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Chapter 7
Quick Quiz
1. Knowledge and awareness of cognitive processes is known as
a. metamemory. c. cognitive self-regulation.
b. metacognitive knowledge. d. metacognition.
2. An 8-year-old child remembering the birth of her baby brother 2 years ago is demonstrating
a. a script for childbirth. c. infantile amnesia.
b. autobiographical memory. d. metacognition.
3. Who would be able to most accurately judge whether children are telling the truth or fabricating by watching a
videotape of children’s statements?
a. Steve, a law-enforcement officer
b. Blair, a child protection case worker
c. Rick, a developmental psychologist
d. Neither Steve, Blair, nor Rick is likely to be able to distinguish children who are telling the truth from those
who are not.
4. Which of the following is NOT correct about the development of effective problem solving?
a. Children tend to become less effective problem solvers as they get older.
b. Even young children sometimes show remarkable problem–solving skill.
c. Even though problem-solving skill improves with age, adolescents can be error prone.
d. Children tend to solve problems more often with age.
5. According to Siegler, children use multiple strategies to solve problems, and, over time, they tend to use
strategies that are faster, more accurate, and take less effort. This is known as
a. the overlapping waves model. c. means-ends analysis.
b. heuristics. d. encoding processes.
6. The effects of collaboration with peers on problem solving
a. are always beneficial.
b. are only beneficial with preschool children.
c. are sometimes, but not always productive.
d. work well when both children are on the same level, for example when neither of them has a clue about how
to proceed.
7. The process of extracting meaning from a sequence of words is known as
a. word recognition. c. phonological awareness.
b. comprehension. d. decoding.
8. The most important instructional goal for most American elementary schools is probably teaching
a. mathematics. c. reading.
b. science. d. problem solving.
9. Writing down information on the topic as it is retrieved from memory is a
a. knowledge-telling strategy. c. retrieval strategy.
b. knowledge-transforming strategy. d. decoding strategy.
10. The last number name differing from the previous one in a counting sequence by denoting the number of
objects is known as
a. the one-to-one principle. c. the cardinality principle.
b. the stable-order principle. d. ordinality.
Chapter 7
Quick Quiz Answers
1. Chapter Module: Memory
2. Chapter Module: Memory
3. Chapter Module: Memory
4. Chapter Module: Problem Solving
5. Chapter Module: Problem Solving
6. Chapter Module: Problem Solving
7. Chapter Module: Academic Skills
8. Chapter Module: Academic Skills
9. Chapter Module: Academic Skills
10. Chapter Module: Academic Skills
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Chapter 7
Cognitive Processes and Academic Skills
MULTIPLE CHOICE QUESTIONS
7.1 Young babies are
a. not able to remember events at all.
b. able to remember events for only a few seconds.
c. able to remember events for only a few hours.
d. able to remember events for days or weeks.
Chapter Module: Memory
7.2 When Rovee-Collier and her colleagues attached a ribbon from a mobile to 2– to 3-month-old infants’ legs, so
infants learned to kick to make the mobile move, they found that when they returned to the babies’ homes several
days later the babies
a. had forgotten that kicking made the mobile move.
b. would still kick to make the mobile move.
c. had lost interest in the mobile.
d. would cry when they saw the mobile.
Chapter Module: Memory
so.
7.3 Rovee–Collier’s experiments in which two- to three-month-month-old infants learned to kick to make a mobile
move showed that 2- to 3-month-old infants
a. are not able to remember events from the past.
b. can remember events from the past for a few days or weeks, but over time will not be able to recall the
event even if given a memory cue.
c. can remember events from the past for a few days or weeks, but over time will not be able to recall the
event unless given a memory cue.
d. can remember events from the past for months without being given a memory cue.
Chapter Module: Memory
7.4 Carolyn Rovee-Collier’s work on infant memory in which she taught infants to kick to make a crib mobile move
indicated that
a. infants could not remember an event for more than a day or two.
b. after several weeks infants forgot how to move the mobile and they could not be reminded.
c. after several weeks infants had forgotten how to move the mobile, but a single reminder helped them to
remember.
d. infants never forgot how to move the mobile.
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Chapter Module: Memory
7.5 One day Ellie takes her 2-month-old baby, Eric, to her friend’s home and puts him in a rocking cradle.
Eric soon learns that if he wiggles and waves his arms the cradle will rock. Several weeks later, Ellie and
Eric return to the friend’s house. How would you expect Eric to respond when he is once again placed in
the cradle?
a. Eric will not remember the cradle at all from his previous visit and will behave as if it was the first time
he had been in the cradle.
b. Eric is likely to remember the cradle and start wiggling and waving his arms as soon as he is placed in
the cradle.
c. Eric is likely to remember how to make the cradle move only if Ellie gives him a cue by rocking the
cradle right after he is put in it.
d. Eric is likely to remember how to make the cradle move, but will no longer be interested in making it
move.
Chapter Module: Memory
7.6 The brain structures primarily responsible for the initial storage of information — including the hippocampus
and amygdala — seem to develop by
a. 3 months of age. c. 12 months of age.
b. 6 months of age. d. 2 years of age.
Chapter Module: Memory
7.7 Activities that improve memory are called
a. memory strategies. c. sensory memory.
b. information processing. d. working memory.
Chapter Module: Memory
7.8 Which memory strategy is a preschooler most likely to use?
a. rehearsal c. summarizing
b. outlining d. looking at or touching a to–be-remembered object
Chapter Module: Memory
7.9 Preschool children typically use which of the following memory strategies?
a. they organize to–be-remembered information c. they use elaboration.
b. they use rehearsal d. they touch objects that they are asked to remember
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Chapter Module: Memory
7.10 Four-year-old Jasmine is asked to remember objects on a tray that she is shown for one minute. During the
minute she is shown the objects, Jasmine looks at and touches each object. Jasmine is
a. using a memory strategy. c. monitoring.
b. using a script. d. testing an alternate hypothesis.
Chapter Module: Memory
7.11 __________ is a strategy of repetitively naming information that is to be remembered.
a. Outlining c. Monitoring
b. Rehearsal d. Summarizing
Chapter Module: Memory
7.12 Structuring information to be remembered, so that related information is placed together, is a memory strategy
known as
a. organization. c. elaboration.
b. rehearsal. d. metacognition.
Chapter Module: Memory
7.13 Elaboration is a memory strategy that involves
a. repetitively naming information that is to be remembered.
b. looking at or touching objects that are to be remembered.
c. placing related information together.
d. embellishing information to make it more memorable.
Chapter Module: Memory
7.14 Your friend is having a hard time remembering the main points of his psychology textbook. If he asks you to
recommend a memory strategy, which one would you suggest?
a. Touch the sentences that contain the main points as you read them.
b. Read the sentences that contain the main points over and over.
c. Outline or write a summary of the main points.
d. Read the assigned chapter twice.
Chapter Module: Memory
7.15 The ability to use an effective memory strategy
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a. does not change with age.
b. involves evaluating the effectiveness of a particular strategy for the task at hand.
c. does not influence how much one remembers.
d. is well-developed by the time children are seven years old.
Chapter Module: Memory
7.16 __________ involves the evaluation of a strategy to determine its effectiveness.
a. Rehearsal c. Summarizing
b. Scripting d. Monitoring
Chapter Module: Memory
7.17 After Tina outlined a chapter in her textbook, she answered questions in her study guide to see whether outlining
was helping her learn the information in the chapter. Tina was __________ the effectiveness of her memory
strategy.
a. rehearsing c. scripting
b. monitoring d. distorting
Chapter Module: Memory
7.18 Which of the following is NOT involved in successful learning and remembering?
a. using rehearsal because it is the most effective memory strategy
b. identifying the goals of a memory problem
c. choosing an effective memory strategy
d. monitoring the effectiveness of the chosen memory strategy
Chapter Module: Memory
7.19 Gene has discovered that even though he has underlined the most important information in the textbook, he does
not know any of the material very well. What should he do?
a. He should determine the parts of the textbook he is not learning, and underline more in those parts of the
textbook.
b. He should underline in a different color.
c. He should underline more selectively.
d. He should choose another memory strategy.
Chapter Module: Memory
7.20 As Wendy read her textbook, she wrote summaries of each section. When she met with her study group, she was
able to answer many, but not all of the questions posed by her study group. What should she do next?
a. She should choose a different memory strategy.
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b. She should keep using her current strategy, but concentrate on summarizing parts of the textbook she
knows least well.
c. She should stop studying because she used an effective memory strategy and knows most of the material
already.
d. She should stop going to the study group and study by herself.
Chapter Module: Memory
7.21 Monitoring effective strategy use
a. is done equally by all age children.
b. improves gradually with age.
c. does not occur until the high school years.
d. is no longer necessary by the high school years.
Chapter Module: Memory
7.22 A child’s informal understanding of memory is called
a. metamemory. c. cognitive self-regulation.
b. metacognitive knowledge. d. a memory strategy.
Chapter Module: Memory
7.23 Knowledge and awareness of cognitive processes is referred to as
a. cognitive self-regulation. c. metacognitive knowledge.
b. memory strategies. d. metamemory.
Chapter Module: Memory
7.24 Skill at identifying goals, selecting effective strategies, and monitoring accurately is known as
a. metacognitive knowledge. c. metamemory.
b. cognitive self-regulation. d. automatic processing.
Chapter Module: Memory
7.25 Which of the following is correct about learning strategies in childhood?
a. Most children spontaneously master learning strategies.
b. Children can be taught how to use strategies effectively.
c. Strategies for effective learning and memory are not used until late adolescence.
d. The use of learning strategies has little impact on academic skills like reading comprehension.
Chapter Module: Memory
7.26 Research by Chi with child chess experts and adult chess novices has shown that
a. knowledge within a particular area does not influence memory performance.
b. adults’ memories are better than children’s even when children have expert knowledge in a particular area.
c. knowledge in a particular area organizes and gives meaning to new information.
d. child chess experts could not remember more chess pieces than adult chess novices.
Chapter Module: Memory
7.27 When Chi asked child chess experts and adult chess novices to remember sequences of numbers and positions of
chess pieces on a chess board, she found that
a. child chess experts remembered more number sequences and more chess piece patterns than adult chess
novices did.
b. adult chess novices remembered more number sequences and more chess piece patterns than child chess
experts did.
c. adult chess novices remembered more number sequences, but child chess experts remembered more
chess piece patterns.
d. child chess experts remembered more number sequences, but adult chess novices remembered more
chess piece patterns.
Chapter Module: Memory
7.28 Chi’s study comparing memory in child chess experts and adult chess novices demonstrated
a. the effect of knowledge on memory.
b. how scripts influence memory.
c. the susceptibility of preschoolers’ memories to suggestions.
d. the effectiveness of the rehearsal memory strategy.
Chapter Module: Memory
7.29 Jared loves dogs and knows a lot about them while his friend Joe does not. If you asked each of them to
remember a list of dog breeds and a list of unrelated words, what would you expect to find?
a. Jared would recall more dog breeds than Joe, but they would both remember about the same number of
unrelated words.
b. Jared would recall more dog breeds and more unrelated words than Joe.
c. Jared and Joe would recall the about the same number of dog breeds and unrelated words.
d. Jared would recall more dog breeds than Joe, but Joe would recall more unrelated words than Jared.
Chapter Module: Memory
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7.30 Knowledge that helps organize information and give it meaning
a. decreases with age.
b. increases with age.
c. does not change with age.
d. does not influence memory.
Chapter Module: Memory
7.31 Psychologists often characterize children’s knowledge in terms of a network in which
a. the entries are unrelated to one another.
b. younger children have fewer entries, but more connecting links.
c. information is organized for adults, but not for children.
d. younger children have fewer entries and fewer and weaker connecting links.
Chapter Module: Memory
7.32 A memory structure used to describe the sequence in which events occur is referred to as
a. a script. c. monitoring.
b. rehearsal. d. repeated questioning.
Chapter Module: Memory
7.33 Melody has eaten at fast food restaurants many times. She remembers that first you wait in line, then you order
your food, pay for it, carry it to a table, eat, and finally, throw away your trash. Melody’s knowledge about the
events that typically occur when eating at a fast food restaurant is best described as
a. a script. c. rehearsal.
b. monitoring. d. working memory.
Chapter Module: Memory
7.34 Scripts of events
a. can distort a child’s memory for an event.
b. force children to remember every individual activity that is part of an event.
c. make remembering a specific event more difficult.
d. do not provide information about the sequence in which events occur.
Chapter Module: Memory
7.35 Which of the following does NOT accurately describe the impact of scripts on memory?
a. In trying to recall an event that fits a script, children can retrieve the script and use it to organize recall of
the event.
b. Experiences that do not conform to the script may be forgotten or distorted.
c. Children may “remember” events because they are part of the script, not because they were actually
experienced.
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d. Memory distortions are particularly likely when children are recounting the first experience of a new
activity.
Chapter Module: Memory
7.36 After Jake set the table, his mother asked him whether he had put napkins on the table. Even though he hadn’t,
Jake replied “yes” and believed he had because he knew that putting napkins on the table was part of what he
always did when he set the table. Jake’s distorted memory is best explained as
a. the result of remembering a script.
b. being due to the small capacity of his working memory.
c. a result of poorly organized knowledge.
d. intentional lying.
Chapter Module: Memory
7.37 Which of the following is CORRECT regarding the fuzzy trace theory and memory errors?
a. Younger children are more likely than older children and adolescents to remember the gist, which is why
younger children are more prone to memory errors.
b. Older children and adolescents are more likely than younger children to remember verbatim, rather than the
gist, which is why older children and adolescents often have memory errors.
c. Younger children are more likely than older children and adolescents to remember verbatim, rather than the
gist, which is why younger children are more prone to memory errors.
d. Older children and adolescents are more likely than younger children to remember the gist, rather than
verbatim, which is why older children and adolescents often have memory errors.
Chapter Module: Memory
7.38 __________ refers to people’s memory of the significant events and experiences of their own lives.
a. Infantile amnesia c. Automatic processing
b. Sensory store d. Autobiographical memory
Chapter Module: Memory
7.39 Autobiographical memory typically begins in
a. infancy. c. the school-age years.
b. the preschool years. d. adolescence.
Chapter Module: Memory
7.40 Seventeen-year-old Jalen remembers the day he met his best friend in grade school, the first day of high school,
and the day he got his drivers license. This information is part of his
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a. sensory store. c. autobiographical memory.
b. working memory. d. infantile amnesia.
Chapter Module: Memory
7.41 The inability to recall events from infancy is referred to as
a. infantile amnesia. c. sensory store.
b. autobiographical memory. d. an inhibitory process.
Chapter Module: Memory
7.42 Infantile amnesia
a. means that adults can remember many events that occurred in their lives before the age of 3 years.
b. means that infants are not able to form memories.
c. may be related to the young child’s well-developed sense of self.
d. may be related to an individual’s changing language ability.
Chapter Module: Memory
7.43 Ten-year-old Amy was born in Minnesota, then moved to Florida when she was 2 years old. Although she lived
through many blizzards when in Minnesota, she can’t remember ever seeing snow. What concept best explains
this situation?
a. autobiographical memory c. infantile amnesia
b. a script d. repeated questioning
Chapter Module: Memory
7.44 Four-year-old Heather is repeatedly questioned about an incident on the playground where a stranger approached
her. She is likely to
a. have no memory of the incident.
b. confuse what really happened with what others suggest may have happened.
c. clearly differentiate between what really happened and what others suggest may have happened.
d. believe that adult questioners are deliberately trying to confuse her when they suggest something other
than what she reported may actually have happened.
Chapter Module: Memory
7.45 Reliable testimony from preschoolers is often hard to get. Which of the following is NOT one of the
explanations for the difficulties with eyewitness testimony in children?
a. Over the course of repeated questioning, children may confuse what actually happened with what others
suggest may have happened.
b. Children’s memories can be tainted simply by overhearing others describe events.
c. Young children often lie to protect their feelings.
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d. Young children are not particularly skilled at source monitoring — recalling who did or said what.
Chapter Module: Memory
7.46 To obtain reliable testimony from preschoolers
a. interviewers should pursue only one explanation for what happened.
b. children should be encouraged to first describe the event in their own words.
c. children should be questioned repeatedly on a single issue.
d. adults should suggest possible events to cue the child’s memory.
Chapter Module: Memory
7.47 Your 4-year-old daughter is going to testify in court about an event she witnessed. What could you do to make
her testimony as reliable as possible?
a. Avoid questioning her repeatedly on a single issue.
b. Tell her everything you know about the personalities of the individuals she witnessed.
c. Do not give her more than one possible explanation of what happened.
d. Tell her not to correct the interviewers when they say something incorrect.
Chapter Module: Memory
7.48 As a general rule, as children get older, they solve problems
a. more often and more effectively. c. less often, but more effectively.
b. more often, but less effectively. d. less often and less effectively.
Chapter Module: Problem Solving
7.49 ____________ transform the information in a problem into mental representation.
a. Decoding processes c. Mental strategies
b. Encoding processes d. Automatic processes
Chapter Module: Problem Solving
7.50 All of the following are factors that contribute to young children’s failure to use prior planning to solve problems
EXCEPT
a. young children may believe that they don’t need an explicit plan to solve a problem.
b. planning is hard work that young children may not be willing to invest in.
c. planning requires encoding processes, which young children don’t possess.
d. young children may expect parents and adults to solve complex problems for them.
Chapter Module: Problem Solving
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7.51 Which of the following is the reason why young children sometimes fail to solve problems?
a. Because young children often believe — unrealistically — that they can solve a problem by boldly forging
ahead, without an explicit plan.
b. Because planning is hard work and if young children find that their plans often fail, they may see little point in
investing the effort.
c. Because young children may expect parents and other adults to solve complex problems for them.
d. All of the above are reasons why children sometimes fail to solve problems.
Chapter Module: Problem Solving
7.52 A baby who pulls a cloth toward herself to achieve the main goal of grabbing a toy is demonstrating
a. means-ends analysis. c. object permanence.
b. memory. d. automatic processes.
Chapter Module: Problem Solving
7.53 Rules of thumb that do not guarantee a solution, but are often useful in solving a range of problems are
known as
a. encoding processes. c. means-ends analysis.
b. decoding processes. d. heuristics.
Chapter Module: Problem Solving
7.54 Peer collaboration is often unproductive. Which of the following is NOT one of the reasons why peer
collaboration may fail?
a. Collaboration involving young children often fails because young children may lack the social and
linguistic skills need to work as part of a team.
b. Collaboration involving young children often fails because the problems are so difficult that neither child
has a clue about how to proceed.
c. Collaboration involving young children often fails because both children are invested in solving the
problem, so there is competition for who should get to do the majority of the work.
d. Collaboration involving young children often fails because children are often exposed to instruction,
which emphasizes individual achievement rather than collaboration.
Chapter Module: Problem Solving
7.55 When experiments are combined instead of evaluated independently — so that the results are ambiguous, they
are said to be
a. valid. c. confounded.
b. reliable. d. longitudinal.
Chapter Module: Problem Solving
7.56 Some conspicuous faults that children have with scientific problem solving include all of the following EXCEPT
a. they often devise experiments in which variables are confounded.
b. they often use automatic processes, instead of encoding processes.
c. they often reach conclusions prematurely, basing them on too little evidence.
d. they often have difficulty integrating theory and data.
Chapter Module: Problem Solving
7.57 Which of the following statements about developmental changes in sensitivity to sample size is NOT correct?
a. Adults know that conclusions from research are more convincing when they are based on larger samples,
rather than smaller ones.
b. College students are sensitive to the impact of sample size, but children ignore it.
c. Age-related increases in sensitivity to sample size may come about due to increases in processing
capacity and strategy-use.
d. Adolescents and adults find multiple data points to be more confusing than informative.
Chapter Module: Problem Solving
7.58 __________ is the process of identifying a unique pattern of letters.
a. Comprehension c. The cardinality principle
b. Word decoding d. Phonological awareness
Chapter Module: Academic Skills
7.59 The process of extracting meaning from a sequence of words is referred to as
a. word recognition. c. the one–to-one principle.
b. phonological awareness. d. comprehension.
Chapter Module: Academic Skills
7.60 When Edna saw the words “Push the red button,” she pushed the red button. Edna demonstrated
a. word decoding. c. word decoding and comprehension.
b. comprehension. d. neither word decoding nor comprehension.
Chapter Module: Academic Skills
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7.61 Being able to hear the distinctive sounds made by different letters is called
a. comprehension. c. the stable-order principle.
b. word decoding. d. phonological awareness.
Chapter Module: Academic Skills
7.62 Dr. Morris said the words cat, hat, dog, and bat and asked Alana which word did not rhyme with the others. Dr.
Morris appears to be interested in Alana’s
a. comprehension. c. word decoding.
b. phonological awareness. d. propositions.
Chapter Module: Academic Skills
7.63 Phonological awareness
a. is related to success in learning to read.
b. cannot be improved by reading to a child.
c. does not occur until after a child has learned to read.
d. is the process of extracting meaning from words.
Chapter Module: Academic Skills
7.64 Which of the following kindergartners will be most likely to learn to read more easily?
a. Erik, who cannot identify words that rhyme and words that don’t rhyme.
b. Siu-lan, who does not know most of the letters of the alphabet.
c. Sholonda, whose parents read rhymes to her.
d. Justin, who cannot identify the first, middle, or last sounds found in short words.
Chapter Module: Academic Skills
7.65 When parents read rhyming stories, such as those written by Dr. Seuss, to their children, their
a. children’s phonological awareness decreases.
b. children usually become bored and learn to dislike reading.
c. children may enjoy it but their reading skills will not improve.
d. children learn how to read easier.
Chapter Module: Academic Skills
7.66 “Sounding out” words
a. is more common in older readers than in beginning readers.
b. is commonly done by beginning readers.
c. hinders reading ability.
d. involves recognizing words through direct retrieval from long-term memory.
Chapter Module: Academic Skills
7.67 When Kelly saw the word hat, she said, “H–h-h-h-a-a-a-t-t–t!” Kelly appeared to use ________ to recognize the
word hat.
a. direct retrieval c. comprehension
b. context cues d. sounding out
Chapter Module: Academic Skills
7.68 Beginning readers
a. use sentence context to help them recognize words.
b. rarely use “sounding out” to identify words.
c. do not use direct retrieval of words.
d. retrieve unfamiliar words more rapidly than familiar words.
Chapter Module: Academic Skills
7.69 When readers recognize t faster in cast than in asct, it is most likely because they are using ________ as an aid to
letter recognition.
a. sounding out c. context
b. direct retrieval d. comprehension
Chapter Module: Academic Skills
7.70 Sentence context is used to help recognize words by
a. beginning readers only. c. both beginning and skilled readers.
b. skilled readers only. d. neither beginning nor skilled readers.
Chapter Module: Academic Skills
7.71 A group of teachers is discussing how children read. Which of them made a TRUE statement?
a. Hester, who said beginning readers sound words out, but advanced readers always retrieve words from
memory.
b. Fran, who said advanced readers sound words out and only beginning readers use memory retrieval.
c. Carolyn, who said that as readers become more skilled, they sound out fewer words and retrieve more
words from memory, but will still sound out unfamiliar words.
d. Mary, who said sounding out words is quicker than retrieving words from memory.
Chapter Module: Academic Skills
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7.72 Children derive meaning by combining words to form
a. propositions. c. scripts.
b. direct retrieval. d. phonological awareness.
Chapter Module: Academic Skills
7.73 As Derrick read the sentence “The little girl swam in the pool,” he could derive a number of __________
including “there is a girl,” “the girl is little,” “the girl was in the pool,” and “the girl was swimming.”
a. scripts c. one–to-one principles
b. phonological awarenesses d. propositions
Chapter Module: Academic Skills
7.74 Which of the following is a factor that contributes to improved reading comprehension with age?
a. Children’s knowledge of their world increases, so they understand more of what they read.
b. Working memory capacity decreases, which makes identifying propositions more difficult.
c. Younger readers are more likely to reread passages that they find confusing or difficult.
d. Younger readers are better able to select a reading strategy that fits the material being read.
Chapter Module: Academic Skills
7.75 Which of the following is NOT a factor that contributes to improved reading comprehension with age?
a. Increases in working memory capacity with age.
b. Increased general knowledge about the world with age.
c. Lower levels of comprehension monitoring with age.
d. Selecting more appropriate reading strategies with age.
Chapter Module: Academic Skills
7.76 As children get older, their writing improves because
a. they have more general knowledge about the world.
b. they begin to write down information directly as they retrieve it from memory.
c. they spend more time on the mechanical aspects of writing.
d. they don’t revise their writing as much as they did when younger.
Chapter Module: Academic Skills
7.77 When writing, young children are more likely to use __________ strategies whereas adolescents more often use
__________ strategies.
a. phonological; propositional c. knowledge-telling; knowledge-transforming
b. prepositional; phonological d. knowledge-transforming; knowledge-telling
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Chapter Module: Academic Skills
7.78 Which of the following is NOT a reason for the improvements in writing that occur as children mature?
a. As children mature, they gain more knowledge about the world and, therefore, have more to tell others in
their writing.
b. Adolescents use a knowledge-telling strategy and young children use a knowledge– transforming strategy
when writing.
c. Older children need to concentrate less on the mechanical requirements (e.g., printing, spelling,
punctuation) than do younger children.
d. As children develop, they have greater skill in revising and editing their writing.
Chapter Module: Academic Skills
7.79 When 14-year-old Allison writes a story, she first decides what she wants to write about and then thinks about
how she could most effectively organize the information to get her ideas across to the reader. Allison uses a
__________ writing strategy.
a. knowledge-transforming c. word recognition
b. knowledge-telling d. comprehension
Chapter Module: Academic Skills
7.80 Older children write better than younger children because
a. they have less knowledge about the world.
b. they have mastered the mechanical aspects of writing.
c. they organize their writing as they retrieve it, often without an obvious structure.
d. they don’t revise it.
Chapter Module: Academic Skills
7.81 When instruction focuses on the building blocks of effective writing, writing improves substantially. What are
the building blocks of writing?
a. Strategies for planning text
b. Strategies for drafting text
c. Strategies for revising text
d. All of these are the building blocks for effective writing
Chapter Module: Academic Skills
7.82 By about ________ of age, infants are able to distinguish two objects from three.
a. 1 month c. 18 months
b. 5 months d. 2 years
Chapter Module: Academic Skills