Middle Childhood: Physical and Cognitive Development Test ... · Test Bank For HDEV second Canadian edition by Longmuir and Rathus MULTIPLE CHOICE 1. What is the pace of height and

Chapter 9—Middle Childhood: Physical and Cognitive Development

Test Bank For HDEV second Canadian

edition by Longmuir and Rathus

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: DPTS: 1REF: 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

ANS: BPTS: 1REF: p. 153 OBJ: LO1

BLM: Remember

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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.

ANS:

KEY:

B PTS:

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1 REF:

BLM:

p. 153 Remember

OBJ: LO1

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

ANS: CPTS: 1REF: p. 153 OBJ: LO1

BLM: Remember

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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: APTS: 1REF: 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.

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ANS:

KEY:

B PTS:

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1 REF:

BLM:

p. 153 OBJ: LO1 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

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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.

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

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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

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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

ANS:

KEY:

D PTS:

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p. 154 Remember

OBJ: LO1

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.

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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

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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

ANS:

KEY:

D PTS:

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1 REF:

BLM:

p. 155 Remember

OBJ: LO2

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

ANS: D PTS: 1 REF: p. 155 OBJ: LO2

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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

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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.

ANS:

KEY:

D PTS:

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1 REF:

BLM:


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.

ANS:

KEY:

C PTS:

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1 REF:

BLM:

p. 155 Remember

OBJ: LO2

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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

ANS:

KEY:

C PTS:

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1 REF:

BLM:


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

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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

ANS:

KEY:

A PTS:

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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.

ANS:

KEY:

D PTS:

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1 REF:

BLM:

p. 155 Remember

OBJ: LO3

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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.

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BLM: Remember

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

b. serotonin c. dopamine

d. testosterone

ANS:

KEY:

C PTS:

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1 REF:

BLM:

p. 156 Remember

OBJ: LO3

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

ANS:

KEY:

C PTS:

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1 REF:

BLM:


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.

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b. He has high anxiety. c. He has a learning disability.

d. He has ADHD.

ANS:

KEY:

C PTS:

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1 REF:

BLM:


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

ANS:

KEY:

B PTS:

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1 REF:

BLM:


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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"

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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

ANS:

KEY:

A PTS:

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1 REF:

BLM:

p. 157 Remember

OBJ: LO3

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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%

ANS:

KEY:

D PTS:

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1 REF:

BLM:

p. 157 Remember

OBJ: LO3

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

ANS:

KEY:

C PTS:

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1 REF:

BLM:

p. 157 Remember

OBJ: LO3

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

ANS: D PTS: 1 REF: p. 157 OBJ: LO3

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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

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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

ANS:

KEY:

C PTS:

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1 REF:

BLM:


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

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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

9-22

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

ANS:

A PTS:

1

REF:

p. 158-159 OBJ: LO4

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

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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

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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

ANS:

KEY:

D PTS:

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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

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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

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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

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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

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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

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BLM: Remember

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

a. 5

b. 6

c. 7

d. 8


BLM: Higher Order

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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

ANS:

KEY:

C PTS:

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BLM:

p. 160 Remember

OBJ: LO5

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

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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

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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

ANS:

KEY:

B PTS:

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BLM:

p. 162 Remember

OBJ: LO6

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

ANS: A PTS: 1 REF: p. 162 OBJ: LO6

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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

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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.

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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.

ANS:

KEY:

A PTS:

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1 REF:

BLM:

p. 164 Remember

OBJ: LO6

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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.

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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

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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

ANS:

A PTS:

1

REF:

p. 165-166 OBJ: LO7

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.

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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.

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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

9-41

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

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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

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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.

ANS:

KEY:

A PTS:

WWW

1 REF:

BLM:

p. 173 Remember

OBJ: LO8

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

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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

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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

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20. ANS: G PTS: 1

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TRUE/FALSE

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

ANS: FPTS: 1REF: p. 153 OBJ: LO1

BLM: Remember

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

ANS:

KEY:

F PTS:

WWW

1 REF:

BLM:

p. 153 Remember

OBJ: LO1

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: TPTS: 1REF: 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.

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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.

ANS:

KEY:

T PTS:

WWW

1 REF:

BLM:

p. 156 Remember

OBJ: LO3

16. Most learning disabilities are outgrown after adolescence.

9-49


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.

ANS:

KEY:

T PTS:

WWW

1 REF:

BLM:

p. 157 Remember

OBJ: LO3

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

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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

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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.

ANS: T PTS: 1 REF: p. 162 OBJ: LO6

BLM: Remember

32. Selective attention develops during adolescence.

ANS: F PTS: 1 REF: p. 162 OBJ: LO6

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

9-52

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.

ANS:

KEY:

T PTS:

WWW

1 REF:

BLM:

p. 162 Remember

OBJ: LO6

39. Metacognition is another name for metamemory.


BLM: Remember

9-53

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

9-54

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.

ANS:

KEY:

T PTS:

WWW

1 REF:

BLM:

p. 171 Remember

OBJ: LO7

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


BLM: Higher Order

54. IQ scores have NO genetic relationship.

ANS: F PTS: 1 REF: p. 175 OBJ: LO7

9-55

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

9-56

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:

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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

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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.


9-59

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.


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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:

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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.


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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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