A.   Thinking

B.   Growth

C.   Difficult 

D.   Play

A.   Pets

B.   Regular smokers

C.   Lead Paint 

D.   Multiple caregivers

A.   Drawing

B.   Language

C.   Map reading

D.   Shape recognition 

A.   The brains of right-handers then to be less strongly lateralized than those of right-handers

B.   Prenatal events have little to no effect on handedness

C.   For right-handed people language is housed in the left hemisphere

D.   Left handed people have a strong tendency to have left handed children

A.   Contribute to spatial skills

B.   Contribute to artistic ability 

C.   Support motor coordination and thinking

D.   Support social and emotional development

A.   Plays a vital role in memory and in image of space that helps us find our way 

B.   Maintains alertness and consciousness 

C.   Aids in balance and control of body movement 

D.   Is a large bundle of fibers connecting the two cerebral hemisphere

A.   Supports smooth coordination in movements on both sides of the body

B.   Aids in balance and control of body movement

C.    Contributes to dramatic gains in motor coordination

D.   Plays a vital role in memory and in image of space that helps us find our way

A.    Thyroid-stimulating hormone

B.   Thyroxine

C.   Estrogen

D.   Growth hormone (GH)

A.   Mentally retarded 

B.   Extremely tall for her age

C.   Strong in spatial relationship skills

D.   Inattentive and unruly 

A.   Underactive children, overactive children

B.   Boys, girls

C.   Girls, boys

D.   Shy children, outgoing children 

A.   Preschoolers exposed to formal lessons tend to be advanced in gross-motor development 

B.   In early childhood, girls have a slight edge over boy in skills that emphasize force and power 

C.   Parents tend to foster gender stereotyped physical activities in their children 

D.   Sex difference in motor skills are largely due to genetically based differences

A.   Sensorimotor activity 

B.   Role playing

C.   Intentional behavior 

D.   Imagination 

A.   Pretend to drink from the cup

B.   Use the cup as a hat

C.   Use the cup as a chair for her doll

D.   Pretend that the cup is a rocket

A.   Sasha, who spends more of her time in the reading corner

B.   Kendra, who spends more of her time with sociodramatic play

C.   Rajesh, who spends more of his time with building blocks 

D.   Tim, who spends more of his time in the art corner

A.   Dual Representation

B.   Animistic thinking 

C.   Egocentrism

D.   Irreversibility

A.   Dual representation

B.   Egocentrism

C.   Conservation 

D.   Animistic thinking

A.   Idea that certain physical characteristics of objects remain the same, even when their outward appearance changes

B.   Failure to distinguish others symbolic viewpoints from one's own 

C.   Believe that inanimate objects have lifelike qualities, such as thoughts, wishes, feelings, and intentions 

D.   Inability to mentally go through a series of steps and then reverse direction, returning to the starting point

A.   Irreversibility

B.   Magical thinking

C.   Dynamic transformation

D.   Centration 

A.   Rare

B.   Flexible and appropriate

C.   Exaggerated by their love of storytelling

D.   Almost nonexistent by age 4

A.   Should respond with "mechanism" explanations

B.   Rarely respond informatively, unless the children are extremely persistent 

C.   Adjust the complexity of their answers to fit their children's maturity 

D.   Should respond with "prior cause" explanations

A.   When given simplified tasks based on familiar experiences, preschoolers rely on trial and error to solve problems 

B.   Piaget was partly right and partly wrong about young children's cognitive 

C.   When given simplified tasks based on familiar experiences, preschoolers rely on trial and error to solve problems 

D.   Preschoolers rely on faulty logic to solve problems even when given simplified tasks based on familiar experiences

A.   Self-reflection

B.   Language

C.   Egocentrism 

D.   Sensorimotor activity 

A.   For self-guidance 

B.   For the pleasure of hearing language 

C.   Because they are lonely

D.   Because they are egocentric

A.   Private

B.   Inner

C.   egocentric

D.   Telegraphic 

A.   Realistic props

B.   To have a firm understanding of conservation

C.   Realistic props

D.   Step-by-step instructions from an adult or older child

A.   Transitive inference

B.   Dual representation 

C.   Proximal teaching

D.   Scaffolding

A.   Cooperative

B.   Make-believe

C.   Outdoor

D.   Parallel

A.   Ignacio's young children spend most of their time playing with and talking to age mates

B.   Ignacio's children spend their day in contact with adult work and start to assume mature responsibilities in early childhood

C.   Ignacio instead focuses on preparing his children for academic success and civic Engagement 

D.    Ignacio is too busy working and maintaining his household to interact with his children

A.   Recall

B.   Reversibility

C.   Centration

D.   Planning

A.   Recognition memory

B.   Episodic memory

C.   Sustained attention

D.   Recall memory 

A.   Episodic

B.   Recognition

C.   Recall

D.   Planning

A.   Language development

B.   Use of scaffolding 

C.   Use of scripts

D.   Gross motor development

A.   Episodic

B.   Elaborative 

C.   Metacognitive 

D.   Repetitive 

A.   Thinking about thought

B.   Using a repetitive communication style 

C.   Using scripts to tell stories 

D.   Using deliberate mental activités that improve recall

A.   Less; uses words to echo what others say

B.   Less; establishes joint attention

C.   More; imitates an adults novel behaviors

D.   More; engages in social referencing 

A.   Ordinality 

B.   Private speech

C.   Cardinality

D.   Phonological awareness

A.   Have difficulty adjusting to academic tasks once they enter kindergarten 

B.   Demonstrate better social skills

C.   Are often delayed in social skills 

D.   Participate in more teacher-structured activities

A.   Child- chosen activities 

B.   Formal training in reading and writing 

C.   Teacher- planned

D.   Repetition and drill

A.   Child- chosen activity 

B.   Parent involvement

C.   Decentration

D.   Guided participation

A.   Underextension

B.   Underregularization

C.   Overextension

D.   Overregularization