The tower of Hanoi problem was used to study children's

The tower of Hanoi problem was used to study children's
 
  a. general knowledge. c. ability-to-transfer skills.
  b. ability to plan. d. recall memory.

Question 2

Which of the following is not an aspect of planning?
 
  a. The ability to persevere with the initial plan in mind despite obstacles
  b. The number of subgoals that can be kept in mind
  c. The ability to examine long-term goals
  d. The adaptation of plans to the particular demands of the task

Question 3

Planning can be facilitated by
 
  a. providing children with information about the end-state of a problem.
  b. having children draw maps of the potential solutions.
  c. an understanding of transitive inference.
  d. none of these.

Question 4

The child's ability to understand that a symbol can stand for a real-life event is called a(n)
 
  a. applied memory. c. type A symbolism.
  b. representational capacity. d. higher-order thinking.

Question 5

Judy DeLoache found that three-year-olds were better than two-year-olds at using a scale model of a room to help locate a hidden toy in the real room. After conducting a memory test in which the children had to go back to the scale model to find the toy there, DeLoache concluded that
 
  a. memory problems for the two-year-olds provided a sufficient explanation of her findings.
  b. the three-year-olds had better mental representational ability than the two-year-olds.
  c. the three-year-olds were better planners than the two-year-olds.
  d. the three-year-olds had longer attention spans than the two-year-olds.

Question 6

Which of the following is the most basic ability needed for problem solving?
 
  a. Transferring skills c. Representation
  b. Mathematical skills d. Reading ability

Question 7

Problem-solving skills
 
  a. appear suddenly in one stage.
  b. should show few fundamental changes with age because they are primarily innate.
  c. develop in a continuous, gradual manner as various strategies are acquired and refined.
  d. should improve with age as children shift from one stage of development to the next.

Question 8

To retrieve a toy, Samara had to remove a barrier, displace a cloth, and pull a string. Samara's success on this task suggests that
 
  a. she can coordinate several subgoals to accomplish an end.
  b. she does not yet have object constancy.
  c. she can solve fairly simple means-end tasks.
  d. she does not understand the consequences of deliberate actions.

Question 9

Problem solving that involves a number of steps with complex relationships between them is said to involve
 
  a. analogical transfer. c. higher-order thinking.
  b. transitive inference. d. componential reasoning.

Question 10

It seems that the ability to perform more demanding memory tasks coincides with the development of the
 
  a. cerebellum. c. brain stem.
  b. hippocampus. d. reticular activating system.