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WGU D094 STUDY GUIDE COMPLETE ANSWERS 100% CORRECT (LATEST 2024 / 2025 )
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WGU D094 STUDY GUIDE COMPLETE ANSWERS 100% CORRECT (LATEST 2024 / 2025 )
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WGU D094 STUDY GUIDECOMPLETE ANSWERS 100% CORRECT (LATEST )
1. Toddlers need for independence and doing things on their own.: Autonomyvs. Shame and
Doubt
2. Preschoolers need for initiating activities. Pushing physical and socialboundaries.:
Initiative vs. Guilt
3. Elementary need to compare themselves to peers and see how they measure up.: Industry
vs. Inferiority
4. Adolescents need to develop a sense of self.: Identity vs Role Confusion
5. Young adults need to share their lives with others.: Intimacy vs. Isolation
6. Chomsky's theory holds that children learn to use language because ofan innate capacity
for language and communication; they do not need to be explicitly taught but, rather, pick it
up instinctively: Chomsky's Theory ofLanguage Development
7. Theory states that because most children acquire and use language in a consistent way,
there is a common structure or grammar within language.: -Universal Grammar
8. Language use is conditioned or influenced by the responses you receive from others
around you.: Skinner's Theory of Language Development
9. Children learn language based on reinforcement.: Operant Conditioning
10. Imitating, prompting, and sharing.: Skinner's Three Language Processes
11. Innate challenges within students. Intellectual disabilities, autism, traumatic brain injuries,
and ADHD.: Cognitive Development Barriers
12. A condition where a person has certain limitations like communicating,taking care of
themselves, and impaired social skills.: Intellectual Disability
13. Personality and mood changes, mental health difficulties, visual or mem-ory impairments,
attention difficulties, headaches.: Brain Injury Implications
14. Neurodevelopment disorder that affects how children process certaintypes of
information.: Autism Spectrum Disorder
15. Trouble forming relationships, poor self-regulation, hypervigilance, andexecutive function
challenges.: Signs of trauma in children
16. Persistent pattern of behaviors that disrupt a student's functioning or thatof the class.:
Behavioral Disorders
17. Persistent difficulties in the acquisition and use of language due to deficitsin comprehension
or production.: Language Disorder
, 18. Difficulties in the social use of verbal and non-verbal communication.: So-cial (pragmatic)
Communication Disorder
19. Disruption in the flow of speech and includes repetitions of speech sounds, hesitations, or
prolongations of speech sounds.: Childhood-onset Fluency Disorder (Stuttering)
20. Challenges in pronouncing words understandably.: Articulation Difficulties
21. Difficulties with the quality, pitch, and loudness of the voice.: Voice Disorders
22. Students struggle to understand and remember verbal information.: Language Barriers
23. Impairment of the auditory processing, resulting in deficiencies in the recognition and
interpretation of sounds by the brain.: Central Auditory Processing Disorder
24. Trouble getting message across when talking.: Expressive Language Disorder
25. Struggle to get the meaning of what others are saying.: Receptive LanguageDisorder
26. Struggle with both using and understanding language.: Mixed Receptive-expressive
Language Issues
27. Motor delays, or difficulty hearing or seeing, physical conditions such asnutrition,
poverty, and homelessness.: Physical Development Barriers
28. Impairment that adversely affects a child's educational performance.: Orthopedic
Impairments
29. Abnormality of the brain, spinal cord, or nervous system that sends im-pulses to the
muscles.: Neuromotor Impairment
30. Stage of development from 2 to 7 years. Kids learn through pretend play.Egocentric and
struggle to see others perspective.: Preoperational Stage
31. Stage of development from 7 to 11 years. Logical thought begins, and theyunderstand the
idea of conservation.: Concrete Operational Stage
32. Stage of development for 12 years and up. Abstract thought begins. Higher order thinking
and ability to systematically plan for future.: Formal OperationalStage
33. Categories of knowledge that help us to interpret and understand theworld. An organized
pattern of behavior or thought.: Schema
34. Process of using or transforming the environment so that it can be placedin preexisting
cognitive structures (schema).: Assimilation
35. Process of changing cognitive structures (schema) in order to accept something from the
environment. Can also develop new schemas.: Accomodation
36. The attempt to strike a balance between assimilation and accommodation.The tendency to
organize schemas.: Equilibration
37. Lev Vygotsky's sociocultural theory that emphasized the important role of social
interactions in the development of children's cognition.: Vygotsky'sTheory of Cognitive
Development
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