Chapter 8

Question 1

Question 1 (1 point)

Listen
This is a multiple-answer question. Which of the following are true about what researchers have found regarding memory span, as established via memory span tasks? (Clue: Three answers are correct.)

Question 1 options:

A. In at least one study testing children on their speed of repeating words presented orally, speed of repetition predicted memory span.

B. Research suggests that increase in memory span slows between seven and 12 years of age, with an increase of 1.5 digits during these years.

C. Research suggests that memory span increases from about two digits in two-year-old children to about five digits in seven-year-old children.

D. Memory span research has shown no change in short-term memory in children, until they enter adolescence.

Answer 1

A, B, C

Question 2

Question 2 (1 point)

Listen
Give this one a try. If you remember where you were and what you were doing during the day of the 9-11 terrorist attacks, your memories of that day are best classified as _______________ memories.

Question 2 options:

associative

episodic

reciprocal

semantic

Answer 2

episodic

Question 3

Question 3 (1 point)

Listen
In a famous essay entitled “The Magical Number 7, Plus or Minus 2,” George Miller proposed that the capacity of short-term memory is 7 items (or “digits”), plus or minus 2 (e.g., a typical phone number, minus the area code). Our textbook says that the retention of short-term memory is, at best, about _______ seconds, unless the person uses strategies such as rehearsal, chunking, or elaboration.

Question 3 options:

10

20

30

60

Answer 3

30

Question 4

Question 4 (1 point)

Listen
Joint attention skills in infants are not observed frequently until toward the end of the first year of life.

Question 4 options:
True
False

Answer 4

True

Question 5

Question 5 (1 point)

Listen
Some versions of the information-processing approach are constructivist.

Question 5 options:
True
False

Answer 5

True

Question 6

Question 6 (1 point)

Listen
These days, quite a few researchers believe that infants form concepts. Some even claim that this occurs to a limited extent at three or four months! Our textbook emphasizes research on categorization–for example the ability to group objects according to their appearances. Jean Mandler disagrees with some conclusions from research on young infants. She says that, at best, what young infants seem to be able to do in categorization experiments is based on their ability to detect and match perceptual features of things. She maintains that infants are not able to form conceptual categories (e.g. “animals” and “vehicles”) until about _____ or _____ months of age.

Question 6 options:

7; 9

10; 12

14; 16

18; 24

Answer 6

7;9

Question 7

Question 7 (1 point)

Listen
Please fill in the blank. Ellen Langer labels _______________ as being alert, mentally present, and cognitively flexible while going about day-to-day activities. Individuals with this ability can create new ideas, are open to new information, and can operate from more than one perspective.

Answer 7

mindfulness

Question 8

Question 8 (1 point)

Listen
There are virtually no changes in sustained attention during the first two years of life.

Question 8 options:
True
False

Answer 8

False

Question 9

Question 9 (1 point)

Listen
_______________ refers to processing information with little or no effort.

Question 9 options:

Automaticity

Encoding

Self-modification

Strategy construction

Answer 9

automaticity

Question 10

Question 10 (1 point)

Listen
Research has shown that as a memory strategy, verbal elaboration does not improve young elementary school childrens’ memories of information presented to them in school or elsewhere.

Question 10 options:
True
False

Answer 10

False

Question 11

Question 11 (1 point)

Listen
Elementary school children can be taught effectively to use elaboration strategies on learning tasks.

Question 11 options:
True
False

Answer 11

True

Question 12

Question 12 (1 point)

Listen
Please fill in the blank. It is _______________ attention that allows infants to learn about and remember characteristics of a stimulus as it becomes familiar.

Answer 12

sustained

Question 13

Question 13 (1 point)

Listen
According to research on infantile amnesia, it appears that much of infancy is remembered because elementary school children can remember a great deal of their infancy. So degrading of memory of the early years that is responsible for infantile amnesia occurs after the elementary school years.

Question 13 options:
True
False

Answer 13

False

Question 14

Question 14 (1 point)

Listen
Developmentalists believe a shift to cognitive control of attention, with less impulsive behavior and increased reflection, occurs at the age of 6 or 7.

Question 14 options:
True
False

Answer 14

True

Question 15

Question 15 (1 point)

Listen
Fuzzy trace theory holds that during encoding, individuals create two types of memory representations: verbatim and a fuzzy trace (or gist). Which of the following statements distinguishes what has been found about preschool and elementary school children with respect to their tendencies to remember information verbatim and as a fuzzy trace?

Question 15 options:

Preschool children usually just remember gist information.

Elementary school children usually remember verbatim information.

Preschool children tend to remember verbatim information, while elementary school children are more likely to remember gist information.

Both preschool and elementary school children tend to remember verbatim information.

Answer 15

C

Question 16

Question 16 (1 point)

Listen
The information-processing approach does not include, focus on, or emphasize:

Question 16 options:

thought and thinking.

careful analysis of strategies used in thinking.

discontinuous periods of development.

precise descriptions of mechanisms involved in cognitive change.

Answer 16

discontinuous periods of development

Question 17

Question 17 (1 point)

Listen
The “fuzzy trace” theory of memory construction maintains that verbatim traces are more likely to be forgotten than fuzzy traces.

Question 17 options:
True
False

Answer 17

True

Question 18

Question 18 (1 point)

Listen
This is a challenging multiple answer question. Select all statements that accurately reflect what researchers have learned about the developmental course of how children understand others’ thoughts, feelings, etc. (Clue: Four answers are correct.)

Question 18 options:

A. At approximately five to seven years of age, children have a deepening appreciation that other peoples’ behaviors do not necessarily reflect those other peoples’ thoughts and feelings.

B. By the time they are about five years old, most children are aware that other people can have false beliefs.

C. Two- to three-year-old children have no understanding how others’ desires are related to actions and emotions. In other words, for example, they do not understand that if another person searches but does not find what they want, the other person likely will feel sad or angry.

D. In general–and given the few examples in our textbook–three-year-old children tend to fail false-belief tasks and four- to five-year-old children tend to pass them.

E. Our textbook suggests that it is not until early adolescence that children understand that other people can have ambivalent feelings; for example, that the same person can feel both happy and sad about the same event.

Answer 18

A, B, D, E

Question 19

Question 19 (1 point)

Listen
Thinking, which by the information processing account involves manipulating and transforming information in memory, is the job of _______________ in Baddeley’s model of working memory shown in our textbook.

Question 19 options:

sensory memory

short-term memory

the central executive

the phonological loop

Answer 19

the central executive

Question 20

Question 20 (1 point)

Listen
According to our textbook, the most effective strategy for remembering information in childhood is rehearsal.

Question 20 options:
True
False

Answer 20

False

Question 21

Question 21 (1 point)

Listen
Childrens’ memory skills can exceed adult memory skills when memory tasks are related to tasks at which children are experts and at which adults are not experts (e.g., chess).

Question 21 options:
True
False

Answer 21

True

Question 22

Question 22 (1 point)

Listen
Researchers working to support the “fuzzy trace” theory of memory construction have found that preschool children tend to remember verbatim information more than gist information and elementary-school-aged children are more likely to remember gist information.

Question 22 options:
True
False

Answer 22

True

Question 23

Question 23 (1 point)

Listen
Most researchers on infant memory have found that babies do not show explicit memory until the second half of the _______ year.

Question 23 options:

first

second

Answer 23

First

Question 24

Question 24 (1 point)

Listen
This is a challenging multiple-answer question. According to Michael Pressley, which of the following are most likely to prove beneficial as ways that teachers can get children to learn to apply strategies for solving problems? (Clue: Three answers are correct.)

Question 24 options:

A Have the children read the strategy aloud.

B Guide children in practicing the strategy and support their efforts with feedback.

C Model the strategy.

D Verbalize the steps in the strategies.

E Provide repeated verbal instruction on the goal of the strategy.

Answer 24

V, M, G

Question 25

Question 25 (1 point) Listen The directions for turning on the Nintendo game, Grandma's full name, and Marian's favorite flavor of ice-cream are: Question 25 options: aspects of short-term memory. elements of sensory memory, as long as rehearsal occurs. examples of cognitive monitoring. stored in long-term memory.

Answer 25

stored in long-term memory

Question 26

Question 26 (1 point) Listen Please fill in the blank. Research has shown that 3- to 4-year-old children show "representational inflexibility" in that they usually are unable to provide multiple descriptions of the same stimulus (e.g., "red rabbit," "happy rabbit," "fat rabbit," or even just "rabbit"). The research shows that at about 4 years of age, children begin to acquire the concept of _______________, which allows them to appreciate that a single thing can be described in different ways.

Answer 26

perspectives

Question 27

Question 27 (1 point) Listen Elaboration is one strategy that can be used to remember information. Elementary school children are just as likely to use elaboration spontaneously as adolescents. Question 27 options: True False

Answer 27

False

Question 28

Question 28 (1 point) Listen Researchers have found that infants as young as 3 months of age can engage in _____ to _____ seconds of sustained attention. Question 28 options: 2; 4 5; 10 10; 15 20; 30

Answer 28

5;10

Question 29

Question 29 (1 point) Listen This is a multiple-answer question. Select all statements that are true about what researchers have discovered with respect to working memory. (Clue: Four answers are correct.) Question 29 options: A. Up to approximately 10 years of age, working memory capacity in all children is virtually the same. B. Working memory capacity at nine to 10 years of age predicts foreign language comprehension at 11 to 12 years of age. C. Working memory and attention control predict growth in emergent literacy and number skills in young children in low-income families. D. In 4th grade children, working memory capacity predicts how many items on a list will be forgotten. E. Less effective working memory in children has been linked to more efficient and creative problem-solving skills. F. Compared with their counterparts with less effective working memory, children with more effective working memory tend to be more advanced in reading comprehension, math skills, and problem solving. Page 29 of 34

Answer 29

B,c,d,f

Question 30

Question 30 (1 point) Listen According to research by fuzzy trace theorists, if you want to remember something you are more likely to remember it as a fuzzy trace than as a bit of verbatim information. Question 30 options: True False

Answer 30

true

Question 31

Question 31 (1 point) Listen Please fill in the blank. According to our textbook, one likely cause of infantile and childhood amnesia is the immaturity of the _______________ lobes of the brain during infancy and early childhood.

Answer 31

prefrontal

Question 32

Question 32 (1 point) Listen According to our textbook, memory involves three main activities. They are: Question 32 options: encoding, dismissing, and storage. encoding, storage, and retrieval. attention, storage, and reversal. storage, retrieval, and selection.

Answer 32

B

Question 33

Question 33 (1 point) Listen Carolyn Rovee-Collier has shown that infants can remember perceptual-motor information. However, this view has been criticized by Jean Mandler and others on the basis that: Question 33 options: what Rovee-Collier calls remembering is only implicit memory, or memory without conscious recollection. what Rovee-Collier calls remembering is explicit memory, or conscious memory of facts and experiences. Rovee-Collier's experiments are flawed. infants' memory disappears after infancy.

Answer 33

what Rovee-Collier calls remembering is only implicit memory, or memory without conscious recollection

Question 34

Question 34 (1 point) Listen Up to a certain point in development, the child's metacognitive abilities are limited. Which of the following exemplifies these limitations AT AGES FIVE AND SIX. Question 34 options: They tend to try to remember specific items from a story verbatim. They have appropriate confidence in their memory. They are able to connect new information with old information to promote memory of items. None of the above are correct.

Answer 34

they tend to try to remember specific items from a story verbatim