7.83 Five-month-old infants
a. cannot distinguish one object from two objects.
b. use the one–to-one principle.
c. can distinguish two objects from three objects.
d. do not seem to be sensitive to quantity as a characteristic of stimuli.
Chapter Module: Academic Skills
7.84 You show 5-month-old Zachary many pictures of two objects. At first he looks at each picture for several
seconds, but after several are shown he just glances at each briefly then looks away. Then you show him a
picture of three objects. What would you expect him to do?
a. Look at the picture briefly then look away, because to him it looks just like a picture with two objects.
b. Look at the picture with renewed interest for several seconds, because he will recognize that three
objects are different from two objects.
c. Look at the picture and say, “1, 2, 3.”
d. Start crying and refuse to look at the picture because it is unfamiliar.
Chapter Module: Academic Skills
7.85 Infants are able to distinguish differences in quantity because
a. they are able to count objects.
b. adults tell them how many objects there are.
c. their perceptual system is sensitive to quantity as a characteristic of stimuli.
d. they understand the one–to–one principle.
Chapter Module: Academic Skills
7.86 According to Gelman and Meck, the one-to-one principle, the stable-order principle, and the cardinality principle
are usually mastered by
a. 5 months of age. c. 3 years of age.
b. 1 year of age. d. 5 years of age.
Chapter Module: Academic Skills
7.87 The one–to–one principle states
a. that the last number name differs from the previous ones in a counting sequence by denoting the number
of objects.
b. that number names must be counted in the same order.
c. that there must be one and only one number name for each object that is counted.
d. the conventional sequence of the number names.
Chapter Module: Academic Skills
7.88 When Dan sees three objects, sometimes he counts them as “1, 2, 5,” sometimes as “1, 2, b,” and other times as
“2, 1, a.” Dan
a. appears to have mastered the one-to-one principle and the stable-order principle.
b. appears to have mastered the one–to–one-principle, but not the stable-order principle.
c. appears to have mastered the stable-order principle, but not the one–to-one principle.
d. does not appear to have mastered the one-to-one principle or the stable-order principle.
Chapter Module: Academic Skills
7.89 The __________ principle states that number names must be counted in the same order.
a. stable-order c. one–to–one
b. cardinality d. propositions
Chapter Module: Academic Skills
7.90 Who has mastered the stable-order principle?
a. Jacob, who sometimes counts five objects as “1, 2, 4, 5, 6” and other times as “1, 2, 3, 5, 7.”
b. Will, who always counts five objects as “1, 2, 5, 7, 8.”
c. Nate, who consistently counts five objects as “1, 2, 3, 4, 5.”
d. Both Will and Nate.
Chapter Module: Academic Skills
7.91 According to the __________ principle, the last number name differs from the previous ones in a counting
sequence by denoting the number of objects.
a. stable-order c. cardinality
b. propositional d. one–to–one
Chapter Module: Academic Skills
7.92 The __________ principle is illustrated by a child who counts a set of Star Wars figures “1, 2, 5, 8...Eight! There
are 8 Star Wars figures.”
a. cardinality c. one–to–one
b. stable-order d. addition
Chapter Module: Academic Skills
233
7.93 Which child appears to have mastered the cardinality principle?
a. Kelsey, who always counts three cars as “1, 2, 3.”
b. Casey, who consistently counts three cars as “10, 9, 8.”
c. Jenny, who sometimes counts three cars as “1, a, 2, b.”
d. Haley, who counts three cars as “1, 5, 6…SIX CARS!”
Chapter Module: Academic Skills
7.94 All of the following are how-to-count principles described by Gelman and Meck EXCEPT
a. one–to-one. c. addition.
b. stable-order. d. cardinality.
Chapter Module: Academic Skills
7.95 Which of the following statements about learning to count is TRUE?
a. Once children can apply the one-to–one, the stable-order, and the cardinality principles they will count
like adults.
b. Learning the number names beyond nine is easier than learning the number names up to nine.
c. When there are limits to how far a child knows how to count, the child will usually stop counting at a
number ending in 0.
d. Learning to count beyond 10 is easier in English than in other languages.
Chapter Module: Academic Skills
7.96 By ________, most children know the numbers to 20.
a. age 2 c. age 4
b. age 3 d. age 5
Chapter Module: Academic Skills
7.97 If you ask a 5-year-old, “If you had three cookies and I gave you two more, how many cookies would you have
altogether?”, the preschooler would
a. be unlikely to be able to answer the question correctly.
b. probably solve the problem by counting on his fingers.
c. probably solve the problem by counting mentally.
d. probably solve the problem by retrieving the answer from memory.
Chapter Module: Academic Skills
7.98 As children receive formal instruction in arithmetic in first grade, they are more likely to solve addition problems
by counting
a. mentally. c. aloud.
b. on their fingers. d. on both hands.
Chapter Module: Academic Skills
7.99 Retrieving answers to math problems from memory is more likely
a. if children are not confident that the retrieved answer is correct.
b. in younger children than older children.
c. when there is a weaker link between the addends and the sum.
d. with smaller addends than with larger addends.
Chapter Module: Academic Skills
7.100 When are answers to math problems most likely to be retrieved from memory?
a. Before children receive formal arithmetic instruction.
b. When there is a weaker link between the addends and the sum.
c. When the problem has large, rather than small, addends.
d. When the child solving the problem is older, rather than younger.
Chapter Module: Academic Skills
7.101 In which of the following countries do students show the LOWEST math achievement?
a. Japan c. Korea
b. Taiwan d. the United States
Chapter Module: Academic Skills
7.102 If Lela is a typical American fifth grade student and Seiko is a typical Japanese student of the same age, you
would expect to find that
a. Lela spends more time in school than Seiko.
b. Seiko spends more time on homework than Lela.
c. Lela values homework more than Seiko.
d. less of the time Seiko spends in school is devoted to academic activities.
Chapter Module: Academic Skills
7.103 Compared to American students, students in Japan and Taiwan spend
a. more time on homework, but American students value homework more.
b. about the same amount of time on homework.
c. less time on homework, but they value it more than do American students.
d. more time on homework and they value it more than do American students.
Chapter Module: Academic Skills
7.104 Most parents of students in Japan and Taiwan
a. are very satisfied with their children’s schoolwork.
b. believe that native ability is the prime determinant of success in school.
c. see little reason to encourage their children to become involved in activities that foster mathematics skill.
d. emphasize the role of effort in children’s academic achievement.
Chapter Module: Academic Skills
7.105 You are part of a parent group formed to determine how your school system can improve students’ academic
performance. Based on research on academic excellence in Japanese and Taiwanese schools, which of the
following suggestions would you make?
a. Give teachers less free time for lesson planning and grading papers.
b. Spend less time on teacher training.
c. Set lower standards for students, so they are less likely to become frustrated.
d. Set higher standards for students and encourage them to spend more time in school–related activities.
Chapter Module: Academic Skills
TRUE/FALSE QUESTIONS
7.106 Young babies can remember events only for a few minutes or hours.
Chapter Module: Memory
7.107 Even after they were given a reminder, babies did not remember that kicking would make a crib mobile move.
Chapter Module: Memory
7.108 Preschool children use simple memory strategies, such as looking at or touching objects that they have been told
to remember.
Chapter Module: Memory
7.109 Typically, children begin using rehearsal when they are 12 years old.
Chapter Module: Memory
7.110 Outlining or summarizing information is a good way to identify and organize the main points.
Chapter Module: Memory
7.111 As children develop, they learn more about how memory operates and they devise theories about memory.
Chapter Module: Memory
7.112 Metatmemory includes the ability to diagnose problems accurately and to monitor the effectiveness of a memory
strategy.
Chapter Module: Memory
7.113 Most students master learning strategies spontaneously.
Chapter Module: Memory
7.114 Knowledge in a specific area helps organize and give meaning to information in that area.
Chapter Module: Memory
7.115 When a preschooler wants to tell his dad about baking cookies, he can simply retrieve the “baking cookie” script
and use it to organize his recall of the different events.
Chapter Module: Memory
7.116 Experience or knowledge that contradicts a script can distort one’s memory for the event or knowledge.
Chapter Module: Memory
7.117 According to fuzzy trace theory, younger children typically remember the gist, but older children and adolescents
typically remember verbatim.
Chapter Module: Memory
237
7.118 Autobiographical memories are richer when parents talk about past events in detail and encourage the child to
participate in these conversations.
Chapter Module: Memory
7.119 Asking direct questions that can be answered “yes” or “no” helps make children’s autobiographical memories
rich with detail.
Chapter Module: Memory
7.120 Changing language ability from infancy to adulthood is NOT related to infantile amnesia.
Chapter Module: Memory
7.121 When questioning children, interviewers should pursue only one explanation of what happened.
Chapter Module: Memory
7.122 Children should be interviewed as soon as possible after the event in question.
Chapter Module: Memory
7.123 As a general rule, as children get older, they solve problems less often and less effectively.
Chapter Module: Problem Solving
7.124 Although research shows that children become more effective problem solvers as they get older, even young
children sometimes show remarkable problem-solving skills.
Chapter Module: Problem Solving
7.125 Decoding processes transform the information in a problem into a mental representation.
Chapter Module: Problem Solving
7.126 Young children often believe — unrealistically — that they can solve a problem by boldly forging ahead without
an explicit plan.
Chapter Module: Problem Solving
7.127 Young children can’t plan, even if they are asked to and the problem is not too complex.
Chapter Module: Problem Solving
7.128 Preschool children do not have the ability to use means-ends analyses to solve problems.
Chapter Module: Problem Solving
7.129 Piaget’s view that children and adolescents solve problems in fundamentally different ways is supported by the
modern view of problem solving.
Chapter Module: Problem Solving
7.130 According to Siegler’s overlapping waves model, children use multiple strategies to solve problems, and oer
time, these strategies are faster, more accurate, and take less effort.
Chapter Module: Problem Solving
7.131 With heuristics, a person determines the difference between the current and desired situations, then does
something to reduce the difference.
Chapter Module: Problem Solving
7.132 Heuristics are rules of thumb that are useful in solving a range of problems.
Chapter Module: Problem Solving
239
7.133 Parents and older peers often scaffold children’s problem solving, providing structure and direction that allow
younger children to accomplish more than they could alone.
Chapter Module: Problem Solving
7.134 Children, but not adolescents, often devise experiments in which variables are confounded.
Chapter Module: Problem Solving
7.135 Despite the popularity of the “child–as-a–scientist” metaphor, children and adolescents have limited skill in
designing and evaluating real experiments.
Chapter Module: Problem Solving
7.136 The general developmental trend for scientific reasoning resembles the one for general problem solving —
overall, children’s skills improve steadily as they grow.
Chapter Module: Problem Solving
7.137 Word decoding and comprehension are two important processes involved in reading.
Chapter Module: Academic Skills
7.138 Children who are not aware of letter sounds learn to read as well as children who are aware of letter sounds.
Chapter Module: Academic Skills
7.139 Reading rhymes to children increases their phonological awareness.
Chapter Module: Academic Skills
7.140 Teaching letter names and sounds while reading to a child does not promote phonological awareness.
Chapter Module: Academic Skills
7.141 Encoding is the ability to identify individual words.
Chapter Module: Academic Skills
7.142 Sentence context can speed word recognition.
Chapter Module: Academic Skills
7.143 In the whole-language method, learning to read is thought to occur naturally as a by-product of immersing the
child in language-related activities including the teaching of phonics.
Chapter Module: Academic Skills
7.144 An increase in the capacity of working memory contributes to improved comprehension.
Chapter Module: Academic Skills
7.145 Older readers are less likely than younger readers to reread passages that are difficult or confusing.
Chapter Module: Academic Skills
7.146 Younger, less-skilled readers are just as likely as older more-skilled readers to select a reading strategy that suits
the material being read.
Chapter Module: Academic Skills
7.147 Younger children usually use a knowledge-transforming strategy when writing.
Chapter Module: Academic Skills
7.148 For young children, the mechanical demands of printing letters often interfere with the quality of their writing.
Chapter Module: Academic Skills
7.149 When young writers revise their writing, their changes usually dramatically improve their writing.
Chapter Module: Academic Skills
7.150 Children are less likely to find flaws in others’ writing than in their own writing.
Chapter Module: Academic Skills
7.151 Five-month-olds can distinguish two objects from three.
Chapter Module: Academic Skills
7.152 The one–to-one principle states that the last number name denotes the number of objects being counted.
Chapter Module: Academic Skills
7.153 The stable-order principle states that number names must be counted in the same order.
Chapter Module: Academic Skills
7.154 When Amit counts the trucks on the table by saying “1, 2, 4, 8… There are EIGHT trucks!” he is demonstrating
the cardinality principle.
Chapter Module: Academic Skills
7.155 By 2 years of age, most American youngsters can count to 20.
Chapter Module: Academic Skills
7.156 English–speaking children often stop counting at a number ending in nine (e.g., 29) because they don’t know the
next decade name.
Chapter Module: Academic Skills
7.157 Preschoolers in the United States count more accurately than preschoolers in Asian countries.
Chapter Module: Academic Skills
7.158 After children begin to receive formal arithmetic instruction in first grade, addition problems are solved less
frequently by counting fingers while they are solved more frequently by counting mentally.
Chapter Module: Academic Skills
7.159 Retrieval from memory is most likely for math problems that involve large addends.
Chapter Module: Academic Skills
7.160 American elementary school students are better at math operations and math problem solving than their peers in
Japan or Taiwan.
Chapter Module: Academic Skills
7.161 American parents are more likely to be satisfied with their children’s school performance than are parents in
Japan and Taiwan.
Chapter Module: Academic Skills
7.162 American schools could be improved by giving teachers more time to prepare lessons and correct students’
work.
Chapter Module: Academic Skills
SHORT ANSWER QUESTIONS
7.163 Memory strategies are techniques or activities that improve remembering. Name and briefly discuss different
memory strategies that people use.
Chapter Module: Memory
Page(s): 211
Type: Conceptual
Diff: Moderate
243
7.164 Briefly describe Brainerd and Reyna’s fuzzy trace theory and the results of their research on it.
Chapter Module: Memory
Page(s): 214–215
Type: Conceptual
Diff: Hard
Answer: A good answer will include the following key points:
7.165 Your uncle is a prosecuting attorney who is considering using a young child as a witness in an upcoming trial,
but he is concerned about the reliability of a child’s testimony. What suggestions could you give him about how
to improve the likelihood that his child witness’s testimony will accurately reflect what he actually saw?
Chapter Module: Memory
Page(s): 219
Type: Applied
Diff: Moderate
Answer: A good answer will include the following key points:
7.166 What are some common features of children’s and adolescents’ problem solving?
Chapter Module: Problem Solving
Page(s): 221–225
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
7.167 What are some common reasons why young children sometimes fail to solve problems because of poor
planning?
Chapter Module: Problem Solving
Page(s): 222
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
7.168 When it comes to skills associated with real scientific reasoning, children and adolescents typically have some
obvious faults. What are some of the problems children and adolescents have with scientific problem solving?
Chapter Module: Problem Solving
Page(s): 225–226
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
7.169 What are some factors that contribute to improved reading comprehension?
Chapter Module: Academic Skills
Page(s): 232–234
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
7.170 Developmental improvements in children’s writing can be traced to a number of factors. What are they?
Chapter Module: Academic Skills
Page(s): 234–236
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
7.171 Name and briefly describe the three basic principles of counting.
Chapter Module: Academic Skills
Page(s): 238–239
Type: Conceptual
Diff: Moderate
Answer: A good answer will include the following key points:
245
ESSAY QUESTIONS
7.172 Your friends have a 3-month-old son, Zack. Two weeks ago, when Zack was at your house he had been
interested in kicking at a ball that makes noise when it rolls. Yesterday when Zack was at your house, he kicked
at the ball again as if he remembered moving the ball and hearing its noise. When you pointed out this
“memory” to Zack’s parents, they said that “everyone knows that babies don’t have any memories.” What can
you tell your friends about memory in infants that might change their minds?
Chapter Module: Memory
Page(s): 210
Type: Applied
Diff: Moderate
7.173 Explain what is meant by a memory strategy and discuss how memory strategy use changes with age.
Chapter Module: Memory
Page(s): 211
Type: Conceptual
Diff: Moderate
Answer: A good answer will be similar to the following:
7.174 Shining Time Station is a favorite television show of your 3-year-old niece, Sunmi. The stories on this show
revolve around the antics of more than a dozen toy trains. Each train has a name and a number. Your brother is
shocked one day when Sunmi told him the name and number associated with each train on the show. Your
brother is amazed because to him Thomas looks like James, he’s never noticed any numbers on the trains, and
Sunmi’s memory in other areas does not seem to be extraordinary. What can you tell your brother about how
knowledge influences memory that might help explain Sunmi’s memory?
Chapter Module: Memory
Page(s): 213
Type: Applied
Diff: Hard
Answer: A good answer will be similar to the following:
7.175 Recently, you took your nephew, Jamie, to a local fast food restaurant. When you took Jamie home, he told his
mother, “We drove to Wendy’s, we got out of the car, we stood in line, I got a Kid’s Meal with chicken nuggets
and milk, and I got a cool toy, too.” Jamie’s recall of the visit to Wendy’s was mostly correct but Wendy’s was
out of milk so Jamie got a soft drink instead. What can you tell Jamie’s mother about scripts and how they can
influence memory that might explain Jamie’s incorrect memory of his lunch?
Answer: A good answer will be similar to the following:
Chapter Module: Memory
Page(s): 213–214
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
7.176 Autobiographical memory originates in the preschool years when parents encourage their children to think about
the past by talking with them. Imagine your son went to the circus today as part of a school field trip. How
should you talk to him about the day in order for him to develop a rich memory of the day? What kinds of
questions should you avoid? Explain your answer.
Chapter Module: Memory
Page(s): 216
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
7.177 You are teaching 4th grade science to a group of 9- and 10-year-old students. What can you expect from them
with regards to the scientific method, and are there things that you, as the teacher, can do to help your students
improve their scientific reasoning?
Chapter Module: Problem Solving
Page(s): 225–228
Type: Applied
Diff: Hard
Answer: A good answer will be similar to the following:
7.178 Your friend, Jason, is a concerned father and he would like to do all that he can to help his 4-year-old daughter,
Gwen, learn to read. What can you tell Jason about prereading skills that are related to more skilled reading in
first grade?
Chapter Module: Academic Skills
Page(s): 229–231
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
7.179 Your friend’s first-grade son, Hasani, has been writing a story every Monday in school. Your friend is concerned
about Hasani’s writing because she thinks that his stories aren’t very good. They often have no organization and
seem very incomplete. What can you tell your friend about the changes in writing ability that might make her
feel better?
Chapter Module: Academic Skills
Page(s): 234–235
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
7.180 Your brother, Pretesh, is concerned that his 2-year-old daughter’s counting ability is well below average. When
she counts, his daughter will say, “1, 2, c, door...door balls” when counting the four balls in a picture book. What
can you tell Pretesh about the mastery of the principles of counting that will reassure him that his daughter’s
counting ability is fine?
Chapter Module: Academic Skills
Page(s): 238–239
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following:
7.181 You are having a discussion with a friend about the differences in math achievement in children in the United
States and children in Asian countries. During your discussion, your friend states, “It must be genetic. Or maybe
Asian kids are just smarter than American kids.” What can you tell your friend about the reasons for cultural
differences in math achievement that refute his statement?
Chapter Module: Academic Skills
Page(s): 240–243
Type: Applied
Diff: Moderate
Answer: A good answer will be similar to the following: