This Developmental Psychology exam covers concepts from chapters 9-12, assessing understanding of cognitive development stages, Vygotsky's theories, and key psychological phenomena. It evaluates the learner's grasp of developmental changes in cognition and interaction.
Be static thinkers
Reverse things in their perception
Demonstrate centration
Equilibrate
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Magical thinking
Static reasoning
Centration
A focus on appearences only
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Illoogic
Centration
Egocentrism
Irreversibility
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An apprenticeship in thinkng
Guided participation
Magical thinking
Scaffolding
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Interact with a mentor to accomplish a task
Is told instructions for a task only once
Is allowed to discover the solution to a task on his or her own
Be assisted by an adult until the child can perform the task well on his own.
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4
5
7
9
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Needs several experiences with a word to learn it.
Grasps the meaning of words describing emotions
Has a clear understanding of all words he uses
Learns some words after a single exposure to them.
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Gross motor skills
Fine motor skills
Development and growth
Language development
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Irreversibility
Centration
Egocentrism
Animsim
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Conservation of volume
Conservation of area
Conservation of number
Conservation of matter
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David helps his son build a model airplane by assembling it while his son watches.
Howard and priscilla buy a Wii for their 5 year old daughter Rebecca. They set it up for her and then allow her to figure out hyow to turn it on and use the remote.
Richard buys a do it yourself kite kit for his 6 year old daughter Angela. He lays al;l of the pieces out for her and then allows her to read the instructions for herself.
Miriam helps her son Benm make cookies. She measures all of the ingredients out and placfes them on the counter in small bowls. She reads the recipe aloud while simplifying it as ben places the ingredients in the bowl and mixes them together with a spoon.
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Social referencing
Self esteem
Identification
Emotional regulation
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Initiative vs guilt
Phallic pride vs penis envy
The preoperational stage
Autonomy vs inferiority
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Behind
At the same time as
Ahead of
Instead of
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Psychopathology
Craziness
Insanity
Mental disturbance.
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Anger
Aggression
Fear
Pride
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Extensive motivation
Extrinsic motivation
Intrinsic motivation
Internal drive
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Physical contact
Expectations for maturity
Trust
Supportiveness
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Authoritarian
Authoritative
Permissive
Preventive
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Abusive
Over-controlling
Authoritarian
Permissive
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Jamie tries to share his toys with Jill.
Mark intentionally knocks over simons blocks
Holly watches while other children are playing jump rope.
Courtney helps her mom rake the leaves.
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Reactive
Instrumental
Bullying
Relational
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Bullying
Instrumental aggression
Reactive aggression
Personal aggression
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Instrumental aggression
Reactive aggression
Bullying aggression
Relational aggression
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When the child is less than 2
Once the child can use words to express emotions
If the child prefers to be with other children
If the child is over 8 years old.
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High blood pressure
A lower incidence of asthma
lower levels of cholesterol
Better school achievement
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Having a physician, nurse or dentist as a parent
Receiving all of the required immunications before starting school
Seing the doctor and dentist by age 3
Having parents teachers anjd peers who demonstrate healthy lifestyle habits.
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Groups that experienced food deprvation a few generations ago but now have plenty of food.
Children in Eastern Europe
Groups that have experienced prosperity for several decades
Children in the US
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Enlargement
Inflammation
Destruction
Missing portions
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Forearm strength
Reaction time
Team spirit
Ability to field balls
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Habituation
Selective attention
Automatilization
Conscious attention
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100
115
125
135
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Abnormal psychool9ogy of childhood
Pediatric pathology
Developmental psychopathology
Special education
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Conflicting diagnosis
Complex diagnosis
Comorbidity
Coexistence
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ADD
ADDA
ADHD
An anxiety disorder
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Tiffany
Joshua
They are both equally likely to be prescribed medication
There is not enough research evidence to allow us to predict who would be prescribed medication
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Has notable vision or hearing problems.
Is of low intelligence
Lives in stressful environments
Has no apparent handicap.
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With fine motor skills
With communication
Engaging in solitary play
Inhibiting social interaction
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Smiles
Laughter
Darkness
Noise and light
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Genetic factors alone
Parents early child-care methods
Genetic vulnerability coupled with other factors
Uncaring, cold parents, especially the mother.
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IEP
IFSP
LRE
RTI
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Think logically about tangible things
Think logically about abstract things
Consistently make good decisions
Solve most problems on their own.
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Abstractions such as truth and justive
Chemistry and physics
Concrete and visible examples
Questions and social justice
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Animals
High level business companies
Computers
Athletic teams
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Piaget's
Vygotsky's
Information Processing
Biocognitive
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Thinking about remembering
Remembering about remembering
Thinking about thinking
Remembering about thinking
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Short-term
Working
Sensory
Holding
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Personal and cultural experiences
Current events
A teacher-directed curriculum.
A child-centered curriculum
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