Name: __________________________ Date: _____________

1. Humans have _____ brains in relation to their body size.

A) very large
B) somewhat large
C) somewhat small
D) very small

2. How is the birth of human babies physically possible?

A) The birth canal of the human female is large.
B) The pelvis of the human female is long.
C) The skull of the human infant is pliable.
D) The birth canal of the human female is large and the skull of the
human infant is pliable.

3. The human birth process is _____ that of other mammals.

A) more difficult than
B) less difficult than
C) similar to
D) The birth process depends on the woman giving birth.

4. During the first year of life, the human brain:

A) increases in size by 50%.
B) doubles in size.
C) triples in size.
D) remains the same size.

5. Why is much of human neural development postponed until after birth?

A) Neural development depends on experience.
B) Neural development depends on the postpartum nutrition.
C) The human birth canal is expanded to its limits.
D) The human pelvis is lengthened to its limits.

6. The majority of human neural development is complete by age:

A) 2.
B) 5.
C) 15.
D) 21.

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 7. A child in Piaget's _____ stage develops schemes for thinking about the
physical word.
A) concrete-operational
B) formal-operational
C) preoperational
D) sensory-motor

8. A child in Piaget's _____ stage can engage in internal thought, but

these thoughts lack systematicity.
A) concrete-operational
B) formal-operational
C) preoperational
D) sensory-motor

9. A child in Piaget's _____ stage can now treat the physical world in a
systematic way.
A) concrete-operational
B) formal-operational
C) preoperational
D) sensory-motor

10. A child in Piaget's _____ stage is capable of scientific reasoning.

A) concrete-operational
B) formal-operational
C) preoperational
D) sensory-motor

11. A researcher shows a child two rows of coins. Then, the researcher
compresses one row; no coins are added, no coins are taken away.
After that, the researcher asks the child which row has more coins.
Assume that the child is in Piaget's preoperational stage. What will be
his response?
A) The compressed row has more coins.
B) The uncompressed row has more coins.
C) Both rows have equal amounts of coins.
D) Children in this stage may or may not be able to provide the
correct response.

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12. A researcher shows a child two rows of coins. Then, the researcher
compresses one row; no coins are added, no coins are taken away.
After that, the researcher asks the child which row has more coins.
Assume that the child is in Piaget's concrete-operational stage. How
will he respond?
A) The compressed row has more coins.
B) The uncompressed row has more coins.
C) Both rows have equal amounts of coins.
D) Children in this stage may or may not be able to provide the
correct response.

13. The _____ option holds that children's basic cognitive processes
become better.
A) know-better
B) know-more
C) think-better
D) think-more

14. The _____ option holds that children learn better methods and more
facts as they get older.
A) know-better
B) know-more
C) think-better
D) think-more

15. According to Siegler, developmental changes during the first 2 years

are the result of _____ changes.
A) experiential
B) hormonal
C) neural
D) nutritional

16. During the first 2 years, the number of neurons _____ and the number
of synapses _____.
A) increases; increases as well
B) increases; decreases
C) decreases; increases
D) decreases; decreases as well

17. At the age of 2, the number of synapses:

A) begins to decrease.
B) begins to increase.
C) reaches its peak, after which it decreases.
D) reaches its peak, after which it levels off.

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18. _____ myelinate axons.
A) Dendrites
B) Glial cells
C) Myoepithelial cells
D) Neurons

19. _____ enables the axon to conduct brain signals rapidly.

A) Dendrification
B) Glialization
C) Myelination
D) Sheathing

20. At 2, the brain has reached _____ of its adult size.

A) 20%
B) 50%
C) 60%
D) 80%

21. _____ argue that humans enter the world with genetically programmed
knowledge.
A) Empiricists
B) Geneticists
C) Nativists
D) Naturalists

22. _____ argue that all knowledge comes from experience with the
environment.
A) Empiricists
B) Geneticists
C) Nativists
D) Naturalists

23. Number is represented in the _____ cortex.

A) frontal
B) occipital
C) parietal
D) temporal

24. According to Case, _____ memory capacity is the key to the

developmental sequence.
A) implicit
B) long-term
C) short-term
D) working

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25. Degree of myelination:
A) decreases with age.
B) increases with age.
C) remains the same.
D) cycles.

26. Children do:

A) better than adults on almost every memory task.
B) somewhat better than adults on almost every memory task.
C) worse than adults on almost every memory task.
D) somewhat worse than adults on almost every memory task.

27. Keeney et al. (1967) found that 10-year-olds:

A) almost always verbally rehearse a set of objects to be
remembered.
B) seldom verbally rehearse a set of objects to be remembered.
C) almost always mentally rehearse a set of objects to be
remembered.
D) seldom verbally mentally a set of objects to be remembered.

28. Keeney et al. (1967) found that 5-year-olds:

A) almost always verbally rehearse a set of objects to be
remembered.
B) seldom verbally rehearse a set of objects to be remembered.
C) almost always mentally rehearse a set of objects to be
remembered.
D) seldom verbally mentally a set of objects to be remembered.

29. Which sentence might lead to better memory performance?

A) The women have wind chimes.
B) The man has many apples.
C) The girl had a closet.
D) The boy drove the car.

30. Young children are:

A) better at drawing inferences.
B) poorer at drawing inferences.
C) better at drawing backward inferences but poorer at drawing
forward inferences.
D) poorer at drawing backward inferences but better at drawing
forward inferences.

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31. Performance on the verbal component of the Wechsler Adult
Intelligence Scale:
A) increases dramatically with age.
B) increases somewhat with age.
C) decreases dramatically with age.
D) maintains itself quite constantly through the years.

32. Performance on the performance component of the Wechsler Adult

Intelligence Scale:
A) increases dramatically with age.
B) increases somewhat with age.
C) decreases dramatically with age.
D) maintains itself quite constantly through the years.

33. IQ scores appear to have risen about 3 points per decade. This is
referred to as the _____ effect.
A) Cannizzo
B) Flavell
C) Flynn
D) Keeney

34. The _____ loses about 5% of its cells every decade.

A) hippocampus
B) hypothalamus
C) parietal cortex
D) prefrontal cortex

35. Individuals in many professions tend to produce their best work in

their:
A) twenties.
B) thirties.
C) forties.
D) sixties.

36. With age, the ability to hold information in working memory:

A) decreases.
B) increases.
C) remains the same.
D) It depends on the individual.

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37. One's brain is at its best physically during one's:
A) twenties.
B) thirties.
C) forties.
D) sixties.

38. The Stanford-Binet and Wechsler produce measures that are called:
A) adjusted scores.
B) intelligence quotients.
C) psychometric scores.
D) raw scores.

39. The Stanford-Binet and Wechsler are:

A) tests of performance ability.
B) tests of verbal ability.
C) tests of specialized abilities.
D) general intelligence tests.

40. A child with a chronological age of 6 and a mental age of 9 has an IQ

of:
A) 150.
B) about 102.
C) about 101.
D) about 67.

41. If all of the individuals who did well on one test did proportionally
poorly on another, the correlation between the two tests would be:
A) ? .
B) 0.
C) 1.
D) 100.

42. If there was no relationship between how individuals did on one test
and how they did on another, the correlation would be:
A) ? .
B) 0.
C) 1.
D) 100.

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43. If all of the individuals who did well on one test did proportionally well
on another, the correlation between the two tests would be:
A) ? .
B) 0.
C) 1.
D) 100.

44. Typically, correlations between tests are _____ correlations.

A) perfect positive
B) positive (but not perfect)
C) perfect negative
D) negative (but not perfect)

45. _____ refers to acquired knowledge.

A) Crystallized intelligence
B) Fluid intelligence
C) Factor analysis
D) Meta analysis

46. _____ refers to the ability to reason.

A) Crystallized intelligence
B) Fluid intelligence
C) Factor analysis
D) Meta analysis

47. _____ refers to the ability to solve problems in novel domains.

A) Crystallized intelligence
B) Fluid intelligence
C) Factor analysis
D) Meta analysis

48. Individuals with high verbal ability have large:

A) working memories.
B) working memories for verbal information.
C) short-term memories.
D) short-term memories for verbal information.

49. Why is much of human neural development postponed until after birth?

50. Describe each of Piaget's stages of development.

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51. How does an understanding of conservation develop as the child
moves through Piaget's stages?

52. What is meant by 搆now-better?? What is meant by 搕hink-better??

53. Provide evidence for each side of the Empiricist-Nativist debate.

54. Why do children do worse on memory tasks than adults?

55. Why might older adults do worse on IQ tests than younger adults?

56. How do individuals with high verbal ability compare with individuals
with low verbal ability?

57. Why is human childhood prolonged?

58. What is object permanence?

59. What are the ways of explaining why children perform better on
intellectual tasks as they age?

60. According to Case, what controls the growth in working memory?

61. What is the Flynn effect?

62. What are psychometric tests?

63. Why was the original definition of IQ unsuitable?

64. What is factor analysis?

65. What is crystallized intelligence? What is fluid intelligence?

66. What are the two critical stages in solving Sternberg's analogies?

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67. At birth, a child's brain has more neurons than an adult brain has.
A) True
B) False

68. The majority of human neural development is not complete until age
15.
A) True
B) False

69. The number of synapses in the brain reaches its peak at about age 2,
after which it declines.
A) True
B) False

70. Children do worse than adults on almost every memory task.

A) True
B) False

71. IQ scores appear to have risen about 3 points per decade.

A) True
B) False

72. Hippocampal cells grow to compensate for the age-related deaths of

other hippocampal cells.
A) True
B) False

73. The twenties tend to be the time of peak intellectual performance.

A) True
B) False

74. Fraternal twins raised together have more similar IQs than identical
twins raised apart.
A) True
B) False

75. Measures of simple digit span are more strongly related than listening
span and reading span.
A) True
B) False

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76. Faster processing is associated with greater metabolic expenditure.
A) True
B) False

77. According to Piaget's theoretical framework for cognitive

development, in which stage is a 4-year-old child?
A) formal operations
B) sensorimotor
C) preoperational
D) concrete operations

78. According to Piaget, infants develop which concept during their first
year of life?
A) object permanence
B) theory of mind
C) conservation of number
D) egocentrism

79. In the nervous system, the number of synaptic connections increases

_____ times during the first 2 years of life.
A) 10
B) 25
C) 50
D) 100

80. According to Case's memory-space theory of cognitive development,

development of which type of memory is the critical element in
increased intelligence during maturation?
A) episodic long-term memory
B) iconic memory
C) working memory
D) semantic long-term memory

81. Which is the proper conclusion to draw from the study by Chi (1978)
regarding children's memory performance?
A) Children's memory is largely undeveloped until the age of 5.
B) The poorer memory performance shown by children is due to a
lack of experience.
C) The hippocampus of children under 10 is not developed
sufficiently to perform complex memory tasks.
D) Females show a more rapid pattern of memory development than
do males during childhood.

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82. Chi's (1978) study of memory abilities across the life span that
employed 10-year-old skilled chess players and adult novice chess
players is BEST summarized by which statement?
A) Adults have better recall than children for all types of information.
B) Experience with the stimulus used in a memory task is critical to
performance.
C) Children perform as well as adults on spatial tasks, but adults are
superior on verbal measures.
D) The brain regions activated by a semantic memory task are
different for children and adults.

83. Which statement BEST summarizes the findings of Keeney, Cannizzo,

and Flavell's (1967) study?
A) Children's memory ability can be improved through the use of
rehearsal strategies.
B) Memory performance in children is domain-specific.
C) Children's memory performance is better for material that they
hear rather than read.
D) Memory performance proceeds in a uniform sequence across
cultures.

84. According to Salthouse's (1992) study, older adults show decrements

in which component of the Wechsler Adult Intelligence Scale-Revised
(WAIS-R)?
A) both verbal and performance
B) neither verbal nor performance
C) verbal only
D) performance only

85. According to Lehman's (1953) study of the written work of

philosophers, during what decade of life did MOST of them write their
best book?
A) the 1920s
B) the 1930s
C) the 1940s
D) the 1950s

86. Studies of the intelligence quotients of identical twins raised apart

(Bouchard, 1983; Bouchard and McGue, 1981) have yielded which
result?
A) IQ is strongly related to genetic endowment.
B) There is no relationship between genetic endowment and IQ.
C) IQ and intelligence are not the same thing.
D) The twin study is not a suitable methodology to employ for the
analysis of intelligence.

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87. Cattell (1963) divided intellectual abilities into _____ intelligence,
which refers to acquired knowledge, and _____ intelligence, which
refers to the ability to reason and solve problems in novel domains.
A) semantic; declarative
B) adult; adolescent
C) crystallized; fluid
D) stored; working

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Answer Key

1. A
2. D
3. A
4. B
5. C
6. B
7. D
8. C
9. A
10. B
11. B
12. C
13. C
14. A
15. C
16. C
17. C
18. B
19. C
20. D
21. C
22. A
23. C
24. D
25. B
26. C
27. A
28. B
29. D
30. B
31. D
32. C
33. C
34. A
35. B
36. A
37. A
38. B
39. D
40. A
41. A
42. B
43. C
44. B
45. A
46. B
47. B
48. B

Page 14
49. ? The human birth canal has been expanded to its limits.
? At birth, a child's brain has more neurons than an adult brain has,
but those neurons are immature and still need to grow, develop
synapses, and develop supporting structures like glial cells.
? Compared with many other species, human brains will develop
much more after birth.
? A human brain occupies a volume of about 350 cubic cm at birth
and doubles to 700 cubic cm in the first year of life; before a human
being reaches puberty, brain size doubles again.
50. ? Sensory-motor stage (birth? yo): Children develop schemes for
thinking about the physical world.
? Preoperational stage (2? yo): Children in this stage can engage in
internal thought about the world, but their thoughts are intuitive and
lack systematicity.
? Concrete-operational stage (7? 1yo): Children develop a set of
mental operations that allow them to treat the physical world in a
systematic way; they still have major limitations on their capacity to
reason formally about the world, however.
? Formal-operational stage (11yo+): Children have become an adult
cognitively and are capable of scientific reasoning; Piaget saw this as
a sign of mature intellectual functioning.
51. Conservation refers to knowledge of the properties of the world that
are preserved under various transformations. It develops through the
Piagetian stages:
? Sensory-motor stage: In this stage, children come to understand
that objects continue to exist over transformations in time and space
(object permanence); this develops slowly and is considered one of
the major intellectual developments in this stage.
? Preoperational and concrete-operational stages: Many important
advances in conservation occur around the age of six, which is the
transition point between these two stages; children develop
conservation of number (or quantity or amount) as well as
conservation of weight and height of solid objects.
? Formal-operational stage: Children in this stage are able to
understand conservation at new levels of abstraction; they can
understand scientific concepts like the conservation of energy and the
conservation of motion.
52. There are two main ways of explaining why children perform better
on intellectual tasks as they age:
? That they 搕hink better,? meaning that their basic cognitive
processes become better
? That they 搆now better,? meaning that they have learned more
facts and better methods as they age

Page 15
53. The nativists argue that the most important aspects of our knowledge
about the world appear as part of our genetically programmed
development (nature), whereas the empiricists argue that virtually all
knowledge comes from experience with the environment (nurture).
? Evidence for empiricism: In 2001, we realized that humans only
have 30,000 genes (about one-third the number originally estimated)
and 97% of these genes are probably shared with chimpanzees; this
does not leave many genes for encoding features that are uniquely
human; also, advanced mathematical capability cannot be something
that we developed through evolution; modern algebra achieved its
modern form only 500 years ago, and written number systems are
only a few thousand years old; there are 搒econdary? mathematics
that require special learning梥o we cannot be born with that particular
knowledge.
? Evidence for nativism: Some researchers have found that infants
are able to distinguish one object from two and two objects from
three; there is evidence that they may also have a rudimentary ability
to add and subtract; the fact that humans have specific neurons that
respond to numbers is interpreted as evidence of innate knowledge of
numbers.
54. According to research by Chi (1978), children do worse on memory
tasks because they know less of (have less experience with) what
they are being asked to remember; when the memory of skilled 10-
year-old chess players was compared with adults who were novice
chess players, children did better at remembering chess pieces but
adults did better at remembering digits; it is suggested that this result
occurred because children had more experience with the chess pieces
and so could remember them better, whereas adults had more
experience with digits.
55. ? IQ tests are typically given rapidly, and older adults do better on
slower tests.
? IQ tests tend to be like school tests, and younger adults have
more recent experience with these types of tests.
? There may be generational differences (education, nutrition, etc.)
that are unrelated to age-related factors.
? There are genuine and substantial age-related declines in brain
function; brain cells gradually die, and some areas (like the
hippocampus) are particularly susceptible to cell death.
? Some older adults will suffer from intellectual deficits associated
with various brain-related disorders.

Page 16
56. ? Goldberg, Schwartz, and Stewart (1977) compared people with
high verbal ability and those with low verbal ability with regard to
their ability to make word judgments. Different participant groups
were asked whether two given words were identical, whether they
sounded alike, or whether they were in the same category.
Participants with high verbal ability had a slight advantage when asked
if words were identical, but they had much larger advantages when
asked if words sounded alike or meant the same thing. The
researchers concluded that people with high verbal ability have a
major advantage in the speed at which they can go from a linguistic
stimulus to information about it.
? Daneman and Carpenter (1980) tested individual differences in
working-memory capacity using a series of unrelated sentences,
asking participants to name the last word of the sentence that they
saw or heard. They found that the 搑eading span? of participants was
strongly related to their scores on comprehension tests and on tests
of verbal ability. They argued that a larger reading and listening span
indicates the ability to store a larger part of the text during
comprehension.
57. According to Bjorklund and Bering (2003), childhood is prolonged in
order to develop large brains.
58. Object permanence is the ability to understand that objects continue to
exist over transformations in time and space; Piaget considered it one
of the major intellectual developments in the sensory-motor stage.
59. There are two main ways of explaining this:
? That they 搕hink better,? meaning that their basic cognitive
processes become better
? That they 搆now better,? meaning that they have learned more
facts and better methods as they age
60. According to Case:
? Increased speed of neural function is a major factor in the
increase of working memory.
? Practice plays a significant role as well.
61. The Flynn effect refers to IQ scores appearing to have risen about 3
points per decade over the previous century (Flynn, 2007).
62. Psychometric tests are psychological measures of an individual's
performance on specific tasks. This then allows the individual's
performance to be compared with that of other people.
63. It was unsuitable because it could not extend into measurement of
adult intelligence due to the fact that performance on intelligence tests
starts to level off in the late teens and declines in later years.
64. A factor analysis is a method for trying to make sense of correlational
patterns; it involves arranging tests in a multidimensional space such
that the distances between the tests correspond to their correlation.
65. Crystallized intelligence refers to acquired knowledge, while fluid
intelligence refers to the ability to reason or to solve problems in
novel domains.
66. Reasoning and comparison
67. A
68. B

Page 17
69. A
70. A
71. A
72. A
73. B
74. B
75. B
76. B
77. C
78. A
79. A
80. C
81. B
82. B
83. A
84. D
85. B
86. A
87. C

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