A.   Growth

B.   Play

C.   Difficult 

D.   Thinking

A.   Pets

B.   Multiple caregivers

C.   Lead Paint 

D.   Regular smokers

A.   Drawing

B.   Shape recognition 

C.   Language

D.   Map reading

A.   Prenatal events have little to no effect on handedness

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

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

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

A.   Contribute to artistic ability 

B.   Support motor coordination and thinking

C.   Support social and emotional development

D.   Contribute to spatial skills

A.   Aids in balance and control of body movement 

B.   Maintains alertness and consciousness 

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

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

A.    Contributes to dramatic gains in motor coordination

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

C.   Aids in balance and control of body movement

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

A.   Estrogen

B.   Thyroxine

C.    Thyroid-stimulating hormone

D.   Growth hormone (GH)

A.   Mentally retarded 

B.   Strong in spatial relationship skills

C.   Extremely tall for her age

D.   Inattentive and unruly 

A.   Girls, boys

B.   Boys, girls

C.   Underactive children, overactive children

D.   Shy children, outgoing children 

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

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

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

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

A.   Intentional behavior 

B.   Imagination 

C.   Role playing

D.   Sensorimotor activity 

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.   Irreversibility

B.   Animistic thinking 

C.   Dual Representation

D.   Egocentrism

A.   Dual representation

B.   Animistic thinking

C.   Egocentrism

D.   Conservation 

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

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

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

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

A.   Dynamic transformation

B.   Irreversibility

C.   Magical thinking

D.   Centration 

A.   Exaggerated by their love of storytelling

B.   Flexible and appropriate

C.   Rare

D.   Almost nonexistent by age 4

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

B.   Should respond with "prior cause" explanations

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

D.   Should respond with "mechanism" explanations

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

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

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

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

A.   Egocentrism 

B.   Sensorimotor activity 

C.   Self-reflection

D.   Language

A.   For the pleasure of hearing language 

B.   Because they are egocentric

C.   Because they are lonely

D.   For self-guidance 

A.   Private

B.   egocentric

C.   Telegraphic 

D.   Inner

A.   Realistic props

B.   To have a firm understanding of conservation

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

D.   Realistic props

A.   Scaffolding

B.   Transitive inference

C.   Dual representation 

D.   Proximal teaching

A.   Parallel

B.   Cooperative

C.   Make-believe

D.   Outdoor

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

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

A.   Centration

B.   Reversibility

C.   Planning

D.   Recall

A.   Sustained attention

B.   Recall memory 

C.   Episodic memory

D.   Recognition memory

A.   Recall

B.   Episodic

C.   Recognition

D.   Planning

A.   Language development

B.   Use of scripts

C.   Use of scaffolding 

D.   Gross motor development

A.   Metacognitive 

B.   Elaborative 

C.   Episodic

D.   Repetitive 

A.   Thinking about thought

B.   Using deliberate mental activités that improve recall

C.   Using a repetitive communication style 

D.   Using scripts to tell stories 

A.   More; imitates an adults novel behaviors

B.   Less; establishes joint attention

C.   More; engages in social referencing 

D.   Less; uses words to echo what others say

A.   Phonological awareness

B.   Private speech

C.   Ordinality 

D.   Cardinality

A.   Participate in more teacher-structured activities

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

C.   Are often delayed in social skills 

D.   Demonstrate better social skills

A.   Child- chosen activities 

B.   Formal training in reading and writing 

C.   Teacher- planned

D.   Repetition and drill

A.   Child- chosen activity 

B.   Guided participation

C.   Decentration

D.   Parent involvement

A.   Underregularization

B.   Overregularization

C.   Overextension

D.   Underextension