A.   Growth

B.   Play

C.   Thinking

D.   Difficult 

A.   Lead Paint 

B.   Pets

C.   Regular smokers

D.   Multiple caregivers

A.   Map reading

B.   Language

C.   Shape recognition 

D.   Drawing

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 artistic ability 

B.   Support social and emotional development

C.   Contribute to spatial skills

D.   Support motor coordination and thinking

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

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.   Maintains alertness and consciousness 

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

B.   Aids in balance and control of body movement

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

D.    Contributes to dramatic gains in motor coordination

A.   Estrogen

B.   Thyroxine

C.    Thyroid-stimulating hormone

D.   Growth hormone (GH)

A.   Extremely tall for her age

B.   Mentally retarded 

C.   Inattentive and unruly 

D.   Strong in spatial relationship skills

A.   Shy children, outgoing children 

B.   Boys, girls

C.   Girls, boys

D.   Underactive children, overactive children

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

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

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

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

A.   Sensorimotor activity 

B.   Intentional behavior 

C.   Role playing

D.   Imagination 

A.   Pretend that the cup is a rocket

B.   Use the cup as a hat

C.   Use the cup as a chair for her doll

D.   Pretend to drink from the cup

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

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

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

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

A.   Egocentrism

B.   Dual Representation

C.   Irreversibility

D.   Animistic thinking 

A.   Egocentrism

B.   Dual representation

C.   Animistic thinking

D.   Conservation 

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

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

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

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

A.   Irreversibility

B.   Centration 

C.   Magical thinking

D.   Dynamic transformation

A.   Almost nonexistent by age 4

B.   Flexible and appropriate

C.   Rare

D.   Exaggerated by their love of storytelling

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

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

A.   Sensorimotor activity 

B.   Self-reflection

C.   Egocentrism 

D.   Language

A.   For self-guidance 

B.   Because they are egocentric

C.   Because they are lonely

D.   For the pleasure of hearing language 

A.   Private

B.   Telegraphic 

C.   egocentric

D.   Inner

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.   Dual representation 

B.   Scaffolding

C.   Proximal teaching

D.   Transitive inference

A.   Cooperative

B.   Parallel

C.   Outdoor

D.   Make-believe

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

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

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

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

A.   Recall

B.   Reversibility

C.   Centration

D.   Planning

A.   Episodic memory

B.   Recall memory 

C.   Recognition memory

D.   Sustained attention

A.   Recall

B.   Recognition

C.   Planning

D.   Episodic

A.   Use of scaffolding 

B.   Language development

C.   Gross motor development

D.   Use of scripts

A.   Repetitive 

B.   Episodic

C.   Metacognitive 

D.   Elaborative 

A.   Using deliberate mental activités that improve recall

B.   Thinking about thought

C.   Using scripts to tell stories 

D.   Using a repetitive communication style 

A.   More; imitates an adults novel behaviors

B.   More; engages in social referencing 

C.   Less; establishes joint attention

D.   Less; uses words to echo what others say

A.   Cardinality

B.   Private speech

C.   Ordinality 

D.   Phonological awareness

A.   Participate in more teacher-structured activities

B.   Demonstrate better social skills

C.   Are often delayed in social skills 

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

A.   Formal training in reading and writing 

B.   Child- chosen activities 

C.   Teacher- planned

D.   Repetition and drill

A.   Decentration

B.   Guided participation

C.   Child- chosen activity 

D.   Parent involvement

A.   Underregularization

B.   Overextension

C.   Underextension

D.   Overregularization