A) infants cannot distinguish between their native language and an unfamiliar language until they are about 1 year of age.
B) infants' ability to appreciate phoneme contrasts in an unfamiliar language improves substantially during the first 2 years of life.
C) infants are slow to develop language because they cannot recognize the basic phonemes of their native language until they are about 9 months of age.
D) by the age of about 5 months, infants respond more to their own name than to a different name.
F) A) and B)
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A) Children's memory spans are remarkably similar to adults' memory spans.
B) In general, children have excellent recognition memory.
C) Children's recall memory does not improve substantially as they mature.
D) Young children tend to recall items much more accurately than they recognize them.
F) B) and C)
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A) true babbling involves only vowels.
B) babbling is a form of intentional communication.
C) when infants are 1-month-old, their babbling already sounds like the language spoken in their home.
D) intentional communication begins at about 9 months of age.
F) A) and B)
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A) nod her head from time to time.
B) interrupt you continuously, because she has no appreciation for turn-taking.
C) fail to provide any indication that she is listening to you.
D) respond to you by using the same kind of language she would use for a younger child.
F) A) and B)
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A) Young children are just as likely as older children to rearrange pictures of the words that they must remember.
B) Most young children are aware that organization would be helpful in memory tasks, but they lack the ability to organize.
C) Young children who have been taught an organizational strategy usually show improved recall.
D) When young children are told, "Remember these items," they spontaneously organize the items.
F) A) and C)
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A) Kanako: "Elderly adults are much more likely to have decreased frontal-lobe activation."
B) Stacey: "Elderly adults often have more trouble paying attention."
C) Curtis: "Elderly adults have much more trouble using strategies to enhance their performance on long-term memory tasks."
D) Juan: "Elderly adults have much more trouble on implicit memory tasks."
F) A) and D)
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A) children's memory span remains fairly constant between the ages of about 2 and 10.
B) children do not seem to have a functioning visuospatial sketchpad until they are about 10 years of age.
C) scores on tests of phonological working memory are correlated with reading skills.
D) scores on tests of visuospatial working memory do not seem to be correlated with any academic skills.
F) All of the above
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A) Sergei: "Elderly adults remember contextual cues better than young adults, and these cues tend to disrupt performance on explicit recall tasks."
B) Isabelle: "Elderly adults typically fail to use long-term memory strategies based on organization and imagery; as a result, information often cannot be retained in long-term memory."
C) Mandy: "Elderly adults are more likely than young adults to have difficulty paying attention, which can affect performance on memory tasks."
D) Christopher: "Elderly adults are much too confident about their memory skills, so they actually spend less time rehearsing the material."
F) A) and C)
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A) when memory is measured in terms of recognition memory, rather than recall memory.
B) when working on an explicit memory task, rather than an implicit memory task.
C) when contextual cues are missing.
D) when recalling unrelated pairs of English words.
F) A) and C)
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A) believe that they need to make an effort if they genuinely want to remember something.
B) underestimate how well they will perform on a memory test.
C) were only slightly more confident about the items they had answered correctly, compared to their confidence about the items they had answered incorrectly.
D) use appropriate memory strategies if they realize that they don't know the material.
F) A) and C)
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A) in general, elderly adults are more confident about their skills than young adults are.
B) other variables-such as health or education-can explain part of the age-related cognitive differences.
C) when researchers eliminate several other relevant variables, elderly adults and young adults have almost identical cognitive abilities.
D) in general, elderly adults and young adults have had similar recent experience with memorizing material.
F) B) and D)
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A) long-term memory.
B) working memory.
C) autobiographical memory.
D) logical reasoning.
F) All of the above
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A) make fewer prospective memory errors, probably because they have developed effective strategies for remembering to do things in the future.
B) make fewer prospective memory errors, probably because retired adults do not need to remember so many work-related responsibilities.
C) make more prospective memory errors, probably because this kind of memory task is mostly based on working memory, and elderly people often have trouble with working memory.
D) make more prospective memory errors, probably because this kind of task is mostly based on implicit memory, and elderly people often have trouble with implicit memory.
F) B) and C)
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A) he uses the same kind of language for both people.
B) he inappropriately uses more complicated language for his sister than for the adult.
C) he uses more complicated language for the adult than for his sister.
D) he would use more complicated language for the adult only if he is gifted in language skills.
F) C) and D)
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A) pragmatics.
B) habituation.
C) an overextension.
D) fast mapping.
F) C) and D)
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A) You would conclude that the younger people have better memory than the older people.
B) You would conclude that the differences in the average scores can be traced to differences in the working memory of the two groups.
C) You would recommend that the same study should be repeated with larger groups of participants.
D) You would recommend that the study should be repeated, matching the two groups in terms of variables such as education and health.
F) A) and C)
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A) these children were much more confident about the questions they answered correctly compared with the questions they answered incorrectly.
B) these children were equally confident about the questions they answered correctly and the questions they answered incorrectly.
C) these children were overconfident about the questions that they had actually answered incorrectly.
D) these children were unable to understand the metamemory task, so the results of this study were inconclusive.
F) A) and D)
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A) Almost all of the deficits can be traced to factors other than a person's age.
B) Elderly individuals consistently use less effective memory strategies.
C) Most of the decline can be traced to deficits in language-processing skills.
D) Some of the decline can be traced to changes in the brain.
F) C) and D)
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A) elderly people and young adults do not seem to differ on any measures of working memory.
B) elderly people show consistent deficits on working memory tasks, in comparison with young adults.
C) elderly people and young adults are most different from each other on easy working memory tasks.
D) elderly people and young adults are most different from each other on difficult working memory tasks.
F) A) and C)
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A) a steady improvement in memory during the first 18 months of life.
B) no consistent pattern in memory development because the measure of memory used for the first 6 months yields very different data from the measure of memory used later in infancy.
C) a very low level of correct responses during the first 6 months, because infants' brain development is incomplete, followed by a very rapid increase in memory.
D) a very rapid increase in memory during the first 6 months, followed by a more gradual increase and then a plateau.
F) A) and B)
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