Question 6

1. As described in Chapter 8, the theory of “Core Knowledge” states that infants learn through:
2. rich language experiences and good nutrition
3. home and child care experiences
4. sucking and banging
5. predisposition to pay attention to aspects of the environment necessary for survival

Question 7

1. Mattie (2-years-old) struggled but continued to work to stack the blocks in a certain way. She is demonstrating:
2. categorizing
3. persistence through frustration
4. memory
5. curiosity

Question 8

1. Zoe picked up the toy cup and pretended to give her doll a drink. She was engaged in:
2. modeling
3. symbolic play
4. problem-solving
5. curiosity

Question 9

1. When an adult adjusts the amount of help given in response to a child’s level of performance to support the child to achieve what he could not do alone, it is called:
2. attachment
3. attunement
4. mirroring
5. scaffolding

Question 10

1. When a child learns about how objects and people continue to exist despite changes in settings, he is learning about: 
2. object permanence
3. use of tools
4. use of space
5. cause and effect

Question 11

1. As explained in Chapter 9, language is used for communication with others and is affected by:
2. the temperament of the child
3. the child’s capacity to learn numbers
4. the character of the child
5. the quality of the child’s relationships

Question 12

1. Our text states that bilingual children: 
2. generally reach linguistic milestones at the same time in both languages
3. only use one word from one of the languages that they are learning to label an object 
4. generally have smaller total vocabularies than monolingual children
5. have great difficulty learning two languages

Question 13

1. “Language explosion” or “productive naming explosion” generally occurs between:
2. 4-8 months 
3. 8-12 months
4. 12-18 months
5. 18-24 months 

Question 14

1. When Mackenzie (13 months-old) pointed to the picture in the book, her mother said, “That’s a cow. That’s a brown cow.” Mackenzie’s mom knew about the importance of:
2. joint attention 
3. “listening with her eyes” 
4. parallel talk
5. self-talk

Question 15

1. For maximum benefit, hearing impairment in a child should be identified and interventions should be in place:
2. before birth
3. before 6 months of age
4. by 3 years of age
5. before he or she goes to kindergarten

Question 16

1. As Robin was playing with Rod she asked him, “What is that?” “What are you pushing?” and “What color is the car?” She is asking a type of question that may feel intrusive to Rod and limits conversation with him. She is asking what Chapter 9 refers to as:
2. closed questions
3. limited questions
4. imprecise questions
5. partial questions

Question 17

1. As explained in Chapter 10, the primitive reflex of “rooting”:
2. is a response to having something placed in his palm
3. causes the infant to turn his head and open his mouth for the nipple
4. helps the infant shift his weight to maintain balance
5. is a startle reflex in response to loud noises 

Question 18

1. Martina’s care teacher understands that Martina’s temperament is “motor cautious.” Because of this the care teacher:
2. understands why Martina watches before playing
3. talks to Martina’s parents about her concerns
4. pushes her to participate right away and not wait
5. is concerned that Martina has a motor disability

Question 19

1. Which of the following is most true? Children will learn to walk:
2. if parents give children time in baby walkers
3. if parents do not carry them
4. at the same time across the world 
5. at different times based on the culture in which they live

Question 20

1. The term used to indicate that voluntary muscle control progresses from the head down is:
2. ataxic cerebral palsy
3. proximal-distal
4. perceptual-motor coordination
5. cephalocaudal

Question 21

1. The view of babies developing motor skills as solutions to problems posed by the interplay between perception and action is called:
2. the motor problem-solving approach
3. the dynamic systems approach
4. the locomotion approach
5. the vestibular systems approach

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