HDFS 311 Short answer practice questions

How does Spearman’s theory of intelligence (g) compare to Gardner?

Spearman argues intelligence is one general factor (g) that supports all mental tasks. Gardner argues for multiple independent intelligences (e.g., linguistic, spatial, musical). Spearman sees intelligence as unified; the others see it as multidimensional.

Put these in order: non-symbolic, symbolic, verbal math knowledge.

1) Non-symbolic knowledge (recognizing quantities like "*****"), 2) Symbolic knowledge (knowing "5" represents quantity), 3) Verbal math knowledge (saying "five").

Will colored reading glasses help dyslexia? Why or why not?

No. Dyslexia is caused by weaknesses in phonological processing—difficulty mapping sounds to letters. Colored glasses may reduce visual strain but do not fix phonological awareness.

What are the three needs in Self-Determination Theory?

competence, autonomy, relatedness

Competence

feeling capable

Autonomy

feeling in control of choices

Relatedness

feeling connected to others

What happens when all three needs in self-determination are met?

when all three are met, motivation increases

What is the difference between being popular and being well-liked? popular

"Popular" refers to social status and visibility—someone may be high-status but not kind.

What is the difference between being popular and being well-liked? well-liked

"Well-liked" means peers genuinely enjoy and prefer the person. They are not the same and don't always overlap.

What is the difference between the medical and social model of disability? medical model

The medical model sees disability as a deficit within the child (e.g., “fix the child”). A school might add therapy but change little else.

What is the difference between the medical and social model of disability? social model

The social model sees disability as created by barriers in the environment. A school might install ramps, provide accessible materials, or adapt classrooms to support mobility.

Describe the sensory register, working memory, and long-term memory. sensory register

very brief, large capacity; receives raw sensory input.

Describe the sensory register, working memory, and long-term memory. working memory

limited capacity; holds info temporarily for thinking

Describe the sensory register, working memory, and long-term memory. long-term memory

unlimited capacity; stores information permanently

Describe the sensory register, working memory, and long-term memory. movement between stages happens through

rehearsal, organization, elaboration, and retrieval

Put these in developmental order: walking, standing, rolling over, jumping, sitting, cruising.

Rolling over → Sitting → Standing → Cruising → Walking → Jumping.

Compare cognitive abilities in the sensorimotor vs. preoperational stage. sensorimotor

learning through senses and actions; no mental symbols; object permanence emerges.

Compare cognitive abilities in the sensorimotor vs. preoperational stage. preoperational

symbolic thinking and language grow, but children show egocentrism and lack conservation; reasoning is intuitive, not logical.

Compare cognitive abilities in concrete operational vs. formal operational stages. concrete operational

children think logically about concrete objects; understand conservation, classification

Compare cognitive abilities in concrete operational vs. formal operational stages. formal operational

adolescents can think abstractly, use hypotheticals, and reason scientifically

Briefly describe the six levels of Bronfenbrenner's model with examples. individual

child’s traits (temperament)

Briefly describe the six levels of Bronfenbrenner's model with examples. microsystem

direct environments (family, school).

Briefly describe the six levels of Bronfenbrenner's model with examples. mesosystem

interactions between microsystems (parent–teacher meetings).

Briefly describe the six levels of Bronfenbrenner's model with examples. exosystem

indirect environments (parent’s workplace).

Briefly describe the six levels of Bronfenbrenner's model with examples. macrosystem

cultural norms and laws

Briefly describe the six levels of Bronfenbrenner's model with examples. chronosystem

historical time or life transitions (growing up during COVID).

What is the difference between basic and secondary emotions? basic

(joy, fear, anger) appear in infancy

What is the difference between basic and secondary emotions? secondary

(pride, guilt, shame) require self-awareness and emerge later in early childhood

What is theory of mind?

Theory of Mind is understanding that others have their own thoughts and beliefs

How does theory of mind differ between ages 3 versus ages 7?

Age 3: children struggle with false-belief tasks.

How does theory of mind differ between ages 7 versus ages 3?

Age 7: children understand that beliefs can differ from reality and from their own perspective

How does the Strange Situation measure attachment?

A caregiver leaves and returns while the infant’s reactions are observed.

How does the Strange Situation measure attachment? secure attachment

distressed when caregiver leaves; comforted upon return.

How does the Strange Situation measure attachment? insecure attachment

may avoid caregiver, resist comfort, or show disorganized behavior when reunited.

How do genes and environment interact through passive, active, and evocative influences? passive

parents provide genes and environment (musical parents give musical genes + musical home)

How do genes and environment interact through passive, active, and evocative influences? active

children seek environments that match their traits (a shy child avoids crowds)

How do genes and environment interact through passive, active, and evocative influences? evocative

children’s traits evoke reactions from others (a cheerful child receives more positive attention).