A.   repeat chance behaviors largely motivated by basic needs.

B.   create mental representations.

C.   repeat behaviors with variation.

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

A.   awkward and disorganized.

B.   deliberate.

C.   creative.

D.   sensorimotor action patterns.

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

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

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

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

A.   the advent of a clear self-image

B.   growth of the temporal lobe

C.   exposure to child-directed speech

D.   an increase in memory capacity

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

B.   receive more verbal stimulation from her parents.

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

D.   rely on infant-directed speech.

A.   assimilation.

B.   equilibrium.

C.   organization.

D.   accommodation.

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

B.   A deaf infant does not coo or babble.

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

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.   overextension; underextension

B.   telegraphic speech; babbling

C.   comprehension; production

D.   production; comprehension

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

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

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.   1

C.   2

D.   4

A.   poorly predict later intelligence.

B.   accurately predict later school achievement.

C.   overemphasize problem-solving skills.

D.   are good predictors of preschool mental test performance.

A.   the development of reflexive schemes.

B.   the onset of telegraphic speech.

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

D.   the development of autobiographical memory.

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

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

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

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

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.   is strongest when videos are interactive.

D.   declines.

A.   similar overall appearance.

B.   common behaviors.

C.   subtle sets of features.

D.   prominent object part.

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 in varying cultures reach major language milestones in a different sequence

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

C.   childhood is a sensitive period for language acquisition

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