Exam 6: Infancy-Cognitive-Development

A) A neural prewiring that allows children to learn grammar
B) A technique used to teach infants language skills
C) A sensitive period in which children acquire language
D) A automated method of teaching vocabulary

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A) unconscious desires and drives.
B) emotional development of the child.
C) how children manipulate or process information.
D) how reinforcements and punishments shape behavior.

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A) children can only understand the words they can say.
B) its development is predetermined and independent of experience.
C) children can understand many more words than they can speak.
D) its development is linked very closely to the development of visual memory.

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A) Brazelton Neonatal Behavioral Assessment Scale
B) Bayley scales
C) Stanford-Binet IQ test
D) Vygotsky's scaffolding test

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A) grammatical construction.
B) expressive vocabulary.
C) shaping.
D) negative reinforcement.

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A) attention deficit disorder in later childhood.
B) creativity in later childhood.
C) better memory in later childhood.
D) higher IQ scores later in childhood.

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A) average number of morphemes in an utterance
B) words the child can use
C) assesses mental and motor abilities
D) underlying meaning of a sentence
E) discriminate known objects from novel objects
F) one-word utterance that conveys a sentence of meaning
G) words the child knows
H) learning language results from an interaction between the environment and an inborn tendency
I) repeat behaviors that affect the environment
J) one example is babbling
K) concept of the world
L) modification of existing schemes
M) "Car go!"
N) communication through symbols formed by moving hands and arms
O) items exist even when out of sight
P) imitation of people or events that occurred in the past
Q) automatic repetition of sounds or words
R) characterized by impaired comprehension of speech
S) schemes are applied to specific situations
T) period during which the brain is capable of learning language due to its plasticity

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A) secondary circular reaction.
B) simple reflex.
C) primary circular reaction.
D) tertiary circular reaction.

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A) As chronological age increases, MLU tends to decrease.
B) As chronological age increases, MLU tends to increase.
C) Chronological age and MLU are unrelated.
D) Chronological age increases across time, whereas MLU remains the same across time.

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A) holophrases.
B) syntax.
C) MLU.
D) morphemes.

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A) average number of morphemes in an utterance
B) words the child can use
C) assesses mental and motor abilities
D) underlying meaning of a sentence
E) discriminate known objects from novel objects
F) one-word utterance that conveys a sentence of meaning
G) words the child knows
H) learning language results from an interaction between the environment and an inborn tendency
I) repeat behaviors that affect the environment
J) one example is babbling
K) concept of the world
L) modification of existing schemes
M) "Car go!"
N) communication through symbols formed by moving hands and arms
O) items exist even when out of sight
P) imitation of people or events that occurred in the past
Q) automatic repetition of sounds or words
R) characterized by impaired comprehension of speech
S) schemes are applied to specific situations
T) period during which the brain is capable of learning language due to its plasticity

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A) Primary involve only reflexes, whereas secondary involve thoughts.
B) They are the same; one is just engaging in a more complex behavior.
C) Primary focus on the body, whereas secondary focus on the environment.
D) Primary involve more important behaviors than secondary.

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A) the Bayley test.
B) parent IQ scores.
C) tests of visual recognition memory.
D) the Apgar test.

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A) Sensorimotor
B) Preoperations
C) Concrete operations
D) Formal operations

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A) telegraphic speech.
B) overextension.
C) egocentric speech.
D) morpheme.

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