A.   repeat behaviors with variation.

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

C.   create mental representations.

D.   repeat chance behaviors largely motivated by basic needs.

A.   deliberate.

B.   creative.

C.   sensorimotor action patterns.

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.   exposure to child-directed speech

C.   the advent of a clear self-image

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.   organization.

C.   equilibrium.

D.   accommodation.

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

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

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

D.   A deaf infant does not coo or babble.

A.   assimilation.

B.   adaptation.

C.   organization.

D.   accommodation.

A.   production; comprehension

B.   overextension; underextension

C.   comprehension; production

D.   telegraphic speech; babbling

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

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

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.   3

B.   1

C.   4

D.   2

A.   are good predictors of preschool mental test performance.

B.   overemphasize problem-solving skills.

C.   accurately predict later school achievement.

D.   poorly predict later intelligence.

A.   the development of autobiographical memory.

B.   the development of reflexive schemes.

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

D.   the onset of telegraphic speech.

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

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

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

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

A.   the violation-of-expectation method.

B.   deferred imitation.

C.   invisible displacement.

D.   habituation.

A.   increases.

B.   declines.

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

D.   is strongest when videos are interactive.

A.   similar overall appearance.

B.   prominent object part.

C.   subtle sets of features.

D.   common behaviors.

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.   childhood is a sensitive period for language acquisition

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.   sign language can be learned equally well at any age