LM: Impressive Cognitive Abilities Flashcards
What is the definition of perspective-taking?
a) The ability to understand that others have different perspectives than one’s own
b) The ability to see the world from a single perspective
c) The inability to differentiate between one’s own perspective and others’ perspectives
d) The ability to perform well on Piaget’s “three mountain task”
a) The ability to understand that others have different perspectives than one’s own
Perspective-taking is defined as understanding what another person sees, thinks, knows, or feels, which means recognizing that these may differ from one’s own perspective.
According to Flavell, what is the key difference between Level 1 and Level 2 visual perspective-taking?
a) Level 1 involves understanding that others can see things differently, while Level 2 involves understanding that others can see the same things in the same way.
b) Level 1 focuses on what can and cannot be seen, while Level 2 considers the impact of different viewpoints on how the same object is perceived.
c) Level 1 develops at age 4 or 5, while Level 2 develops at age 2 or 3.
d) Level 1 is assessed using the “turtle task,” while Level 2 is assessed using the “block task.”
b) Level 1 focuses on what can and cannot be seen, while Level 2 considers the impact of different viewpoints on how the same object is perceived.
Level 1 visual perspective-taking focuses on whether something is visible to another person, while Level 2 acknowledges that even when two people see the same object, their viewpoint can cause it to look different.
What is the significance of passing the false belief task?
a) It indicates a child’s understanding that others can have beliefs that are not true.
b) It demonstrates a child’s ability to perform complex visual perspective-taking tasks.
c) It signifies a child’s mastery of the appearance-reality distinction.
d) It shows that a child has developed a complete understanding of physical causality.
a) It indicates a child’s understanding that others can have beliefs that are not true.
Passing the false belief task signifies that a child recognizes that others can hold beliefs that differ from reality and from the child’s own knowledge.
Which of the following is NOT a characteristic of children’s understanding of causality before age 7 or 8, according to Piaget?
a) Animism
b) Indifference to temporal sequence
c) Understanding of spatial contiguity
d) Lack of understanding of priority
c) Understanding of spatial contiguity
According to Piaget, children are pre-causal until around 7 or 8 years old. While they lack a full understanding of causality, they do demonstrate an understanding of spatial contiguity by age 4.
What is the priority principle in understanding physical causality?
a) Causes and effects tend to occur close together in time.
b) Causes and effects tend to occur close together in space.
c) Causes must precede effects.
d) Children understand causality in the same way as adults.
c) Causes must precede effects.
The priority principle is a definitional principle of causality that states causes must happen before their effects.
Which of the following is NOT a counting principle identified by Gelman?
a) One-to-one principle
b) Stable-order principle
c) Conservation principle
d) Cardinal principle
c) Conservation principle
The conservation principle, which states that quantity remains the same despite changes in appearance, is a Piagetian concept and not part of Gelman’s counting principles.
What is intermodal perception?
a) The ability to perceive information through a single sensory modality
b) The ability to coordinate information from different sensory modalities
c) The ability to understand that objects exist even when they are out of sight
d) The ability to reason about the properties of objects
b) The ability to coordinate information from different sensory modalities
Intermodal perception refers to the ability to integrate information from multiple senses, like connecting the number of sounds heard with the number of objects seen.
How does expertise affect memory?
a) It reduces the need for memory by making information readily available.
b) It makes it more difficult to remember information due to cognitive overload.
c) It allows for better organization and retrieval of information.
d) It has no impact on memory.
c) It allows for better organization and retrieval of information.
Expertise helps organize information within a specific domain, making it easier to remember and retrieve because there are effectively fewer individual pieces to recall.
What does the term “universal novices” refer to?
a) Adults who lack expertise in any specific domain.
b) Children who are still developing their cognitive abilities.
c) Individuals who struggle with basic problem-solving skills.
d) Experts who have limited knowledge outside their area of specialization.
b) Children who are still developing their cognitive abilities.
The term “universal novices” is used to describe children because they generally have less expertise than adults in most areas.
Which of the following statements best reflects Piaget’s view of children’s egocentrism?
a) Children remain completely egocentric until they reach the age of 7.
b) Egocentrism gradually decreases as children develop better perspective-taking abilities.
c) Egocentrism is not a significant factor in children’s cognitive development.
d) Children overcome egocentrism by learning to perform specific tasks, such as the “three mountain task.”
a) Children remain completely egocentric until they reach the age of 7.
Piaget believed that children are egocentric until around 7 years old, as stated in the first source.
Which cognitive ability typically develops around the age of 4-5 years?
a) Level 1 visual perspective-taking
b) Understanding the principle of conservation
c) Passing the false belief task
d) Understanding the concept of animism
c) Passing the false belief task
The sources indicate that passing the false belief task and understanding the appearance-reality distinction both occur around the age of 4-5 years.
Which statement best describes the relationship between expertise and metacognition?
a) Expertise eliminates the need for metacognitive strategies.
b) Expertise can enhance metacognitive abilities by freeing up cognitive resources and allowing for more effective monitoring and regulation of problem-solving.
c) Metacognition is a prerequisite for developing expertise in any domain.
d) Expertise and metacognition develop independently of each other.
b) Expertise can enhance metacognitive abilities by freeing up cognitive resources and allowing for more effective monitoring and regulation of problem-solving.
As expertise develops, it automates certain processes, reducing cognitive load and enabling greater metacognitive control.
What is the primary reason for studying causality in children?
a) To assess a child’s ability to perform specific tasks related to cause and effect.
b) To understand how children develop animistic thinking.
c) To gain insights into how children learn to control their environment and make predictions about the future.
d) To compare children’s understanding of causality with adults’ “naïve theories.”
c) To gain insights into how children learn to control their environment and make predictions about the future.
Understanding cause and effect empowers children to predict outcomes and exert influence on their surroundings.
Based on the sources, what can be concluded about the concept of “stages” in cognitive development?
a) Stages represent abrupt, qualitative shifts in children’s thinking, clearly marking transitions between distinct levels of cognitive ability.
b) Stages should be viewed as general descriptions of children’s abilities at different ages, recognizing that development may be more continuous than stage theories suggest.
c) Stage theories provide a completely accurate and comprehensive account of cognitive development.
d) Stages are only relevant to specific domains of development, such as perspective-taking or understanding causality.
b) Stages should be viewed as general descriptions of children’s abilities at different ages, recognizing that development may be more continuous than stage theories suggest.
While stages offer a helpful framework, they may oversimplify the actual developmental process.
The sources mention a study by Chi involving chess experts. What was the main finding of this study?
a) Chess experts have superior memory abilities compared to novices, allowing them to remember more individual pieces of information.
b) Chess expertise leads to higher levels of reasoning, challenging Piaget’s views on cognitive development.
c) Chess experts rely primarily on intuition and innate talent, rather than learned knowledge.
d) Chess expertise does not have a significant impact on problem-solving abilities.
b) Chess expertise leads to higher levels of reasoning, challenging Piaget’s views on cognitive development.
Chi’s research demonstrated that expertise could lead to advanced cognitive abilities that Piaget might not have anticipated.
