently evicted from their home. Mary has strong beliefs about

stealing, but finds she is conflicted about Kelly’s stealing. According to Kohlberg, what is Mary’s

stage of moral development?

a. Stage 2 or 3

b. Stage 4 or 5

c. Stage 6 or 7

d. Stage 8 or 9


BLM: Higher Order



78. What activity was the focus of debate in the story about Heinz that Kohlberg used in his research?

a. stealing money to buy a drug

b. stealing a drug that was NOT available to Heinz

c. stealing a drug because Heinz did NOT have enough money to buy it

d. stealing a drug because the chemist would NOT order it in


BLM: Remember

79. What is the goal of the Roots of Empathy Project?

a. to teach empathy to cultivate better citizens of the world

b. to teach and model self-care to promote school and community involvement

c. to teach empathy as a weapon against bullying

d. to teach and model self-care to promote drug prevention behaviours


BLM: Higher Order

80. Tina’s moral behaviour is best defined as choosing “what is considered to be normal” and “what the

majority does.” According to Kohlberg, what stages of moral development is Tina in?

a. Stage 3

b. Stage 4

c. Stage 5

d. Stage 6


BLM: Higher Order

81. Which of Kohlberg’s stages of moral development represents a law-and-order orientation?

a. Stage 4

b. Stage 5

c. Stage 6

d. Stage 7


BLM: Remember

82. How many stages comprise Kohlberg’s levels of moral development?

a. 5

b. 6

c. 7

d. 8


BLM: Higher Order



83. Which of the following did Kohlberg use to research moral development?

a. an IQ test

b. a conservation task

c. Heinz’s dilemma

d. the Moral Competency Scale



84. According to Kohlberg’s cognitive-developmental theory, children progress through the stages of

moral development at different rates. Which of the following statements describes children’s progress

through the stages?

a. Most children tend to remain in stage 2.

b. All children eventually reach the highest stage.

c. Not all children (or adults) reach the highest stage.

d. Children vary in the sequence in which they progress through each stage.


BLM: Remember

85. Natalie believes that Heinz should steal the drug because "that is what a good husband would do."

According to Kohlberg, what level of moral development is indicated by Natalie’s response?

a. the preconventional level

b. the conventional level

c. the postconventional level

d. the transitional level


BLM: Higher Order

86. According to Kohlberg's theory of moral development, what forms the basis of postconventional

reasoning?

a. social order

b. personal moral standards

c. a good-boy/good-girl orientation

d. an obedience and punishment orientation


BLM: Higher Order

87. Which of the following was NOT an outcome of the Roots of Empathy program?

a. an increase in prosocial behavior including sharing, helping, and including

b. an increase in social and emotional knowledge

c. a reduction of aggressive behaviour

d. more children transitioning from level 3 to 4 of Kohlberg’s levels of moral development


BLM: Remember



88. What is a key component of the information-processing view of cognitive development?

a. expansive attention

b. random retrieval processes

c. selective attention processes

d. a limit on how much information can be stored in long-term memory


BLM: Higher Order

89. What is the definition of selective attention?

a. the ability to ignore all information

b. the ability to focus on relevant features of a task

c. the ability to keep all information out of memory

d. the ability to focus on minute, unimportant details



90. According to your textbook, which of the following stimuli can be maintained longer in short-term

memory?

a. salty stimuli, such as taste

b. visual stimuli

c. auditory stimuli

d. touching stimuli, such as hot and cold


BLM: Higher Order

91. What type of memory is referred to as trace memory?

a. sensory memory

b. automatic memory

c. long-term memory

d. short-term memory


BLM: Higher Order

92. What memory process lasts for up to 30 seconds without rehearsal?

a. trace memory

b. sensory memory

c. long-term memory

d. short-term memory


BLM: Remember



93. Compared with rote rehearsal, a more effective method for remembering is to make the new material

meaningful by purposefully relating it to well-known information. What term refers to this method of

remembering?

a. cuing

b. tracing

c. mneumonizing

d. elaborative strategy


BLM: Remember

94. Alain recites the alphabet until he has memorized it. What is Alain’s activity NOT an example of?

a. a rehearsal strategy

b. a technique that places information into long-term memory

c. rote learning

d. trace memory


BLM: Higher Order

95. Which of the following is a characteristic of the information in long-term memory?

a. It is semantic in nature.

b. It is encoded acoustically.

c. It may be retained for a lifetime.

d. It is encoded in visual forms only.


BLM: Remember

96. According to research, what distinguishes the recall memory of older children from that of younger

children?

a. Younger children can remember more items than older children.

b. Older children can remember just as many items as younger children.

c. Older children are more likely than younger children to use categories to remember items.

d. Younger children are more likely than older children to use categories to remember items.


BLM: Higher Order

97. Which statement best describes children’s awareness of and purposeful control of their cognitive

abilities?

a. It is called metacognition.

b. It can occur as early as age 3.

c. It does NOT occur until adolescence.

d. It occurs earlier in girls than in boys.





98. Jimmy looks at his homework and decides he should do his math homework first because it takes him

the longest. From this information, what can we tell about Jimmy?

a. He is poor at math.

b. He is using metacognition.

c. He is using a recognition strategy.

d. He probably does better on verbal tests.


BLM: Higher Order

99. Which of the following is a characteristic of intelligence?

a. You either have it or do NOT have it.

b. It is the same as achievement.

c. Experts agree it can be measured using traditional intelligence tests.

d. It is subject to many interpretations.


BLM: Remember

100. Intelligence is to "competence," as achievement is to which of the following?

a. genetics

b. performance

c. environment

d. learning ability


BLM: Higher Order

101. Brenda has good broad reasoning skills. She is also an accomplished researcher in the area of

nanotechnology. According to Spearman, what major abilities, or factors, are represented by Brenda’s

abilities?

a. Her broad reasoning skills reflect "s" and “g” factors.

b. Her talent for nanotechnology reflects "s" factors.

c. Her talent for nanotechnology represents "g" factors.

d. Her broad reasoning skills represent creative intelligence, or “c” factors.


BLM: Higher Order

102. Nathan had an assessment based on Sternberg’s Theory of Intelligence framework. How many areas of

Nathan’s intelligence were tested?

a. 3

b. 5

c. 8

d. 10


BLM: Remember



103. Which of the following is NOT an aspect of intelligence, according to Sternberg's theory?

a. creative intelligence

b. practical intelligence

c. analytical intelligence

d. subjective intelligence


BLM: Remember

104. Carl has survived on the street because he has been able to adapt to the demands of street life. What

type of intelligence is Carl most likely high in?

a. He is high in creative intelligence.

b. He is high in practical intelligence.

c. He is high in analytical intelligence.

d. He is high in associative intelligence.


BLM: Higher Order

105. Which of the following best exemplifies "bodily–kinesthetic" intelligence?

a. dancing

b. piano playing

c. the ability to relate to others

d. awareness of one's internal self


BLM: Higher Order

106. Which of the following best represents Gardner’s theory of multiple intelligences?

a. Intelligence is gained entirely through experience.

b. People who are intelligent in one area will be intelligent in other areas.

c. People who are intelligent in one area may be less intelligent in other areas.

d. Intelligence can be measured only by traditional IQ tests, such as the Binet-Simon.

ANS: C PTS: 1 REF: p. 165-166 OBJ: LO7

BLM: Remember

107. What does "IQ" stands for?

a. individual qualities

b. intellectual quantity

c. intelligence quotient

d. intellectual quarantine


BLM: Remember

108. According to the Binet-Simon scale, what is meant by mental age?

a. the child’s physical age

b. the age at which IQ can begin to be tested

c. the intellectual level at which the child is functioning

d. the child’s age when he or she attains average intelligence

ANS: C PTS: 1 REF: p. 165-166 OBJ: LO7

BLM: Remember



109. Which of the following theorists considered the existential aspect of intelligence??

a. Lewis Terman

b. Howard Gardner

c. Alfred Binet and Theodore Simon

d. Robert Sternberg


BLM: Remember

110. Which of the following best describes "culture-free" intelligence tests?

a. They have been largely successful.

b. These tests have never been developed.

c. They have NOT lived up to their promise.

d. They have been in use for less than 20 years.


BLM: Remember

111. How do IQ scores at age 9 correlate with IQ scores at age 18?

a. The research is inconclusive.

b. The scores depend on ongoing environmental factors.

c. They are highly positively correlated.

d. They are moderately positively related.


BLM: Remember

112. What is an average IQ score?

a. 50

b. 80

c. 100

d. 150


BLM: Remember

113. What IQ score identifies a child with an intellectual deficiency?

a. an IQ score below 50

b. an IQ score below 60

c. an IQ score below 70

d. an IQ score below 80


BLM: Remember



114. Which of the following best characterizes Down syndrome?

a. It is caused by teratogens.

b. It can be cured by changes in one’s diet.

c. It is caused by chromosomal abnormalities.

d. It is associated in most cases with severe intellectual challenges.


BLM: Remember

115. Which of the following best characterizes giftedness?

a. It is the same as creativity.

b. It is identified using an IQ test.

c. It may include motor or cognitive abilities.

d. It describes a child who is superior in two or more areas of achievement.


BLM: Higher Order

116. IQ scores tend to vary by ethnic group. Which ethnic group typically obtains the highest scores?

a. people of European descent

b. people of African descent

c. people of Hispanic descent

d. people of Asian descent


BLM: Remember

117. Amy is asked to list as many different uses for a rubber band as possible. What type of thinking does

Amy require for this task?

a. divergent thinking

b. convergent thinking

c. visual-spatial thinking

d. interpersonal thinking


BLM: Higher Order

118. What is the average correlation in IQ scores for monozygotic twins reared together?

a. –0.43

b. +0.67

c. +0.85

d. +1.32


BLM: Remember

119. In Canada, what is the order of the top three languages spoken at home?

a. English, French, Chinese

b. English, French, Italian

c. English, Chinese, German

d. English, Chinese, French


BLM: Remember



120. How many words comprise a typical child’s vocabulary by age 6?

a. 100 words

b. 1,000 words

c. 10,000 words

d. 100,000 words


BLM: Remember

121. Sarah is being taught to read by associating written letters and letter combinations with the sounds they

indicate. Which reading method is Sarah learning?

a. the phonetic method

b. the word recognition method

c. the sounding method

d. semantic recognition method


BLM: Higher Order

122. Which of the following is a characteristic of bilingual children?

a. They have more cognitive flexibility.

b. They are smarter than monolingual children.

c. They are retarded in their growth compared with other children.

d. They experience more problems learning language than monolingual children.



MATCHING

a. divergent thinking

b. bodily/kinesthetic intelligence

c. sedentary activity

d. steady

e. word-recognition method

f. knowledge and control of cognitive abilities

g. reaction time

h. Down syndrome

i. a “good-boy/good-girl orientation”

j. ADHD

k. fine motor skills

l. Wechsler scale

m. originated in the early 1900s as a testing tool

n. mental age

o. Decentration and conservation

p. predominantly learned

q. views intelligence as three-pronged

r. girls

s. dyslexia

t. stimulant



1. Growth through middle childhood

2. Caused by chromosomal abnormalities

3. Measures different intellectual abilities

4. Intellectual level

5. Coming up with many uses for a familiar object

6. used by gymnasts and dancers

7. Using a knife and fork

8. Gender differences in motor skills

9. The Stanford–Binet Intelligence Scale

10. Concrete operational reasoning

11. Sternberg

12. Ritalin

13. Difficulty reading

14. Greater limb coordination

15. Conventional level reasoning

16. Associates visual stimuli and sound combinations

17. Diagnosed by age 7

18. Watching television

19. Metacognition

20. Speed from stimulus to response

1. ANS: D PTS: 1

2. ANS: H PTS: 1

3. ANS: L PTS: 1

4. ANS: N PTS: 1

5. ANS: A PTS: 1

6. ANS: B PTS: 1

7. ANS: K PTS: 1

8. ANS: P PTS: 1

9. ANS: M PTS: 1

10. ANS: O PTS: 1

11. ANS: Q PTS: 1

12. ANS: T PTS: 1

13. ANS: S PTS: 1

14. ANS: R PTS: 1

15. ANS: I PTS: 1

16. ANS: E PTS: 1

17. ANS: J PTS: 1

18. ANS: C PTS: 1

19. ANS: F PTS: 1

20. ANS: G PTS: 1



TRUE/FALSE

1. Growth during middle childhood is quite abrupt and unpredictable.

ANS: F PTS: 1 REF: p. 153 OBJ: LO1

BLM: Remember

2. Preschoolers need more calories to sustain their activity level than school-aged children.



3. Approximately 15% of children in Canada are obese.


BLM: Remember

4. Most children outgrow their baby fat during middle childhood.


BLM: Remember

5. Heredity plays a role in obesity in children.

ANS: T PTS: 1 REF: p. 154 OBJ: LO1

BLM: Remember

6. Catching a ball requires the use of fine motor skills.


BLM: Remember

7. Reaction time tends to increase through middle childhood and adolescence.


BLM: Remember

8. Reaction time decreases during middle childhood.


BLM: Remember

9. Hopping, skipping, and jumping are examples of fine motor skills.


BLM: Higher Order

10. Gender differences in motor skills appear to be predominantly learned.


BLM: Remember



11. Boys have more coordination and agility than girls during middle childhood.


BLM: Remember

12. Aerobic exercises, such as swimming and running, improve fitness more than activities such as

baseball and football.


BLM: Higher Order

13. Boys are more likely than girls to be diagnosed with ADHD.


BLM: Remember

14. Food colourings and preservatives are responsible for the epidemic of ADHD.


BLM: Remember

15. Medical stimulants, such as Ritalin, can help reduce symptoms of hyperactivity.



16. Most learning disabilities are outgrown after adolescence.


BLM: Remember

17. College students with dyslexia may be excellent at word recognition, yet have trouble decoding new

words.


BLM: Remember

18. The angular gyrus translates visual information into patterns the brain can use.



19. The Learning Disabilities Association of Canada argues that 3 out of 10 children have some form of

learning disability.


BLM: Remember

20. Concrete operational thinking is characterized by decentration, flexibility, and reversibility.


BLM: Remember



21. According to Piaget, it is the role of teachers to find materials that will interest children and to provide

active learning opportunities for their students.


BLM: Higher Order

22. Decentration is required for proper conservation in the concrete operational period of development.


BLM: Higher Order

23. Knowing that if A exceeds B in some property (say, age or height) and if B exceeds C, then A must

also exceed C is an example of transitivity.


BLM: Higher Order

24. If a child thinks that there are more flowers than tulips in a picture of 5 tulips and 3 pansies, this child

is demonstrating conservation of number.


BLM: Higher Order

25. According to Kohlberg, in the conventional level of moral reasoning, children base moral judgments

on the consequences of behaviour.


BLM: Higher Order

26. The postconventional level of moral reasoning is based on the person’s own moral standards.


BLM: Higher Order

27. The Heinz dilemma is used to measure preoperational thinking.


BLM: Remember

28. In the preconventional level of Kohlberg’s theory of moral development, children are concerned about

avoiding punishment.

ANS: T PTS: 1 REF: p. 160-161 OBJ: LO5

BLM: Higher Order

29. Right and wrong are judged by conforming to social conventions in the conventional level of moral

development.


BLM: Higher Order



30. Preschoolers are most likely to use postconventional reasoning for moral behaviour.


BLM: Higher Order

31. The development of selective attention is a key element in children’s information processing.


BLM: Remember

32. Selective attention develops during adolescence.


BLM: Remember

33. Being able to focus on irrelevant and relevant information in a task is an example of selective

attention.


BLM: Higher Order

34. Sensory memory last 30 seconds on average.


BLM: Higher Order

35. Auditory sensory memory lasts longer than visual sensory memory.


BLM: Remember

36. One strategy for promoting memory is to encode visual stimuli as sounds.


BLM: Higher Order

37. Research has shown that long-term memory has no known time limit or capacity.


BLM: Remember

38. Categorizing information in long-term memory assists in recall of that information.



39. Metacognition is another name for metamemory.


BLM: Remember



40. Intelligence is considered one’s underlying ability, whereas achievement is one’s performance.


BLM: Higher Order

41. Spearman’s “g” factor assumes an underlying general intelligence.


BLM: Higher Order

42. The three types of intelligence identified in Sternberg’s triarchic theory are analytical, creative, and

practical.


BLM: Remember

43. Being able to get around one’s environment and use a map are examples of spatial intelligence.


BLM: Higher Order

44. IQ scores are only useful for determining which children belong in gifted classes.

ANS: F PTS: 1 REF: p. 165-166 OBJ: LO7

BLM: Remember

45. IQ scores are based on one’s chronological age and one’s mental age.


BLM: Remember

46. The Wechsler scales of intelligence measure primarily mathematical reasoning.


BLM: Higher Order

47. Culture-free tests of intelligence have solved the problem associated with intelligence tests.


BLM: Higher Order

48. Intelligence does NOT become stable until adolescence.


BLM: Higher Order

49. The average IQ score for Canadian children is 110.34.


BLM: Remember



50. Some causes of intellectual challenge are biological, stemming from chromosomal abnormalities, such

as Down syndrome.


BLM: Higher Order

51. No racial or ethnic differences in IQ scores are evident in Canada today.

ANS: F PTS: 1 REF: p. 170-171 OBJ: LO7

BLM: Remember

52. The relationship between creativity and IQ scores is moderate.



53. Creative thinking tends to be convergent rather than divergent.


BLM: Higher Order

54. IQ scores have NO genetic relationship.


BLM: Higher Order

55. Many psychologists believe that heredity and environment interact to influence intelligence.


BLM: Remember

56. Children in the middle years have less trouble understanding passive sentences than preschoolers.


BLM: Remember

57. Reading is a simple process for children to accomplish.


BLM: Remember

58. The phonetic method is superior to the word-recognition method for learning to read.


BLM: Higher Order

59. Children reared in bilingual homes are generally retarded in their cognitive development.


BLM: Remember



60. On in five Canadians is an allophone; that is, their mother tongue is neither English nor French.


BLM: Remember

SHORT ANSWER

1. Describe the typical growth patterns in middle childhood. Do gender differences affect growth patterns

during this time?

ANS:

Growth during the middle childhood years can best be described as "steady." Although there can be

large differences, most children gain a little over 5 cm in height per year. This steady pattern of growth

continues until the adolescent growth spurt. Until this growth spurt occurs in girls, boys continue to be

taller and heavier. Girls, however, begin the adolescent growth spurt around age 11 and quickly

become both taller and heavier than boys. Boys do not tend to experience the adolescent growth spurt

until the ages of 13 or 14.

PTS: 1 REF: p. 153 OBJ: LO1 BLM: Remember

2. What are the patterns of obesity during middle childhood?

ANS:

Obesity is defined as a weight in excess of 20% of the norm. The norms, of course, are based upon

both age and gender. As many as 8% of Canadian youth are considered obese. Contributing factors

include an increase in television viewing (and the number of commercials advertising high-fat and

high-sugar foods) and a decline in the number of families engaging in physical activity as a part of

their family interactions.

PTS: 1 REF: p. 153-154 OBJ: LO1 BLM: Remember

3. Discuss motor development during the middle childhood years. Do gender differences affect motor

development? If so, what might account for these gender differences?

ANS:

During the middle childhood years, children experience significant growth in the strength of their

muscles and in their ability to engage in tasks that require balance and coordination. The pathways that

connect the cerebellum to the cerebral cortex become increasingly myelinated, which increases the

speed and efficiency at which neural impulses are conducted. Although some gender differences have

been noted, these differences are difficult to explain on the basis of biology alone. These differences

are more likely the result of differential socialization (i.e., family, peer, and media pressures) than

genetics. The only consistent difference apparent during preschool years and continuing into middle

childhood is a difference in the ability to throw a ball. Boys consistently outperform girls on this task.

Girls tend to outperform boys on tasks requiring fine motor skills and overall flexibility.

PTS: 1 REF: p. 154-155 OBJ: LO2 BLM: Higher Order



4. Are Canadian children physically fit? Why or why not?

ANS:

More than half of Canadian children aged 5 to 17 are not active enough for optimal growth and

development. Cardiac and muscular fitness are developed by participation in aerobic exercises, such as

running, walking quickly, swimming laps, bicycling, or jumping rope for several minutes at a time.

However, Canadian schools have seen physical education programming decline over several decades.

The other culprits appear to be television, high-fat and high-sugar diets, and sedentary lifestyles.

PTS: 1 REF: p. 155 OBJ: LO2 BLM: Higher Order

5. Describe the disorder known as attention-deficit/hyperactivity disorder (ADHD).

ANS:

When diagnosing ADHD, the child’s degree of overactivity should be noted. Most children engage in

high levels of activity from time to time. With ADHD, however, the child appears to always be "on."

The child with ADHD is also unable to control acting-out behaviours and may become physically

agitated due to difficulty in maintaining control. Children with ADHD are also very impulsive and

may show high levels of anxiety. Research suggests some possible biological components to ADHD,

from improper functioning of the thyroid to potential brain dysfunction, which may affect the

inhibitory control portions of the frontal cortex.


6. What does has research found in terms of the theories that explain dyslexia and whether a genetic link

exists?

ANS:

Theories of dyslexia focus on how sensory and neurological problems may contribute to the reading

problems we find in individuals with dyslexia. Genetic factors appear to be involved; 25 to 65 percent

of children who have one dyslexic parent are dyslexic themselves. About 40 percent of the siblings of

children with dyslexia are dyslexic.


7. How does concrete operational thinking differ from preoperational thinking?

ANS:

Concrete operational thinking is based on systematic, logical thought processes. Children in the

concrete operational period are able to use reversible and flexible processes. They understand that an

object that changes in one dimension will compensate in another dimension. They are also able to

think about more than one dimension of a problem at a time. As a result, they can understand class

inclusion problems, as demonstrated by their understanding that an object can belong to more than one

class at a time. Children in the concrete operational period are also less egocentric in their thinking.




8. How is the Heinz dilemma used to assess moral development?

ANS:

The Heinz dilemma involves telling individuals about Heinz, whose wife is ill, and explaining that

Heinz cannot afford the medication she needs. Individuals are then asked whether Heinz should steal

the drug and to explain their reasoning. Their responses are analyzed and identified as being within a

certain level of reasoning. These levels are: preconventional, conventional, and postconventional.


9. How does selective attention change during middle childhood?

ANS:

Children during middle childhood develop the ability to attend to the relevant information of a task in

a much better way than when they were younger. At the same time, they are also able to, when needed,

attend to multiple aspects of a problem at one time.


10. How do sensory, short-term, and long-term memories differ?

ANS:

Sensory memory includes auditory and visual memories and is also known as “trace” memory. This

type of memory is extremely short in duration and small in capacity. Short-term memory is slightly

longer than sensory memory and may be kept active through memory strategies such as rehearsal.

Short-term memory has a rather small capacity. Long-term memory has no known duration or

capacity.


11. Describe the word-recognition and the phonetic method used to teach reading.

ANS:

The word-recognition method links visual stimuli such as seeing the words cat and Robert with the

sound combinations that produce the spoken words. This ability is typically acquired by rote learning,

or extensive repetition. In the phonetic method, children learn to associate written letters and letter

combinations (such as ph or sh) with the sounds they indicate. Then they sound out words. The

phonetic method provides skills children can use to decode new words, but some children learn more

rapidly at early ages through the word-recognition method.




12. What has recent research found in terms of today’s Aboriginal populations and the literacy

development of their cultural languages? What can be done?

ANS:

Significant issues exist today in terms of Canada’s Aboriginal populations and the low literacy

development of their Aboriginal languages. These low literacy rates are mainly the consequence of the

policies and practices carried out in residential schools, which instilled among many Aboriginal adults

that their language was inferior and their cultural ways were primitive. Supporting Aboriginal children

to learn their Indigenous language is an exceptional way to successfully communicate vital thoughts of

cultural identity, cultural knowledge, and connectedness with their cultural community.


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Chapter 9 Middle Childhood: Physical and Cognitive · PDF fileRathus Longmuir https ... -edition-by-rathus-longmuir Chapter 9 ... c. 4 to 5 kg d. 6 to 6.50 kg ANS: B PTS: 1 REF: p