The correct answer appears first and is boldface.

1. d. In her study examining how young children deploy their attention, Eliane Vurpillot found that preschoolers scanned the windows haphazardly and made decisions about similarity without comparing each pair of windows between the two houses.

a. Older children scanned the windows longer than did the younger children.

b. Preschoolers typically scanned about half of the windows before deciding whether the two houses were identical.

c. Older, not younger, children were more likely to stop scanning the windows as soon as they noticed a difference between the two houses.

2. c. With development, attention becomes selective; thus, the child is much more likely to ignore information that is irrelevant or distracts from the central activity.

a. Knowledge of object permanence is unrelated to the selective ability to focus attention on relevant over irrelevant task dimensions.

b. Semantic memory involves memory for general concepts and is not related to selective attention.

d. Metacognition is the child's achievement of awareness of his or her own cognitive processes; although it may influence attentional activity, selective attention provides a more appropriate explanation of the difference between Cheryl and her brother.

3. c. One developmental trend in attention that was described in the text is the increased ability to selectively attend to relevant stimuli. Because Mandy is older than Maureen, she probably shows better selective attention.

a. Attending to two different stimuli simultaneously is a difficult task; the text presented no evidence showing developmental change in this ability.

b. The text described no evidence indicating that older children show greater recall of a dimension deemed irrelevant; in fact, the research on this topic suggests the opposite often occurs.

d. Better recall of words at the end of a list is called the recency effect. Studies have found few developmental differences in the recency effect; therefore, Mandy and Maureen are unlikely to show differences in the recency effect.

4. a. Children such as Jared who have difficulty sitting still, have trouble getting along with others, have difficulty focusing attention on one task for very long, and are easily distracted could have a disorder known as attention deficit hyperactivity disorder.

b. There is no developmental disorder known as metacognitive disorder.

c. Short-term memory disorders are known to exist in people suffering from some forms of brain damage and Alzheimer's disease, a disorder more typical in an elderly population.

d. Autism is a severe psychological disorder characterized by extreme social withdrawal and some cognitive and language deficits.

5. d. Because Rebecca is recalling a particular event or episode that she experienced in the past, her memory is classified as episodic memory.

a. Semantic memory is memory of facts or concepts with no reference to any particular event. Because Rebecca is recalling a specific event (a previous birthday), her memory is not semantic.

b. Short-term memory (also called working memory) is a temporary form of memory during which operations such as rehearsal and categorization take place. It is not a permanently stored memory of a previous event.

c. Working memory is a form of short-term memory and thus would not contain long-term memories such as Rebecca's recollection of her fifth birthday.

6. b. Operant conditioning paradigms such as this have been shown to reveal long-term memory in three-month-old infants for up to two weeks or more. Therefore, Allysa likely remembered that she could kick to move the balloon and very likely started to kick vigorously when she saw the balloon above her.

a. According to research on long-term memory in infants, Allysa most likely did remember that she could kick to move the balloon and did not have to learn to do it all over again.

c. Allysa most likely showed evidence of recognizing the balloon and is unlikely to display an adverse reaction when her mother tied it to her foot.

d. Allysa is not likely to show habituation to the balloon a week later.

7. a. Philippe's realization of what is required of him to remember a list of words suggests that he has developed metamemory, an awareness of his memory as a cognitive process.

b. Although memory of objects is necessary to achieve object permanence, object permanence does not define a child's understanding of her or his own memory processes.

c. Episodic memory defines a specific type of memory, not the individual's realization that memory is a cognitive process.

d. While selective attention is important for any memory process, it does not define the individual's realization that memory is a cognitive process.

8. b. Research on children's scripts has revealed that children can remember quite a lot about routine, temporally ordered events. Therefore, Moira is likely to remember a great deal about her birthday party because she can rely on her birthday party script.

a. Research has indicated that three-year-olds may be able to remember for periods as long as two years.

c. Moira is likely to remember details about her birthday party because she should be able to recall them by using her birthday party script.

d. Although Moira is not likely to have elaborated the information sufficiently for later recall, she probably will remember much about her birthday party because she can rely on her birthday party script to help her recall the details of the event.

9. c. Considerable evidence has been obtained in recent years to indicate that infants and very young children have long-term memory capacities even though they are not able to report them under most circumstances. Thus, this answer would not be an appropriate explanation for infantile amnesia.

a. Piaget suggested that children less than two years of age represent events in a qualitatively different way than older children, who are more likely to encode information verbally, that is, in a form typically required in tests of memory.

b. If children younger than two years of age do not have a sense of self, the experiences and memories they have may not be connected to a perception of personal events as is required in autobiographical memory.

d. Children must understand the concept of a personal narrative about their experiences in order to recall information in autobiographical memory.

10. b. Recent research on children's eyewitness testimony has shown that misinformation provided by an adult is more likely to distort a preschooler's memory than misinformation provided by another child.

a. Questions that require yes-no answers, if repeated, may suggest to a young child that his or her first response was incorrect.

c. Unfortunately, dolls and props can sometimes increase the likelihood of false reports.

d. Preschoolers have very good memory for events and therefore may be able to provide fairly accurate eyewitness accounts. However, their accuracy can be affected by many factors.

11. a. Evidence is emerging to link some aspects of memory--for example, recognition memory--to certain structures and regions of the brain, such as the hippocampus.

b. No evidence exists at this time to indicate that either the left or the right hemisphere plays a more important role in memory.

c. Evidence exists to suggest that the hippocampus may be involved in recognition memory, but it remains unclear what role, if any, the prefrontal and temporal lobes of the brain play in recognition memory. On the other hand, these regions of the brain may be involved in more complex forms of memory.

d. The hippocampus has been linked to recognition memory but not to other forms of memory at the present time.

12. c. Children under seven have been shown to go through a maze without first planning a route.

a. Nad may be unable to solve the maze, but five-year-olds do have the ability to use representational knowledge to help them solve a problem.

b. Nad may be unable to solve the maze; however, though their strategies are not always efficient or well planned, five-year-olds will select a strategy that has worked for them in the past to solve a similar problem.

d. Not until children are around seven years old are they likely to plan the entire route through the maze before drawing it.

13. d. One of the major developmental changes in scientific reasoning stems from being able to generate and evaluate hypotheses and systematically test and record the results of experiments.

a. Although adolescents are more systematic in their scientific thinking, research indicates that even children just starting school effectively evaluate evidence in support of a hypothesis and show other competencies with respect to this form of reasoning, especially if given instruction on these kinds of tasks.

b. Improved memory may benefit performance on scientific reasoning tasks, but no evidence exists to indicate that developmental changes in this capacity are the primary reason for more limited performance by younger children.

c. Even first-graders demonstrate competence in determining when evidence provides conclusive or inconclusive support for a hypothesis.

14. a. The multistore model is the classic information processing model of memory. Information is assumed to pass through sensory, working, and long term memory structures.

b. Limited resource model does not posit different mental structures. Instead, this theory suggests that people have limited amount of energy to perform different tasks. As children grow older, their processing becomes more automatic, and so they have more energy to devote to various cognitive processes.

c. Working memory is one structure in the multistore model.

d. Executive control is the ability to control and coordinate one's own cognitive processes.

15. d. Episodic memory refers to memory for specific, autobiographical events that occur in ones life. Memory for a specific day at the zoo would be classified as episodic memory.

a. Knowing the letters in the alphabet is an example of semantic memory (memory for general concepts or facts).

b. Asking someone to reproduce previously encountered stimuli is an example of recall memory.

c. Recognizing that a stimulus is familiar would be an example of recognition memory.

16. b. Processing speed is the speed at which a person can perform cognitive tasks.

a. A larger memory span would not influence how fast someone can perform a previously learned task.

c. While there may be differences in working memory, this question is a more direct example of speed of processing.

d. Executive control is knowledge and control over one's cognitive processing.

17. c. Elaboration is a memory strategy that is particularly effective, and is more likely to be used by older children. There are several ways in which elaboration can occur, including constructing a visual image of the information to be remembered information, as in this example.

a. Rehearsal, likely to be used by younger children, would consist of simply repeating information to be remembered over and over.

b. Production deficiency is not a memory strategy. Rather, it is when children do NOT use any memory strategy.

d. Metacognitive is a term referring to one's own knowledge about cognition. Use of memory strategies and metacognition would both increase as the child develops.

18. b. Research shows that social interactions play a role in infantile amnesia. American parents are more likely to explicitly encourage and use a narrative structure when interacting with their children.

a. Research shows Korean parents are less likely to talk about the past than American parents.

c. Chinese parents are also less likely to talk about the past with their children.

d. see above for explanation of how ethnicity affects infantile amnesia.