1. When children begin representing their worlds in images and words, they are in which stage of cognitive development?
A. Sensorimotor
B. Preoperational
C. Concrete operational
D. Formal operational
ans: B
weight: 1

2. Fifteen-year-old Billy has been thinking about his parent’s beliefs.  On one hand, he doesn’t understand how his Dad can believe in the sanctity of all human life, born and unborn, but also want the death penalty applied to all serious criminals.  On the other hand, he doesn’t understand how his Mom can believe in a woman’s right to choose, but then not believe in legalized suicide.  What form of thinking is Billy engaged in?
A. Hypothetical
B. Logical
C. Theoretical
D. The form which will get him punished if he talks about it
ans: B
weight: 1

3. A 14-year-old enters the classroom and believes that everyone is watching her. She is probably experiencing
A. ambivalence.
B. social anxiety.
C. the imaginary audience.
D. the consciousness of social living.
ans: C
weight: 1

4. According to your text and lecture, the higher levels of perspective taking skills are related to but maybe not a cause of:
A. peer-group status
B. concrete operations
C. performance on sports teams.
D. attractiveness to the opposite sex
ans: A
weight: 1

5. According to Piaget, individuals are motivated to understand their world because doing so is
A. part of their unconscious.
B. biologically adaptive.
C. the most important way to achieve goals.
D. necessary for achieving a sense of identity.
E. all of these.
ans: B
weight: 1

6. One criticism of Piaget's theory have argued that he underestimated the importance for cognitive development of
A. genetics and birth order.
B. maturation.
C. culture.
D. unconscious processes.
E. curiosity.
ans: C
weight: 1

7. Which of the following is a limitation of concrete operational thinking?
A. Children can only think logically about abstract concepts.
B. Children cannot think logically.
C. Children can think logically as long as it is about specific, tangible objects.
D. Children cannot think symbolically.
E. Children are unable to categorize objects into many different subcategories.
ans: C
weight: 1

8. According to Vygotsky, the difference between what an adolescent student can do independently and what she or he can do with assistance is called
A. assimilation.
B. the zone of proximal development.
C. metacognition.
D. scaffolding.
E. cognitive apprenticeship.
ans: B
weight: 1

9. The "mental workbench" refers to what information-processing concept?
A. long-term memory
B. short-term memory
C. working memory
D. convergent thinking
E. divergent thinking
ans: C
weight: 1

10. Which of the following is TRUE about driver-training courses?
A. They improve adolescents' cognitive skills and reduce their rate of traffic accidents.
B. They have no effect on adolescents' cognitive skills or rate of traffic accidents.
C. They have no effect on adolescents' cognitive skills, but reduce their rate of traffic accidents.
D. They improve adolescents' cognitive skills, but don't reduce their rate of traffic accidents.
E. They improve adolescents' cognitive skills and actually increase their rate of traffic accidents.
ans: D
weight: 1

11. What term refers to the ability to complete activities with little effort or thought?
A. processing capacity
B. selective attention
C. shifting attention
D. automaticity
E. encoding
ans: D
weight: 1

12. Being able to succeed at the game "Twenty Questions" requires
A. scaffolding.
B. reciprocal teaching.
C. conservation.
D. hypothetical-deductive reasoning.
E. all of these
ans: D
weight: 1