A.   create mental representations.

B.   repeat behaviors with variation.

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

D.   repeat chance behaviors largely motivated by basic needs.

A.   awkward and disorganized.

B.   creative.

C.   sensorimotor action patterns.

D.   deliberate.

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.   growth of the temporal lobe

B.   the advent of a clear self-image

C.   exposure to child-directed speech

D.   an increase in memory capacity

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

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

C.   receive more verbal stimulation from her parents.

D.   rely on infant-directed speech.

A.   organization.

B.   accommodation.

C.   equilibrium.

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

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

A.   assimilation.

B.   organization.

C.   adaptation.

D.   accommodation.

A.   overextension; underextension

B.   telegraphic speech; babbling

C.   comprehension; production

D.   production; comprehension

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

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

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

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.   2

B.   1

C.   4

D.   3

A.   overemphasize problem-solving skills.

B.   accurately predict later school achievement.

C.   are good predictors of preschool mental test performance.

D.   poorly predict later intelligence.

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

B.   the development of autobiographical memory.

C.   the development of reflexive schemes.

D.   the onset of telegraphic speech.

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.   habituation.

B.   invisible displacement.

C.   the violation-of-expectation method.

D.   deferred imitation.

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

B.   increases.

C.   is strongest when videos are interactive.

D.   declines.

A.   common behaviors.

B.   prominent object part.

C.   similar overall appearance.

D.   subtle sets of features.

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

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

C.   childhood is a sensitive period for language acquisition

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