Cognitive-Developmental Sociocultural Approaches MCQs
Cognitive-Developmental Sociocultural Approaches MCQs
These Cognitive-Developmental Sociocultural Approaches multiple-choice questions and their answers will help you strengthen your grip on the subject of Cognitive-Developmental Sociocultural Approaches. You can prepare for an upcoming exam or job interview with these 50 Cognitive-Developmental Sociocultural Approaches MCQs.
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1: A mental representation, such as concepts, ideas, and ways of interacting with the world is known as
A. Schema
B. Accommodation
C. Assimilation
D. None of these
2: In Piaget’s theory, the process by which new experiences are interpreted and integrated into preexisting schemas is known as
A. Schema
B. Accommodation
C. Assimilation
D. None of these
3: In Piaget’s theory, the process by which schemas are modified or created to include new experiences is known as
A. Schema
B. Accommodation
C. Assimilation
D. None of these
4: An internal depiction of an object; thinking of an object using mental pictures is mental representation
A. True
B. False
5: In Piaget’s theory, the repetition of an action and its response in which infants try to repeat a newly discovered event caused by their own motor activity is circular reaction
A. True
B. False
6: In Piaget’s theory, the repetition of an action that produced a chance event involving the infant’s body is primary circulation reaction
A. True
B. False
7: In Piaget’s theory, repeating an action that produced a chance event that triggers a response in the external environment is secondary circular reaction
A. True
B. False
8: ____ performance is the understanding that objects continue to exist outside of sight
A. Person
B. Object
C. Subject
D. None of these
9: In Piaget’s theory, repeating an action to explore and experiment in order to see the results and learn about the world is ___ circular reaction
A. Primary
B. Secondary
C. Tertiary
D. None of these
10: Violation of expectation task is a method in which infants are shown events that appear to violate physical laws.
A. True
B. False
11: Imitating the behavior of an absent model is ____ limitation
A. Infrared
B. Deferred
C. Preferred
D. All of these
12: A framework explaining that infants are born with several innate knowledge systems or core domains of thought that enable early rapid learning and adaptation is core knowledge perceptive
A. True
B. False
13: Piaget’s second stage of cognitive development, between about age ____ characterized by advances in symbolic thought, but thought is not yet logical is preoperational reasoning
A. 2-4
B. 2-6
C. 3-5
D. 6-9
14: Piaget’s term for children’s inability to take another person’s point of view or perspective and to assume that others share the same feelings is ecocentrism
A. True
B. False
15: A classic Piagetian task used to illustrate preoperational children’s egocentrism is ___ mountains task
A. Two
B. One
C. Three
D. Zero
16: The belief that inanimate objects are alive and have feelings and intentions is called
A. Centration
B. Animism
C. Humanism
D. Distinction
17: The tendency to focus on one part of a stimulus, situation, or idea and exclude all others; a characteristic of preoperational thought is called
A. Centration
B. Animism
C. Humanism
D. Distinction
18: The ability to distinguish between what something appears to be from what it really is appearance reality distinction
A. True
B. False
19: A characteristic of preoperational thought in which a child does not understand that an action can be reversed and a thing restored to its original state is called
A. Reversible
B. Irreversible
C. Operational
D. Nonoperational
20: The principle that a physical quantity, such as number, mass, or volume, remains the same even when its appearance changes is ____
A. Conservation
B. Conversation
C. Confidential
D. All of these
21: Piaget’s third stage of reasoning, from about 6 to 11, in which thought becomes logical and is applied to direct tangible experiences but not to abstract problems is concrete operational stage of reasoning
A. True
B. False
22: The understanding that certain characteristics of an object do not change despite superficial changes in the object’s appearance is ____ identity
A. Object
B. Subject
C. Person
D. All of these
23: The understanding that an object that has been physically altered can be returned to its original state or a process can be done and undone is called
A. Reversibility
B. Classification
C. Seriation
D. Irreversibility
24: The ability to organize things into groups based on similar characteristics is called
A. Reversibility
B. Classification
C. Seriation
D. Irreversibility
25: A type of classification that involves ordering objects in a series according to a physical dimension such as height, weight, or color is called
A. Reversibility
B. Classification
C. Seriation
D. Irreversibility
26: A classification skill in which a child can infer the relationship between two objects by understanding each object’s relationship to a third object is transitive inference
A. True
B. False
27: Piaget’s ____ stage of cognitive development, characterized by abstract, logical, and systematic thinking is formal operational reasoning
A. First
B. Second
C. Third
D. Fourth
28: The ability to consider propositions, probabilities, generate and systematically test hypotheses, and draw conclusions is hypothetical deductive reasoning
A. True
B. False
29: A characteristic of adolescents thinking in which adolescents show preoccupation with themselves and have difficulty separating others' perspectives from their own is adolescent egocentrism
A. True
B. False
30: A manifestation of adolescent egocentrism in which they assume that they are the focus of others’ attention is imaginary audience
A. True
B. False
31: A manifestation of adolescent egocentrism in which adolescents believe their thoughts, feelings, and experiences is called
A. Personal fable
B. Personal value
C. Personal facts
D. All of these
32: Guided participation is the process by which people learn from others who guide them, providing a scaffold to help them accomplish more than the child could do alone.
A. True
B. False
33: Temporary support that permits a child to bridge the gap between his or her current competence level and the task at hand is called
A. Scaffolding
B. Disorganization
C. Misunderstanding
D. None of these
34: Vygotsky’s term for the tasks that ____ cannot do alone but can exercise with the aid of more skilled partners is zone of proximal development
A. Children
B. Individual
C. Person
D. Elder
35: Vygotsky’s term for the tasks that ____ cannot do alone but can exercise with the aid of more skilled partners is zone of proximal development
A. Children
B. Individual
C. Person
D. Elder
36: The ways in which an individual understands how he or she arrived at ideas, beliefs, and conclusions is epistemic cognition
A. True
B. False
37: A stage of cognitive development proposed to follow Piaget’s formal operational stage. Thinking and problem solving is restructured in adulthood to integrate abstract reasoning with practical considerations is postformal reasoning
A. True
B. False
38: Polar reasoning in which knowledge and accounts of phenomena are viewed as absolute facts, either right or wrong with no in-between is dualistic thinking
A. True
B. False
39: Relativistic thinking is type of reasoning in which knowledge is viewed as subjective and dependent on the situation.
A. True
B. False
40: Mature type of reasoning that synthesizes contradictions among perspectives is reflective judgment
A. True
B. False
41: In Labouvie-Vief’s theory, a type of thinking where logic is used as a tool to address everyday problems and contradictions are viewed as part of life is ____ thought
A. Dramatic
B. Pragmatic
C. Positive
D. Negative
42: A form of mature thinking that involves emotional awareness, the ability to integrate and regulate intense emotions is called
A. Cognitive affective Complexity
B. Clear complexity
C. Simplistic
D. Pain
43: The ways in which individuals understand how they arrived at ideas, beliefs, and conclusions is called ______.
A. Metacognition
B. Dualistic thinking
C. Epistemic cognition
D. Relativistic thinking
44: The ways in which individuals understand how they arrived at ideas, beliefs, and conclusions is called ______.
A. Metacognition
B. Dualistic thinking
C. Epistemic cognition
D. Relativistic thinking
45: When Sarat understands that she must speak to her boss in a different manner than she speaks to her friends, she understands ______.
A. Pragmatic thought
B. Social referencing
C. Cognitive–affective complexity
D. Reflexive thought
46: The cultural differences in children’s performance on tasks that measure concrete operational reasoning are a result of ______.
A. Methodology and how questions are asked
B. Genetic differences among different ethnicities
C. Cultural differences in educational curriculums
D. Different parenting practices among various cultures
47: Which of the following illustrates tertiary circular reactions?
A. Alexis can’t reach her cup so she pulls a stool over to the table and steps up on it to get it.
B. Jason sucks his thumb.
C. Brianna drops a ball and watches it bounce down the stairs.
D. Michael plays peek-a-boo with his father.
48: Amanda assigned to create a world on the planet Jupiter for her high school astronomy class. She needs to study the plant’s characteristics and prepare a plan for how humans could live there. What cognitive advancement allows Amanda to accomplish this assignment?
A. Her ability to think in relativistic terms.
B. Her ability to engage in metacognition.
C. Her ability to engage in metacognition.
D. Her ability to engage in multidimensional thinking.
49: What common error in reasoning typical of preschoolers results in children focusing on only one aspect of a problem and excluding other attributes?
A. Egocentrism
B. Centration
C. Animism
D. Inflexibility
50: An infant’s ability to recognize himself or herself in a mirror is dependent upon the infant’s ______.
A. Ability to model behaviors seen in the caregiver
B. Ability to engage in mental representation and hold images in one’s mind
C. Ability to hold information in sensory memory
D. Ability to hold information in sensory memory
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Cognitive-Developmental Sociocultural Approaches MCQs
