Consistent with the divided-versus-focused-attention hypothesis, in research findings, which were more accurate in performing an absolute task?
a. Japanese adults c. American adults
b. Welsh adults d. Chinese adults
Question 2Regarding cultural differences in how children learn to attend to objects and events, in looking at pictures, Westerners tend to
a. group items together on the basis of category membership.
b. tend to focus on the background as much as on the target object.
c. tend to group items together on the basis of relational-contextual criteria.
d. tend to view things in a holistic manner.
Question 3Regarding cultural differences in how children learn to attend to objects and events, some have proposed that East Asians
a. are socialized to focus their attention on key features of objects.
b. are socialized to divide their attention between objects and events in their environments.
c. have analytic styles of reasoning.
d. tend to focus on differences between objects.
Question 4The ability to focus only on chosen stimuli and not to be distracted by other noise in the environment is called
a. memory span. c. selective memory.
b. attention span. d. working memory.
Question 5Chinese speaking children have longer digit spans than English-speaking children because
a. The digits 1 through 9 can be articulated more rapidly in Chinese than in English.
b. The Chinese language is a less-complex language than English.
c. Chinese people place a greater emphasis on education than English-speaking countries.
d. Chinese people generally have a greater memory capacity than English-speaking children.
Question 6The speed with which children can identify and articulate ________ is related to the length of their memory span and working-memory span.
a. the math problems they were asked to solve
b. the childhood experiences they remember
c. words from other languages
d. the words they are asked to remember
Question 7The length of a child's memory span is most influenced by which of the following?
a. the speed of processing c. the difficulty of the task
b. the knowledge base d. the child's interest in the task
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