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6. Examples of material cognitive tools:

  • Books, language, etc
  • None of the above
  • Books, models, etc
  • Numbers, language, etc

7. Which of the following is true:

  • Younger children are more likely to be confused by perceptually similar distractors
  • 3-4y/o are unable to use analogies
  • Younger children can easily distinguish perceptually similar distractors
  • Use of analogies becomes more difficult across ages

8. The correct categorisation of episodic memory

  • LTM > explicit > declarative > episodic
  • LTM > implicit > semantic > episodic
  • LTM > implicit > procedural > episodic
  • STM > explicit > declarative > episodic

9. The Miller and Seler (1994) study showed that:

  • Neither younger nor older children were able to selectively attend to relevant stimuli
  • Older children were able to selectively attend to relevant stimuli, younger children did not
  • Both older and younger children were equally able to selectively attend to relevant stimuli
  • Younger children were able to selectively attend to relevant stimuli, older children were not

10. Which of the following are methodologies used in cognitive studies

  • Computer modelling and timings only
  • Timings, evaluation errors, microgenetic method
  • Self-report studies, computer modelling, timings
  • Timings, self-report studies, microgenetic method

11. Which is NOT a common strategy for remembering

  • Rehearsal
  • Familiarisation
  • Elaboration
  • Organisation

12. Another finding of the Ruff and Capozali (2005) was

  • Younger children become less engaged as a session progresses
  • Older children become more engaged as a session progresses
  • Younger children become more engaged as a session progresses
  • Older children become less engaged as a session progresses

13. Infants are NOT able to

  • Remember objects haptically
  • Remember cross-modal information
  • Remember a series of words
  • Remember speech sounds

14. What categories of attention did the Ruff and Capozali (2005) study define

  • Casual, Settled, Fixed
  • Casual, Constant, Fixed
  • Casual, Settled, Focused
  • Constant, Settled, Focused

15. Which of the following is NOT used to test memory in pre-verbal infants

  • Operant conditioning
  • fMRI
  • Visual paired comparison
  • Habituation

16. Which of the following is NOT a description of 'soft core' information processing

  • Use of experimental methods to understand human behaviour
  • Computers are used to simulate thought
  • Computers are used as a metaphor for thought
  • None of the above

17. According to Rose (1983), how long do 6m and 12m old infants need for familiarisation?

  • 20-30s, 10-15s respectively
  • 10-15s, 20-30s respectively
  • 20-30s, 5-10s respectively
  • Both require 20-30s

18. What did the Ruff and Capozali (2005) study show

  • All types of attention increase with age
  • Casual attention increases with age, fixed and settled attention decrease with age
  • Casual attention decreases with age, fixed and settled attention increase with age
  • Casual and settled attention increase with age, fixed attention decreases with age

19. Pressler and Carey (2004) showed that:

  • Children were often confused about the functional relevance of some cultural tools
  • Children were not confused about the functional relevance of some cultural tools
  • When shown a drawing of an object, children were able to understand it had real-world value
  • When shown a drawing of an object, children were not able to understand it had real-world value

20. At what age does rudimentary planning and prediction begin

  • 12m
  • 18m
  • 24m
  • 6m