1. Cultural psychology avoids contrasting mind and matter, mind and body, mind and world. That is, it avoids:

1. ontological dualism
2. epistemological dualism
3. constructivism
4. evolutionary theory

2. The construction of knowledge is an important part of psychological development. But equally important are:

1. how the child is transformed
2. how the child differentiates from other people
3. emotion, motivation, and perception
4. all of the above

3. It is suggested that the relationship between the normative stance and theory of mind is that:

1. the former is more fundamental than the latter
2. the latter is more fundamental than the former
3. the former develops after the latter
4. the latter develops before the former

4. Psychological development is:

1. embodied
2. embedded
3. istributed
4. all of the above

5. Psychological development is an alternation of:

1. stages and transitions
2. crises and transitions
3. phases and stages
4. transitions and trajectories

6. During a stage, the child:

1. masters a new way of living in the world
2. dramatically changes her way of living in the world
3. experiences a crisis
4. a qualitative change in how the child relates to the world

7. During a transition, there is:

1. a dramatic change in the child’s way of living in the world
2. mastery of a way of living in the world
3. a new stage
4. a specific way of relating to the world

8. There is growing evidence, both psychological and neurological, for the operation of two different modes of psychological functioning. The first is fast, automatic, and operates largely outside of conscious awareness. Each of the following is an example of this mode, except one:

1. System 1
2. sensorimotor intelligence
3. the lower psychological functions
4. logico-mathematical operations

9. There is growing evidence, both psychological and neurological, for the operation of two different modes of psychological functioning. The second is slower, deliberate, and we are conscious of its operation. Each of the following is an example of this mode, except one:

1. System 2
2. the higher psychological functions
3. logico-mathematical operations
4. sensorimotor intelligence

10. Which of the following lists the items in the order of their development?

1. the contingent stance; the teleological stance; the intentional stance; the mentalistic stance; the stance of epistemological relativism
2. the contingent stance; the intentional stance; the teleological stance; the mentalistic stance; the stance of epistemological relativism
3. the contingent stance; the teleological stance; the mentalistic stance; the intentional stance; the stance of epistemological relativism
4. the contingent stance; the mentalistic stance; the intentional stance; the teleological stance; the stance of epistemological relativism

11. Which of the following lists the items in the order of their development?

1. the contingent stance; the customary stance; the conventional stance; the institutional stance; the stance of ethical relativism
2. the customary stance; the conventional stance; the institutional stance; the contingent stance; the stance of ethical relativism
3. the contingent stance; the conventional stance; the institutional stance; the customary stance; the stance of ethical relativism
4. the customary stance; the institutional stance; the conventional stance; the contingent stance; the stance of ethical relativism