CLEP Human Growth and Development Exams — CLEP History of the United States II Examination Guide
1. Which of the following statements is true of children diagnosed with specific learning disorder?
Answer: A
Children diagnosed with specific learning disorder have normal levels of intellectual functioning.
Children diagnosed with specific learning disorder exhibit normal intellectual functioning despite facing challenges in specific academic areas, such as reading or mathematics. This distinction is critical in understanding that their difficulties do not stem from a lower overall cognitive ability.
A) They have normal levels of intellectual functioning.
This statement is accurate as children with specific learning disorder often possess average or above-average intelligence. Their learning difficulties are not indicative of their cognitive capacity, which remains intact, allowing them to perform well in areas outside the specific learning challenges.
B) They have a sensory impairment that prevents them from performing well at academic tasks.
This option is incorrect because specific learning disorders are not classified as sensory impairments. Children with these disorders do not have issues such as hearing or vision problems that would fundamentally affect their ability to learn; rather, their difficulties are related to processing information in specific academic subjects.
C) They tend to have a history of inadequate instruction that has hindered present performance.
While some children may experience inadequate instruction, this is not a defining characteristic of specific learning disorders. Many children with these disorders receive appropriate teaching yet still struggle with specific academic skills, indicating that the issue lies within their learning processes rather than the quality of instruction.
D) They typically avoid eye contact and have poor conversation skills.
This statement is not true for children with specific learning disorders. While some children may have social communication challenges, these traits are not universally applicable to all children diagnosed with specific learning disorders and do not characterize the disorder itself.
E) They score low on tests of phonological awareness.
This option does not universally apply to all children with specific learning disorders. While some may struggle with phonological awareness, others may have strengths in this area. The defining feature of a specific learning disorder is not poor performance in all aspects of learning but rather in specific academic skills.
Conclusion
In summary, the correct answer is that children diagnosed with specific learning disorder have normal levels of intellectual functioning, as their cognitive abilities do not determine their academic challenges. Other options either misrepresent the nature of specific learning disorders or overgeneralize traits that do not apply to all affected children. Understanding this distinction is vital for effective support and intervention.
Answer: C
Processing speed is most likely to decline by middle adulthood.
Research from K. Warner Schaie's Seattle Longitudinal Study indicates that processing speed tends to decline during middle adulthood, making it a significant cognitive change during this life stage.
A) Inductive reasoning
Inductive reasoning has been shown to remain relatively stable throughout middle adulthood. While there may be some decline in specific types of reasoning tasks, overall inductive reasoning is less affected compared to processing speed, which is noted for its decline.
B) Spatial orientation
Spatial orientation skills may show variability in decline, but research suggests that they do not experience the same pronounced decline as processing speed. Thus, while some individuals may face challenges, it is not as universally impacted as processing speed.
C) Processing speed
Processing speed is identified as a cognitive ability that typically declines during middle adulthood. This decline can affect various aspects of cognitive function, including problem-solving and reaction times, making it a critical area of focus in understanding cognitive aging.
D) Verbal memory
Verbal memory remains largely stable through middle adulthood for most individuals. While some may experience minor changes, it does not generally decline to the level observed with processing speed, which is more susceptible to age-related decline.
E) Vocabulary
Vocabulary tends to improve or remain stable throughout middle adulthood. It is a cognitive skill that benefits from lifelong learning and experience, contrasting with processing speed, which is known to decline.
Conclusion
Processing speed is definitively the cognitive ability most likely to decline by middle adulthood, as supported by Schaie's research. Other options, such as inductive reasoning, spatial orientation, verbal memory, and vocabulary, either remain stable or improve during this period, highlighting the unique nature of processing speed's decline.
3. Which of the following aspects of cognition is assumed to increase throughout a person's life span?
Answer: A
Crystallized intelligence is assumed to increase throughout a person's life span.
Crystallized intelligence refers to the knowledge and skills that a person accumulates over their lifetime, which typically increases with age as individuals gain more experience and education.
A) Crystallized intelligence
This option is correct as crystallized intelligence is known to increase throughout a person's life. It encompasses the ability to use learned knowledge and experience, which tends to grow as individuals age and gain more exposure to various learning opportunities.
B) Fluid intelligence
Fluid intelligence is the capacity to solve new problems and think abstractly, which is generally believed to peak in early adulthood and may decline with age. Therefore, this option is incorrect as it does not increase throughout a person's life span.
C) Visual integration
Visual integration pertains to the ability to combine visual information, which does not necessarily correlate with age-related increases in cognitive abilities. This aspect of cognition may remain stable or even decline with age, making this option incorrect.
D) Iconic memory
Iconic memory refers to the short-term retention of visual information. This type of memory does not improve with age and is often subject to decline, particularly in older adults, thus rendering this option incorrect.
E) Working memory
Working memory involves the temporary storage and manipulation of information. Research suggests that working memory capacity tends to decline with age, making this option incorrect as well.
Conclusion
Crystallized intelligence is the only aspect listed that reliably increases with age, as it builds on a lifetime of experiences and knowledge. In contrast, fluid intelligence, visual integration, iconic memory, and working memory either decline or do not show consistent improvement throughout a person's life span, highlighting the unique nature of crystallized intelligence in cognitive development.
4. Which of the following symptoms is consistent with a diagnosis of severe intellectual disability?
Answer: C
C: A dependence on others for all aspects of daily care
A key characteristic of severe intellectual disability is the reliance on others for assistance in daily living activities. This level of dependence highlights the significant cognitive and adaptive impairments associated with the condition, which can severely impact an individual's ability to perform tasks independently.
A) An inability to match objects based on physical characteristics
While difficulty in matching objects may indicate cognitive challenges, it is not exclusively indicative of severe intellectual disability. This symptom could also arise from various developmental issues or learning disabilities that do not necessarily signify the profound level of impairment seen in severe intellectual disability.
B) An aversion to close social relationships with others
An aversion to social relationships may occur due to various psychological or environmental factors, but it does not specifically relate to the cognitive and adaptive impairments that define severe intellectual disability. This symptom is more aligned with social anxiety or other emotional disorders rather than a direct result of intellectual disability.
C) A dependence on others for all aspects of daily care
This option accurately reflects a fundamental aspect of severe intellectual disability, where individuals require continuous support for basic needs due to significant limitations in cognitive functioning and adaptive skills. Such dependence is a clear indicator of the severity of the condition.
D) An increase in fear and anxiety associated with risk-taking behavior
While anxiety and fear responses can occur in individuals with various disabilities, they are not defining symptoms of severe intellectual disability. This behavior may stem from other psychological conditions rather than the cognitive impairments associated with this diagnosis.
E) Difficulty in school due to an inability to focus attention during class
Difficulty focusing in school may indicate learning disabilities or attention disorders rather than severe intellectual disability specifically. This symptom can occur in individuals with varying levels of cognitive function and does not characterize the profound impairments present in severe intellectual disability.
Conclusion
The correct answer, C, emphasizes the critical aspect of severe intellectual disability, which is the need for comprehensive support in daily living due to significant cognitive and adaptive deficits. Other options, although they may describe potential issues faced by individuals with varying disabilities, do not specifically capture the essence of the dependency that is characteristic of severe intellectual disability. Thus, C is the definitive choice that aligns with the diagnosis in question.
Answer: B
Seeing others exhibit aggression is the most likely cause of aggressive behavior according to the social learning theory.
Social learning theory posits that individuals learn behaviors through observation and imitation of others. Therefore, witnessing others engage in aggressive actions can lead to the adoption of similar behaviors.
A) Experiencing a weak parent-child attachment
While a weak parent-child attachment may contribute to various behavioral issues, it is not directly emphasized in social learning theory as a primary cause of aggressive behavior. This option is more aligned with attachment theory rather than the observation-based learning that social learning theory focuses on.
B) Seeing others exhibit aggression
This option is correct as social learning theory suggests that aggression can be learned through the observation of aggressive models. When individuals, particularly children, observe others behaving aggressively, they are likely to imitate that behavior, making it a significant factor in the development of aggression.
C) Possessing a certain genotype
Genetic predispositions may influence behavior, but social learning theory specifically addresses how behaviors are learned through social contexts and not inherited. This makes this option less relevant in the context of learned aggression.
D) Living in overcrowded conditions
While overcrowded conditions can lead to increased stress and potential aggression, this is more an environmental factor than a learned behavior. Social learning theory focuses on the observation and imitation of behavior, not merely the conditions in which individuals live.
E) Having low self-esteem
Low self-esteem may correlate with various behavioral issues, including aggression, but it does not address the observational learning component central to social learning theory. Thus, this option does not fit within the framework of causes for aggressive behavior as outlined by the theory.
Conclusion
Seeing others exhibit aggression is the most direct cause of aggressive behavior according to social learning theory, as it emphasizes the role of observation in learning. Other options may relate to behavior in different contexts but do not align with the core principle of learning through imitation that defines social learning theory. Therefore, B is the most accurate choice.
Answer: A
The child has a sibling with the disorder.
Having a sibling diagnosed with autism spectrum disorder significantly increases the likelihood of another child being diagnosed, as genetic and environmental factors play a crucial role in the development of the condition.
A) The child has a sibling with the disorder.
This option is correct because numerous studies have shown that children who have a sibling with autism are at a higher risk of being diagnosed with the disorder themselves. This familial connection suggests a genetic predisposition that contributes to the development of autism spectrum disorder.
B) The child was inoculated against childhood diseases.
This option is incorrect as there is no scientific evidence linking vaccinations to an increased risk of autism. In fact, extensive research has disproven any correlation between inoculations and the development of autism spectrum disorder.
C) The child has a mother who is in her twenties.
This option is also incorrect, as maternal age in the twenties is not a recognized risk factor for autism. Research indicates that older parental age, particularly paternal age, may be more closely associated with an increased risk of autism spectrum disorder.
D) The child has a parent who is unfriendly.
This option is incorrect because parental demeanor or personality traits such as being unfriendly do not have a scientifically established connection to the likelihood of a child developing autism spectrum disorder. Autism is primarily influenced by genetic and biological factors rather than social behaviors.
E) The child has introverted parents.
This option is incorrect as well. While parental behavior and environment can influence a child's development, there is no direct evidence suggesting that having introverted parents increases the risk of autism spectrum disorder. The disorder is more closely related to genetic factors than to personality traits.
Conclusion
The presence of a sibling with autism spectrum disorder is a significant risk factor for the diagnosis of the condition, highlighting the role of genetics in its development. In contrast, the other options lack empirical support and do not correlate with an increased probability of autism. Therefore, option A stands out as the only correct answer in this context.
Answer: C
Heather's hearing difficulties are most likely a result of presbycusis.
As Heather is experiencing hearing difficulties associated with aging and there are no indications of injury or disease, her condition is most likely due to presbycusis, which is age-related hearing loss.
A) Presbyopia
Presbyopia refers to the gradual loss of the eye's ability to focus on nearby objects, typically associated with aging. While it affects vision, it does not correlate with hearing difficulties; therefore, this option is incorrect.
B) Tinnitus
Tinnitus is characterized by ringing or buzzing in the ears, often resulting from exposure to loud noise or ear damage. Although it can affect hearing, Heather's symptoms do not indicate tinnitus, which makes this option incorrect.
C) Presbycusis
Presbycusis is the age-related decline in hearing ability, particularly in understanding speech and high-frequency sounds. Since Heather is 70 years old and experiencing difficulty hearing during conversations, this option accurately describes her condition.
D) Atherosclerosis
Atherosclerosis involves the hardening and narrowing of arteries due to plaque buildup, which primarily affects cardiovascular health. While it can lead to various health issues, it is not directly related to hearing loss, making this option incorrect.
E) Stroke
A stroke can lead to sudden changes in various physical functions, including hearing, but there is no indication that Heather has suffered a stroke. Since her hearing issues are gradual and not linked to an acute incident, this option does not apply.
Conclusion
In summary, presbycusis is the most likely explanation for Heather's hearing difficulties as it is a common condition associated with aging. The other options do not directly relate to her symptoms or age, thus confirming that presbycusis is the correct and most relevant answer.
8. Which of the following statements about handedness is most accurate?
Answer: B
Left-handed people tend to have brains that are less strongly lateralized than right-handed people.
This statement accurately reflects research findings that suggest left-handed individuals often exhibit a different pattern of brain lateralization compared to their right-handed counterparts.
A) Dizygotic twins are more likely than nontwin siblings to have the same hand preference.
This option is incorrect because studies indicate that while genetics play a role in handedness, dizygotic twins do not show a significantly higher concordance for handedness compared to nontwin siblings. Environmental factors also contribute to hand preference, making this statement misleading.
B) Left-handed people tend to have brains that are less strongly lateralized than right-handed people.
This statement is correct and supported by neurological research, which shows that left-handed individuals often utilize both hemispheres of the brain more evenly, leading to less lateralization compared to right-handed individuals, who typically show stronger lateralization in the left hemisphere for language and motor functions.
C) Rates of left-handedness are uniform across cultures.
This option is incorrect as rates of left-handedness vary significantly across different cultures and societies. Cultural attitudes and practices can influence the expression of handedness, leading to inconsistent prevalence rates globally.
D) Children do not exhibit a hand preference until the age of seven.
This statement is misleading; children often show preferences for one hand or the other as early as 2 to 3 years of age. While some children may develop a clear preference later, many do demonstrate hand preference much earlier than age seven.
E) Hand preference is determined by genes and not environment.
This statement is overly simplistic and incorrect. Research indicates that both genetic and environmental factors influence handedness, suggesting that it is a complex trait rather than solely determined by genes.
Conclusion
Option B is the most accurate statement regarding handedness, highlighting the neurological differences between left-handed and right-handed individuals. The other options fail to capture the nuances of handedness, whether by oversimplifying genetic influences, misrepresenting cultural variations, or inaccurately describing the development of hand preference in children.
9. Which of Howard Gardner's multiple intelligences is most closely related to emotional intelligence?
Answer: D
Intrapersonal intelligence is most closely related to emotional intelligence.
Intrapersonal intelligence involves the capacity to understand oneself, including one's emotions, motivations, and inner states. This intelligence is directly linked to emotional intelligence, as it encompasses the awareness and management of one's own feelings and the ability to reflect on personal experiences.
A) Spatial
Spatial intelligence pertains to the ability to think in three dimensions and visualize spatial relationships. While it is important in fields like architecture and art, it does not directly relate to understanding or managing emotions, making it an incorrect choice.
B) Logical-mathematical
Logical-mathematical intelligence is the ability to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. Although it is crucial for fields like mathematics and science, it lacks a direct connection to emotional intelligence, thus making it an unsuitable option.
C) Naturalistic
Naturalistic intelligence involves the ability to recognize and categorize plants, animals, and other aspects of the natural world. While it is valuable for environmental awareness and biological sciences, it does not relate to emotional intelligence, which focuses on personal emotional awareness rather than natural observation.
D) Intrapersonal
Intrapersonal intelligence is defined by the ability to understand oneself, including one's emotions and motivations. This intelligence is fundamentally tied to emotional intelligence, as it enables individuals to recognize and manage their feelings, making it the correct answer.
E) Existential
Existential intelligence refers to the ability to ponder deep questions about human existence, such as the meaning of life and death. While it can touch on emotional experiences, it does not specifically address emotional intelligence in the way intrapersonal intelligence does, rendering it an incorrect choice.
Conclusion
Intrapersonal intelligence is the most closely related to emotional intelligence because it focuses on self-awareness and emotional understanding. All other options lack this direct connection, as they pertain to different domains of intelligence that do not specifically address emotional awareness or management. Thus, intrapersonal intelligence stands out as the definitive choice in relation to emotional intelligence.
Answer: E
Manny is likely to help his mother with the groceries so that she will give him a cookie.
Manny's behavior aligns with the preconventional level of moral development, where actions are primarily motivated by self-interest and the expectation of external rewards. By helping his mother with the groceries to receive a cookie, he is exhibiting behavior typical of this developmental stage.
A) He helps his little sister put her shoes on so that his parents will know he is a good son.
While this option shows a willingness to help, it is primarily motivated by the desire for parental approval rather than immediate self-interest. At the preconventional level, Manny's actions would be more focused on direct rewards rather than broader recognition.
B) He always does his homework on time because his parents and teachers have told him that it's a rule he needs to follow.
This behavior reflects more of a conventional moral reasoning where rules are followed for the sake of duty or authority figures. Preconventional moral development is characterized by actions taken to avoid punishment or gain rewards, which does not apply here.
C) He refrains from disrupting in class so that his teachers will view him as a good student.
Similar to option B, this behavior is motivated by the desire for social approval rather than a direct reward. Manny’s preconventional reasoning is focused on immediate benefits rather than the perception of others.
D) He always crosses the street at the crosswalk so that he obeys the law.
This option indicates a level of moral reasoning that is more advanced than preconventional. Obeying laws for their own sake reflects a conventional understanding of morality, which does not align with Manny’s current developmental stage.
E) He helps his mother with the groceries so that she will give him a cookie.
This behavior exemplifies preconventional moral development as it is driven by self-interest: Manny expects a cookie as a direct reward for his action. It highlights the characteristic focus on personal gain that defines this stage of moral reasoning.
Conclusion
Manny's behavior of helping his mother with the groceries for a cookie clearly illustrates the preconventional level of moral development, where actions are motivated by the expectation of rewards. Other options reflect higher levels of moral reasoning, where actions are driven by a sense of duty or the desire for social approval, which do not align with Manny's developmental stage. Thus, option E is the most characteristic of Manny’s behavior.