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PSY210H5 Introduction to Developmental Psychology PAST FINAL EXAM questions and answers (with Ruth Speidel) University of Toronto CA$19.39   Add to cart
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PSY210H5 Introduction to Developmental Psychology PAST FINAL EXAM questions and answers (with Ruth Speidel) University of Toronto
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PSY210H5 Introduction to Developmental Psychology PAST FINAL EXAM questions and answers (with Ruth Speidel) University of Toronto

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  • September 13, 2024
  • 27
  • 2024/2025
  • Exam (elaborations)
  • Questions & answers

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  • psy210 with ruth
  • psy210 utm
  • psy210h5 introduction to developmental psychology

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PSY210H5 Introduction to Developmental Psychology PAST FINA
EXAM questions and answers (with Ruth Speidel) University of
Toronto

,MC and T/F QUESTIONS
Practice Questions

1. When viewing objects, by 4 months of age, infants have achieved
a. size constancy
b. shape constancy
c. brightness constancy
d. colour constancy
e. all of the above

2. The idea that the mind of the human infant is a tabula rasa at birth reflects the belief that
a. experience molds each person into a unique individual.
b. children should be left alone so that their good natures can unfold.
c. heredity plays a major role in an individual’s development.
d. infants cannot think because their minds are blank.
e. none of the above

3. Yvonne was a busy, energetic child who grew up to be a busy, energetic adult.
Yvonne provides an example of
a. the influence of nurture on development.
b. continuity in development.
c. the connectedness of different domains of development.
d. the active role of the child in development.
e. more than one of the above

4. Ten-year-old Tyra is obese. Which of the following weight-loss programs would be
most effective?n
a. A program in which Tyra does not have to concern herself with monitoring her calories
and exercise.
b. A program that focuses on changing Tyra’s eating habits, encouraging her to become
more active, and helping her to avoid sedentary behaviour.
c. A program that sets very high goals for Tyra’s weight loss.
d. A program that teaches Tyra to respond to external cues to start and stop eating.
e. None of the above

5. Your friends John and Lisa are wondering whether their newborn son can feel pain. What
can you tell them about infants’ ability to feel pain?
a. Infant nervous systems are not sufficiently developed to transmit pain.
b. The skin of infants does not have as many pain receptors as does the skin of adults.
c. Behaviour suggests that newborns do not experience pain.
d. Physical development and behaviour suggests that newborns are capable of feeling pain.
e. More than one of the above

6. The ability to systematically look at problems and generate different solutions is known as

, a. analytic ability
b. practical ability
c. exponential ability
d. creative ability
e. generative ability

7. Which of the following is the best example of a phenotype?
a. blue eyes
b. an allele for sickle-shaped cells
c. an XX chromosome pattern
d. codominant genes
e. all of the above


8. Which of the following is true of naturalistic observations?
a. Researchers usually record all of a child’s behaviours.
b. Because children are being observed in their natural settings, the behaviour of interest is
less likely to be disturbed.
c. This method is useful for studying phenomena that occur rarely.
d. This method is useful for studying behaviours that occur in private settings.
e. none of the above.

9. One-month-old Godfrey is shown a picture of a human face. How is he most likely to look
at the face?
a. He will focus mainly on the interior of the face.
b. He will look mainly at the outer edges of the face.
c. He will look mainly at the bottom of the face
d. He will scan all parts of the face equally.
e. He will scan parts of the face at random.


10. A developmental psychologist is most likely to use a false-belief task to study

a. theory of mind. b. egocentrism c. animism. d. attention. e. more than one of the above.

11. Knowledge and awareness of cognitive processes is referred to as
a. cognitive self-regulation b. memory strategies. c. metacognitive knowledge.
d. metamemory. e. none of the above.

12. The order in which children acquire grammatical morphemes depends on

a. the complexity of the morpheme, with the acquisition of simpler morphemes occurring
before that of more complex morphemes.
b. the frequency of occurrence of the morpheme in the language.
c. the frequency with which children’s parents use the morpheme.
d. the age at which children begin speaking. E. more than one of the above.

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