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EPPP DEVELOPMENTAL PSYCHOLOGY EXAM NEWEST ACTUAL EXAM COMPLETE 120 QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES (VERIFIED ANSWERS) |ALREADY GRADED A+ $28.49   Add to cart
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EPPP DEVELOPMENTAL PSYCHOLOGY EXAM NEWEST ACTUAL EXAM COMPLETE 120 QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES (VERIFIED ANSWERS) |ALREADY GRADED A+
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EPPP DEVELOPMENTAL PSYCHOLOGY EXAM NEWEST ACTUAL EXAM COMPLETE 120 QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES (VERIFIED ANSWERS) |ALREADY GRADED A+

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  • July 17, 2024
  • 88
  • 2023/2024
  • Exam (elaborations)
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  • eppp developmental
  • eppp developmental psychology exam newest 2024 20
  • eppp developmental psychology
  • eppp developmental psychology exam

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1 | P a g e EPPP DEVELOPMENTAL PSYCHOLOGY EXAM NEWEST 2024 -2025 ACTUAL EXAM COMPLETE 120 QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES (VERIFIED ANSWERS) |ALREADY GRADED A+ According to Piaget's theory of cognitive development, a child who is able to generate multiple theories as to why something occurred and then arrive at one theory based on the evidence at hand is displaying: A. formal operational thought. B. preoperational thought. C. decentration. D. concrete operational thought. - ANSWER - A. Rationale : Piaget's theory of cognitive development identifies four developmental stages, roughly correlated with specific age ranges. As children progress through these stages, their methods of assimilating new information, accommodating existing cognitive structure s to new information, and mentally representing information in general become more sophisticated. The fourth and final stage, formal operational thought, begins at about the age of 12, though not everyone fully completes this stage. It involves the ability to think abstractly, reason logically and draw conclusions from available information. One characteristic of formal operational thought is hypothetico -deductive reasoning, which involves the ability to generate multiple theories for a phenomenon and choos e one theory over others based on reasoning and evidence 2 | P a g e The effects of Fetal Alcohol Syndrome: A. are irreversible and long -term. B. remit within the first six months in about 25% of cases. C. are reversible if proper nutrition is provided to the child. D. remit by the age of six except for lingering learning difficulties. - ANSWER - A. Rationale : The term Fetal Alcohol Syndrome (FAS) refers to a set of severe and complex deficits in children produced by prolonged and heavy maternal alcohol use during pregnancy. Symptoms vary depending on the amount of alcohol consumed; typical features included gro wth retardation, microcephaly, irritability, and a variety of physical illnesses. In most cases, the symptoms are irreversible.© According to the concept of "homeostasis," if a married woman's depressive symptoms improve, we can expect that which of the following will be most likely to occur? A. increased support from her husband B. depressive symptoms in her husband C. rejection by all family members D. overall improvement in the family's symptoms - ANSWER - B. Rationale : "Homeostasis" refers to the tendency for any system to react toward restoring the status quo in the event of any change. Homeostasis is automatically disturbed as individuals in a family grow into new developmental stages or "get better" after having had d epressive or other symptoms. Therefore, when someone recovers, to restore a homeostatic balance, family members may 3 | P a g e either sabotage the recovered member's improvement or become symptomatic themselves. Thus, if the woman's depressive symptoms improve, the concept of homeostasis would predict that depressive symptoms might develop in her husband Piaget believed that children are "spontaneous liars" and considered their false statements to be natural and harmless until about: A. Age 3 or 4 B. Age 4 or 5 C. Age 5 or 6 D. Age 7 or 8 - ANSWER - D. Rationale : Piaget thought that around age 7 or 8 children begin to intentionally communicate false statements. Subsequent research suggest that children as young as age four lie intentionally, most often to avoid punishment or obtain a reward. All of the following are true regarding the relationship between aging and memory, except: A. observed age -related cognitive and memory declines are believed to be due to artifacts of intelligence tests and experience, rather than physiological changes. B. the main locus of observed age -related decline in memory is in long -
term memory rather than short -term or sensory memory. C. on tests such as the WAIS -III, the least age -related decline is observed on subtests measuring stored knowledge. D. age -related declines on complex psychomotor tasks are greater than they are on simple psychomotor tasks. - ANSWER - A. 4 | P a g e Few, if any, experts believe that age -related declines in cognition and especially memory are solely related to artifacts of experience or testing. These declines have been observed again and again across different cultures and different tests. Certainly, experience and test error can account for some degree of observed decline, but the generally accepted conclusion is that these declines are real and reflect true neuropsychological changes. Choices B, C, and D are true statements about age -related decline in cognition and memory. Of the following, which is true regarding gender segregation? A. It is an indication of overly sex -typed socialization by parents. B. It inhibits the development of mature gender schemas. C. It illustrates the interacting influences of biology, socialization and cognition on gender development. D. It is the results of biological gender differences. - ANSWER - C. Gender segregation refers to children's preference for same -sex peer affiliations. Children as young as 3 years of age often establish and maintain same -gender friendships and play in groups composed primarily of children of their own gender. This phenomen on occurs in all cultures where children's social groups are large enough to allow choice and is typically observed from the preschool years through adolescence. Gender segregation appears to have important influences on children's development. Different p eer group environments may lead to the development of different psychological preferences, skills, peer cultures and may also foster later gender differences in academic achievement, socializing and intimacy. These differences have been referred to as the two cultures theory which also proposes that distinctive features of girls' and boys' peer relationships confer particular developmental advantages but also v

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