A.   arrive at solutions suddenly rather than through trial and error.

B.   repeat chance behaviors largely motivated by basic needs.

C.   create mental representations.

D.   repeat behaviors with variation.

A.   deliberate.

B.   creative.

C.   awkward and disorganized.

D.   sensorimotor action patterns.

A.   children master activities through joint activities with more mature members of their society.

B.   adaptation and organization account for changes in children's schemes.

C.   babies are born with a set of innate knowledge systems.

D.   complex mental activities have their origin in perception, attention, and memory.

A.   an increase in memory capacity

B.   exposure to child-directed speech

C.   the advent of a clear self-image

D.   growth of the temporal lobe

A.   rely on infant-directed speech.

B.   wait until she understands a great deal before trying to speak.

C.   be slightly ahead of her agemates in vocabulary growth.

D.   receive more verbal stimulation from her parents.

A.   equilibrium.

B.   accommodation.

C.   organization.

D.   assimilation.

A.   A deaf infant does not coo or babble.

B.   Before babies say their first words, they make little language progress.

C.   Babies typically begin babbling around 2 months and cooing around 6 months.

D.   Babies everywhere start babbling at about the same age and produce a similar range of early sounds.

A.   accommodation.

B.   organization.

C.   assimilation.

D.   adaptation.

A.   comprehension; production

B.   production; comprehension

C.   overextension; underextension

D.   telegraphic speech; babbling

A.   helps identify for intervention babies who are likely to have developmental problems.

B.   refers to a range of tasks too difficult for the child to do alone but possible with the help of more skilled partners.

C.   includes core domains of thought, such as physical knowledge, linguistic knowledge, psychological knowledge, and numerical knowledge.

D.   is a Piagetian concept that provides that infants stumble onto a new experience and then actively try to repeat it.

A.   1

B.   3

C.   2

D.   4

A.   accurately predict later school achievement.

B.   are good predictors of preschool mental test performance.

C.   poorly predict later intelligence.

D.   overemphasize problem-solving skills.

A.   rapid development of the frontal lobes of the cerebral cortex.

B.   the onset of telegraphic speech.

C.   the development of reflexive schemes.

D.   the development of autobiographical memory.

A.   mental representations in babies between 6 and 12 months of age.

B.   object permanence in the first few months of life.

C.   mental representations in babies between 12 and 15 months of age.

D.   tertiary circular reactions in the first few months of life.

A.   habituation.

B.   the violation-of-expectation method.

C.   invisible displacement.

D.   deferred imitation.

A.   increases.

B.   declines.

C.   is strongest when videos are interactive.

D.   is strongest when videos are rich in social cues.

A.   subtle sets of features.

B.   similar overall appearance.

C.   prominent object part.

D.   common behaviors.

A.   Deaf parents use a similar style of communication to IDS when signing to their deaf babies.

B.   Parents' use of IDS results in the child's extended use of "baby" talk.

C.   By age 5 months, babies are more emotionally responsive to adult talk than to IDS.

D.   Infants prefer adult talk to infant-directed speech (IDS).

A.   sign language can be learned equally well at any age

B.   children's progress in mastering many sentence constructions is gradual

C.   childhood is a sensitive period for language acquisition

D.   children in varying cultures reach major language milestones in a different sequence