Question: 2. Which Of The Following Statements About Cognitive Development And The Brain Is TRUE? A. Synaptic Pruning Causes Cognitive Development, And When It Happens, A Child Is Likely To Experience Significant Developmental Delays. B. Brain Development Is A Critical Aspect Of The Development Of Cognitive Ability, But Environmental Stimuli Also Affect Cognitive …

2. Which of the following statements about cognitive development and the brain is TRUE? a. Synaptic pruning causes cognitive development, and when it happens, a child is likely to experience significant developmental delays. b. Brain development is a critical aspect of the development of cognitive ability, but environmental stimuli also affect cognitive development. c. All cognitive development is directly and uniquely the result of the physical maturation of the brain and the number of synapses generated as the child grows d. The brain grows to almost complete maturity during the first five years of life, so adults should ensure that children ages five and under be given as much mental stimulation as can be provided. 3. The teacher shows seven-year-old Natasha a row of pennies and asks her, “How many are there?” “Ten,” she says. Next, the teacher spreads out the pennies and repeats her questions, “How many are there?” Natasha laughs, “There are still ten pennies. You just spread them out to trick me.” Piaget would be likely to say that Natasha is: a. Probably in the preoperational stage of development. b. Struggling with a concept of class inclusion. c. Cognitively advances, as she is able to interpret complex, abstract data, even at her young age. d. Demonstrating simple logical thought based on concrete experiences. ABC 4. Elizabeta and Ava have the same IQ (which falls in the average range) according to an intelligence test. However, Elizabeta excels in her schoolwork, while Ava performs at only an average level in classes. On each assignment, Elizabeta asks important questions, plans ahead, and consults with her teacher if she has questions. Ava, on the other hand, tends to procrastinate and submit work that demonstrates basic competence but no real engagements with the ideas under study. She sometimes groans and says, “School is so boring!” Which of the following statements would most accurately explain the differences between the girls’ performances? a. There is no relationship between intelligence and achievement; all student performance is a result of cognitive style and disposition. b. Achievement is influenced not only by intelligence but also by cognitive style and disposition. Elizabeta is probably more motivated to succeed in school than Ava is, which is a reflection of differences in disposition. c. The scores on Ava’s intelligence test must have overestimated her ability. d. Although Elizabeta achieves well on academic tasks, it’s likely that Ava’s strengths lie in another area such as art or interpersonal interaction. 5. To promote her high school students’ cognitive development, Ms. Avery often uses manipulatives and hands-on activities. This practice is: a. Appropriate, given that students at this age are still developing their abilities to use formal operations, and because illustrating abstract ideas with concrete objects and events can help adolescents encode ideas effectively, b. Inappropriate, because concrete objects and events in high school are well below mosystudents’ zone of proximal development (zpd). c. Appropriard, because most high school students are not able to do even basic abstract thinking, so the manipulatives and hands-on activities are necessary for their cognitive development. d. Inappropriate, because presenting concrete objects and events in high school lessons discourages students from engaging in the abstract thought so essential for cognitive development.