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

B.   repeat behaviors with variation.

C.   create mental representations.

D.   repeat chance behaviors largely motivated by basic needs.

A.   deliberate.

B.   awkward and disorganized.

C.   creative.

D.   sensorimotor action patterns.

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.   exposure to child-directed speech

B.   the advent of a clear self-image

C.   an increase in memory capacity

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.   receive more verbal stimulation from her parents.

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

A.   accommodation.

B.   assimilation.

C.   equilibrium.

D.   organization.

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

B.   A deaf infant does not coo or babble.

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.   adaptation.

B.   assimilation.

C.   accommodation.

D.   organization.

A.   comprehension; production

B.   overextension; underextension

C.   production; comprehension

D.   telegraphic speech; babbling

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

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.   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.   2

B.   3

C.   4

D.   1

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.   the development of autobiographical memory.

B.   the onset of telegraphic speech.

C.   the development of reflexive schemes.

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

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

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

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

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

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.   declines.

C.   is strongest when videos are interactive.

D.   increases.

A.   similar overall appearance.

B.   common behaviors.

C.   prominent object part.

D.   subtle sets of features.

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

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

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

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

A.   childhood is a sensitive period for language acquisition

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

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

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