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

B.   repeat behaviors with variation.

C.   repeat chance behaviors largely motivated by basic needs.

D.   create mental representations.

A.   creative.

B.   deliberate.

C.   sensorimotor action patterns.

D.   awkward and disorganized.

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

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

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

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

A.   an increase in memory capacity

B.   growth of the temporal lobe

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.   receive more verbal stimulation from her parents.

C.   rely on infant-directed speech.

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

A.   equilibrium.

B.   assimilation.

C.   organization.

D.   accommodation.

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

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

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

D.   A deaf infant does not coo or babble.

A.   adaptation.

B.   organization.

C.   assimilation.

D.   accommodation.

A.   overextension; underextension

B.   comprehension; production

C.   production; comprehension

D.   telegraphic speech; babbling

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

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

A.   3

B.   2

C.   1

D.   4

A.   poorly predict later intelligence.

B.   are good predictors of preschool mental test performance.

C.   overemphasize problem-solving skills.

D.   accurately predict later school achievement.

A.   the development of autobiographical memory.

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

C.   the development of reflexive schemes.

D.   the onset of telegraphic speech.

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

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

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

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

A.   habituation.

B.   deferred imitation.

C.   invisible displacement.

D.   the violation-of-expectation method.

A.   declines.

B.   is strongest when videos are interactive.

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

D.   increases.

A.   similar overall appearance.

B.   subtle sets of features.

C.   prominent object part.

D.   common behaviors.

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

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

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

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

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

D.   childhood is a sensitive period for language acquisition