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

B.   create mental representations.

C.   repeat behaviors with variation.

D.   repeat chance behaviors largely motivated by basic needs.

A.   sensorimotor action patterns.

B.   deliberate.

C.   creative.

D.   awkward and disorganized.

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

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

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

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

A.   growth of the temporal lobe

B.   the advent of a clear self-image

C.   an increase in memory capacity

D.   exposure to child-directed speech

A.   receive more verbal stimulation from her parents.

B.   rely on infant-directed speech.

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

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

A.   assimilation.

B.   accommodation.

C.   equilibrium.

D.   organization.

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

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

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

D.   A deaf infant does not coo or babble.

A.   accommodation.

B.   assimilation.

C.   adaptation.

D.   organization.

A.   telegraphic speech; babbling

B.   production; comprehension

C.   overextension; underextension

D.   comprehension; production

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

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

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

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

A.   3

B.   2

C.   4

D.   1

A.   poorly predict later intelligence.

B.   are good predictors of preschool mental test performance.

C.   accurately predict later school achievement.

D.   overemphasize problem-solving skills.

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

B.   the development of reflexive schemes.

C.   the onset of telegraphic speech.

D.   the development of autobiographical memory.

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

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

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

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

A.   invisible displacement.

B.   deferred imitation.

C.   habituation.

D.   the violation-of-expectation method.

A.   declines.

B.   increases.

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

D.   is strongest when videos are interactive.

A.   prominent object part.

B.   similar overall appearance.

C.   common behaviors.

D.   subtle sets of features.

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

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

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

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

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

B.   childhood is a sensitive period for language acquisition

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

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