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

B.   create mental representations.

C.   repeat chance behaviors largely motivated by basic needs.

D.   repeat behaviors with variation.

A.   sensorimotor action patterns.

B.   creative.

C.   awkward and disorganized.

D.   deliberate.

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

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

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

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

A.   growth of the temporal lobe

B.   an increase in memory capacity

C.   the advent of a clear self-image

D.   exposure to child-directed speech

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

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

C.   rely on infant-directed speech.

D.   receive more verbal stimulation from her parents.

A.   assimilation.

B.   organization.

C.   equilibrium.

D.   accommodation.

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

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

C.   A deaf infant does not coo or babble.

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

A.   accommodation.

B.   assimilation.

C.   organization.

D.   adaptation.

A.   comprehension; production

B.   production; comprehension

C.   telegraphic speech; babbling

D.   overextension; underextension

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

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

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

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

A.   3

B.   4

C.   1

D.   2

A.   poorly predict later intelligence.

B.   accurately predict later school achievement.

C.   are good predictors of preschool mental test performance.

D.   overemphasize problem-solving skills.

A.   the onset of telegraphic speech.

B.   the development of reflexive schemes.

C.   the development of autobiographical memory.

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

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

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

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

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

A.   the violation-of-expectation method.

B.   habituation.

C.   invisible displacement.

D.   deferred imitation.

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

B.   increases.

C.   declines.

D.   is strongest when videos are interactive.

A.   subtle sets of features.

B.   common behaviors.

C.   prominent object part.

D.   similar overall appearance.

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

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

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

B.   childhood is a sensitive period for language acquisition

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

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