Psych Chapter 1-4 Exam 1

What did the findings of Fraga and colleagues (2015) reveal? A. As genetically identical individuals develop, their individual experiences can affect them at the cellular level. B. When genetically dissimilar individuals develop, nothing can affect this experience. C. Genetically identical individuals and genetically dissimilar individuals will eventually develop the same. D. A circular relationship of cellular development can occur throughout development.

A. As genetically identical individuals develop, their individual experiences can affect them at the cellular level.

According to the authors of your text, what do they contend regarding experiences which impact an individual? A. Stimulation and experience are important in the early years of life but so is later experience. B. Only stimulation and experience are important in the early years of life. C. Only late experience in life is important. D. Stimulation and later experience are important only in the latter years.

A. Stimulation and experience are important in the early years of life but so is later experience.

Processing that involves staying on task, resisting interference, and planning is known as: A. executive function B. innate function C. psychological well-being D. comprehension functionality

A. executive function

According to Bjorklund, et. al. (2007), the concept of evolved probabilistic cognitive mechanisms are A. information-processing mechanisms that have evolved to solve recurrent problems faced by ancestral populations. B. data-enhanced mechanisms that have evolved to ensure a working brain. C. data-driven-reinforced mechanisms evolving only in certain species. D. another approach to understanding Piagetian concepts and theories.

A. information-processing mechanisms that have evolved to solve recurrent problems faced by ancestral populations

As 6-year-old Johnny began to increase his knowledge of the terms dog, lion, and zebra, he was developing his: A. mental structure. B. mental acuity. C. mental growth. D. mental disparity.

A. mental structure.

Explain the basic concepts in cognitive development.

: Cognition refers to the processes or faculties by which knowledge is acquired and manipulated. It is usually thought of being mental and thus a reflection of a mind. It is not directly observable. It is never measured directly. I is inferred from the behaviors we can observe. It includes not only our conscious and deliberate attempts at solving problems but also the unconscious and nondeliberate processes involved in routine daily tasks. It involves mental activity of all types, including activity geared toward acquiring, understanding, and modifying information.

The proposal that humans beginning in infancy have substantial learning capabilities and a strong capacity for probabilistic reasoning that interact with "expected" environments to produce specie-typical patterns of cognitive development is known as: A. neuroconstructivism. B. neuroscience. C. cognitive neuroscience. D. neurolearning.

A. neuroconstructivism.

Cognition includes: A. our conscious and deliberate attempts at solving problems. B. the conscious and deliberate processes involved in routine daily tasks. C. a person's ability to only understand certain concepts. D. a difficult process in the development of the brain.

A. our conscious and deliberate attempts at solving problems.

What is the correct order of the three stages of neuronal development? A. proliferation, migration, differentiation B. migration, proliferation, differentiation C. differentiation, migration, proliferation D. proliferations, differentiation, migration

A. proliferation, migration, differentiation

Developmental function refers to: A. the form that cognition takes over time—to age-related differences in thinking. B. the ability to function universally on all domains. C. a developmental domain concept. D. the in-depth study of one individual's development over time.

A. the form that cognition takes over time—to age-related differences in thinking.

According to the text, developmental contextual, sociocultural, and evolutionary models of development also represent: A. three levels of analysis. B. a supreme contextual view. C. a superficial model of development. D. an ongoing process of developmental theories.

A. three levels of analysis.

Architectural constraints refer to: A. ways in which the architecture of the brain is organized at birth B. the development of the mental ability after birth C. the planting of seeds of knowledge to mature the brain D. the ability of the organized brain to overcome deficits

A. ways in which the architecture of the brain is organized at birth

If 4-year-old Emily's highly active causing her parents not to keep her in her playpen her development will be affected by what type of relationship? A. a symbiotic relationship B. a bidirectional relationship C. a positive reinforcement relationship D. a negative feedback loop

B. a bidirectional relationship

What are the processes involved in regulating attention and in determining what to with information just gathered or retrieved from long-term memory called? A. classical learning B. executive function C. adaptive functioning D. sequential learning

B. executive function

Chronotopic constraints refer to A. varied life events timing B. limitations on the development timing of events C. limitations on mature developmental abilities D. limitations discovered since the beginning of humankind

B. limitations on the development timing of events

According to Cosmoses and Toolby (1987) solving real-world problems such as "How do I tell a friend from foe?" and "When do I fight, and when do I flee?" are examples of what phenomenon? A. natural selection operating at the intimate level B. natural selection operating in the cognitive level C. goodness of fit D. survival of the fittest

B. natural selection operating in the cognitive level

What is the correct sequence of the levels of analysis of developmental phenomenon? A. sociohistory, ontogeny, phylogeny B. phylogeny, sociohistory, ontogeny C. ontogeny, phylogeny, sociohistory D. phylogeny, ontogeny, sociohistory

B. phylogeny, sociohistory, ontogeny

According to the text, Intellectual Growth is: A. a 20% increase in IQ scores. B. the result of an active interaction between acting and thinking children and their world. C. being identified as a gifted and talented student. D. a direct relationship to physical growth.

B. the result of an active interaction between acting and thinking children and their world.

All self-respecting developmentalists believe that development is A. a basic process of two components: brain ad body. B. the result of an interaction between genetic/biological factors and environmental/experiential factors. C. the result of a slow process ending in death D. a combination consisting only of biology and maturation.

B. the result of an interaction between genetic/biological factors and environmental/experiential factors

In the developmental systems approach, A. the timing of a particular event will not impact development. B. the timing of a particular event can influence substantially what effect that event will have on development. C. only comedians fully understand timing. D. development will not impact timing.

B. the timing of a particular event can influence substantially what effect that event will have on development. -relationship of the components of the system acting over time are the critical causes of what makes development happen

According to your text, species-typical behaviors or species-typical patterns of cognition are: A. behaviors and cognitive strategies rooted in biogenetic determinism. B. those behaviors or aspects of cognition which seem to have a strong biological basis and to typify all members of a species at some time in their development. C. same as the old adage "birds of a feather flock together." D. are only seen in lower animal forms but not in humans.

B. those behaviors or aspects of cognition which seem to have a strong biological basis and to typify all members of a species at some time in their development.

Which of the following is not a truth of cognitive development? A. Cognitive development is constructed within a social context. B. Cognitive development involves both stability and plasticity over time. C. Cognitive development involves changes in domain-general abilities but not in domain-specific abilities. D. Cognitive development involves changes in the way information is represented.

C. Cognitive development involves changes in domain-general abilities but not in domain-specific abilities.

According to Jerome Kagan (1976), which of the following is referred to as the tape recorder model of development according to many other psychologists? A. Only certain experiences could be recorded for posterity, with the opportunity to only rewrite something once it was recorded. B. Certain experiences could never be recorded and thus at times could never be rewritten. C. Every experience is seen as being recorded for posterity, without the opportunity to rewrite or erase something once it had been recorded. D. Every experience recorded will always repeat itself for all eternity.

C. Every experience is seen as being recorded for posterity, without the opportunity to rewrite or erase something once it had been recorded.

which of the following is not an example of chronotopic constraint? A. certain areas of brain might develop before others B. some areas of brain might be most receptive to certain types of experiences C. all areas of the brain develop at the same time at the same rate D. early developing areas would have different processing areas

C. all areas of the brain develop at the same time at the same rate

Which one of the following is NOT a biologically primary ability according to Geary (1995)? A. Children are intrinsically motivated to exercise biologically primary abilities and do so spontaneously. B. Most children attain "expert" level of proficiency. C. Are acquired by children in all environments. D. Are acquired universally.

C. are acquired by children in all environments

Which of the following is NOT an example of an architectural constraint A. some neurons are excitatory and others are inhibitory B. at a higher level neurons in a particular area of the brain C. at birth all neurons appear to be inhibitory D. at a higher level, different areas of the brain are connected with other areas of the brain, affecting the global organization of the brain

C. at birth all neurons appear to be inhibitory

Which model requires an individual to consider the organism's context as a unit and that there are multiple levels of the organism and multiple levels of the context? A. developmental synthesis model B. model of developmental intricacies C. developmental contextual model D. lifespan developmental model

C. developmental contextual model

Which of the following is not a basic cognitive ability that comprises executive function? A. inhibiting responding and resisting interference B. cognitive flexibility C. establishing mental frameworks D. working memory

C. establishing mental frameworks

If Michael is retrieving the definition of a word from memory, he in engaging what aspect of cognitive development? A. structure B. abstraction C. function D. extraction

C. function

According to the text, how does one obtain mental prowess? A. rapidly over childhood without any changes B. rapidly over childhood, changing in quality as it does C. gradually over childhood, changing in quality as it does D. throughout the lifespan

C. gradually over childhood, changing in quality as it does

According to Gottlieb (1991) what is not a component of epigenesis? A. reflects a bidirectional relationship between all levels of biological and experiential variables B. genetic activity both influences and is influenced by structural maturation C. reflects a circular relationship among maturational processes D. bidirectionally related to function and activity

C. reflects a circular relationship among maturational processes

According to the text, the major principle of Darwin's theory is reproductive fitness, which refers to A. the unlikelihood that an individual will become a parent and grandparent B. the likelihood that same-sex siblings will never be reproduced C. the likelihood that an individual will become a parent and grandparent D. the chance that mates will eventually find themselves a fit for each other

C. the likelihood that an individual will become a parent and grandparent

A particular 4-year-old will often show a wide range of behaviors on very similar tasks, depending on the context that child is in. This is known as: A. variation-discrimination theory. B. theory of varied assumptions. C. variability in cognitive functioning. D. deciphering techniques.

C. variability in cognitive functioning.

Which of the following is not an example of the genotype → environment effect according to Scar and McCartney's model? A. Biological parents provide both gene and environment for child; passive effects decrease with age. B. Temperamental characteristics of child evoke responses from others; evocative effects remain constant with age. C. Children seek out environments consistent with their genotypes; active effects increase with age. D. Children seek out environments consistent with their phenotypes; passive effects increase with age.

D. Children seek out environments consistent with their phenotypes; passive effects increase with age.

Evidence for the permanence of the effects of early experience can be found in the animal literature by which psychologist? A. Freud B. Bjorklund C. Causey D. Harlow

D. Harlow

Which of the following is not true regarding cognition? A. usually thought of as being mental B. It is not directly observable. C. It is inferred from the behaviors we can observe. D. It is a theoretical concept and cannot be proven it occurs.

D. It is a theoretical concept and cannot be proven it occurs.

Which of the following is NOT a biologically secondary ability according to Geary (1995)? A. Are culturally dependent, reflecting the cognitive skills that are important in a particular culture. B. Do not have an evolutionary history but are built on biologically primary abilities. C. Children are not intrinsically motivated to exercise them and must often be pressured by adults to acquire these skills. D. Tedious practice is not necessary to master biologically secondary abilities.

D. Tedious practice is not necessary to master biologically secondary abilities.

Which of the following would not be an example of an early or immature form of development which adapts the infant or young child to his or her particular environment? A. A young infant's relatively poor perceptual abilities which protect their nervous systems from sensory overload. B. Preschool children tendencies to overestimate their physical and cognitive skills causing to persist at different tasks. C. Infant's slow information processing seems to prevent them from establishing intellectual habits later in life. D. The spontaneous activity of the skeletal structures necessary for physical development.

D. The spontaneous activity of the skeletal structures necessary for physical development.

According to your text, what is not true regarding strategies? A. They are deliberate, goal-directed mental operations. B. They are used to intentionally help us achieve a goal. C. They can be seen in infants. D. They do not change with ongoing development.

D. They do not change with ongoing development.

What are the three general types of constraints specified by Elman and his colleagues (1996) which helps articulate the ways that cognitive developmentalists consider biology to constrain psychological development? A. parental, peer-influenced, and social B.militaristic, socialistic, and democratic C. architectural, reality-based, and chronotopic D. architectural, chronotopic, and representational

D. architectural, chronotopic, and representational

Which of the following is not a higher order process of cognition, which are often available to consciousness? A. developing a plan for solving a problem B. executing the plan C. evaluating the success of the plan and making modifications as needed. D. highlighting your textbook to understand the plan

D. highlighting your textbook to understand the plan

Representational constraints refer to: A. a limited pectoral representation of the brain B. a limited graphical representation of the brain C. a full brain atlas representative of the Childs brain D. representations that are hardwired into the brain so that some types of "knowledge" are innate

D. representations that are hardwired into the brain so that some types of "knowledge" are innate

Cognition is defined as: A. learning, thinking, and the development of the brain. B. physical development of the brain. C. a Piagetian concept rooted in research. D. the processes or faculties by which knowledge is acquired and manipulated.

D. the processes or faculties by which knowledge is acquired and manipulated.

Which of the following is not a concept of the evolved probabilistic mechanisms? A. They are expressed in a probabilistic fashion in each individual in a generation. B. They are based on the continuous and bidirectional interaction over time. C. They are universal. D. They have evolved to ensure the survival of the species.

D. they have evolved to ensure the survival of the species

What does Jerome Kagan mean when he proposed that one reason to expect resilience is that development does not proceed as a tape recorder.

Development is transformational, with relatively drastic changes occurring between adjacent stages or phases.

Explain the three levels of analysis of developmental phenomena.

Developmental contextual, social cultural, and evolutionary models of development represent three levels of analysis. Developmental contextual models examine the development of psychological processes over in individual's lifetime, beginning before birth. Sociocultural models also look at the immediate causes of behavior but, in addition, take into account the impact of humans' 10,000-year cultural history on development. Evolutionary theory takes a truly long view of human history, examining the role that natural selection has played in shaping human development, particularly since the emergence of humans about 2 million years ago.

According to the textbook, when the course of a young child's or you animal's life changes drastically, patterns of development as we know it will cease or be seriously hampered negatively.

False

The neocortex, or cerebral cortex, is a multilayered sheet of neurons, only 8-10 millimeters thick that surrounds the rest of the brain.

False

The process of synapse formation, or synaptogenesis, is slow and gradual during the early years of life when the brain is first becoming organized.

False

Intellectual growth is the result of a passive interaction between acting and thinking children and their world.

False- active interaction

Strategies are usually defined as non-deliberate, action-oriented mental operations aimed at developing a problem.

False- deliberate, goal-directed mental operations aimed at solving a problem

Sociocultural models examine the development of psychological processes over an individual's lifetime, beginning before birth.

False- development was guided by adults interacting with children, with cultural context determining how, where, and when interactions take place

Cognitive development does not proceed as a result of the dynamic and reciprocal transaction of internal and external factors.

False- it progresses as a result of a bidirectional (reciprocal) relationship

Cognition refers to the processes or faculties by which knowledge is dispersed and disseminated.

False- knowledge is acquired and manipulated

Explain the concept of Epigenesis?

Individual development is characterized by an increase in novelty and compete of organization over time—the sequential emergence of new structural and functional properties and competencies—at all levels of analysis as a consequence of horizontal and vertical coalitions among its parts, including organism-environment coactions.

How do different cultures construct different experiences for their children to learn, and what consequences does this have for how they learn?

Some researchers have noted that children living in traditional societies are more attentive to what adults do and, thus, develop a keener ability to learn through observation than children from schooled societies such as ours. These types of cultural experiences affect how children learn. Research findings are consistent with the observations that "traditional" children pay more attention to the actions of the adults and learn more through observation rather than seeking instructions from adults or learning through verbal instructions.

Discuss the concept whereby the functioning of mental structures promotes changes in the structures themselves.

This view is reflected in the idea that the activity of the child or of the child's cognitive structures are necessary conditions for development to occur. That is, for structures to change, they must be active. The structure's contact with the external world is responsible, to a large extent, for its development. Such a viewpoint makes children important contributors to their own development. Intellectual growth is the result of an active interaction between acting and thinking children and their world.

A child's biology interacts with a child's social environment to influence a child's developmental trajectory.

True

Children tend to recover from the effects of concussions faster than adolescents and adults do.

True

Contemporary research indicates that new synaptic connections can be formed throughout life.

True

Developmental function is the species-typical form that cognition takes over time.

True

Language is a good example of a biologically primary ability, whereas reading is a good example of a biologically secondary ability.

True

Most developmental neuroscientists believe that brain development involves an extended process that is greatly influenced by postnatal experience.

True

One prominent hypothesis about the origins of infantile amnesia is that there are differences in the way experiences are represented between infancy and later in childhood.

True

Ontogeny refers to changes in structure or function over time within an individual.

True

Partly because of the extent of myelination and partly because of a paucity of experience, young children process information more slowly than older children do.

True

People concerned with developmental function are usually interested in universals—what is generally true about the course and causes of development for all members of the species.

True

Synaptic pruning is the concept whereby the number of synapses per neuron is greatest between 4 and 8 months of life and decreases with age.

True

The first stage of neuronal development is referred to as proliferation which is the production of new neurons through the process of cell division by mitosis.

True