Ielts reading question-type based tests true false not given matching headings

 
 
 
 
 
 
 
 
 

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Welcome to Mr Aslanov’s Lessons 
QUESTION-TYPE BASED TESTS 
FunEnglishwithme [phone] 
TEST 5 – What Do Babies Know? 
Complete each sentence with the correct ending 
A-E
. 
 
1.
Jean Piaget thinks infants younger than 9 
months won’t know something existing 
2.
Jean Piaget thinks babies only get the 
knowledge 
3.
Some cognitive scientists think babies have 
the mechanism to learn a language 
4.
Sylvain Sirois thinks that babies can reflect 
a response to stimuli that are novel 
5.
Sylvain Sirois thinks babies’ attention level 
will drop
A 
before they are born. 
B 
before they learn from experience. 
C 
when they had seen the same thing for a while. 
D 
when facing the possible and impossible events. 
E 
when the previous things appear again in the lives.
 
As Daniel Haworth is settled into a high chair and wheeled behind a black screen, a sudden look of 
worry furrows his 9-month-old brow. His dark blue eyes dart left and right in search of the familiar 
reassurance of his mother’s face. She calls his name and makes soothing noises, but Daniel senses 
something unusual is happening. He sucks his fingers for comfort, but, finding no solace, his month 
crumples, his body stiffens, and he lets rip an almighty shriek of distress. This is the usual expression when 
babies are left alone or abandoned. Mom picks him up, reassures him, and two minutes later, a chortling and 
alert Daniel returns to the darkened booth behind the screen and submits himself to baby lab, a unit set up in 
2005 at the University of Manchester in northwest England to investigate how babies think. Watching 
infants piece life together, seeing their senses, emotions and motor skills take shape, is a source of mystery 
and endless fascination—at least to parents and developmental psychologists. We can decode their signals of 
distress or read a million messages into their first smile. But how much do we really know about what’s 
going on behind those wide, innocent eyes? How much of their understanding of and response to the world 
comes preloaded at birth? How much is built from scratch by experience? Such are the questions being 
explored at baby lab. Though the facility is just 18 months old and has tested only 100 infants, it’s already 
challenging current thinking on what babies know and how they come to know it. 
Daniel is now engrossed in watching video clips of a red toy train on a circular track. The train 
disappears into a tunnel and emerges on the other side. A hidden device above the screen is tracking 
Daniel’s eyes as they follow the train and measuring the diametre of his pupils 50 times a second. As the 
child gets bored—or “habituated”, as psychologists call the process his attention level steadily drops. But it 
picks up a little whenever some novelty is introduced. The train might be green, or it might be blue. And 
sometimes an impossible thing happens— the train goes into the tunnel one color and comes out another. 
Variations of experiments like this one, examining infant attention, have been a standard tool of 
developmental psychology ever since the Swiss pioneer of the field, Jean Piaget, started experimenting on 
his children in the 1920s. Piaget’s work led him to conclude that infants younger than 9 months have no 
innate knowledge of how the world works or any sense of “object permanence” (that people and things still 
exist even when they’re not seen). Instead, babies must gradually construct this knowledge from experience. 
Piaget’s “constructivist” theories were massively influential on postwar educators and psychologist, but over 
the past 20 years or so they have been largely set aside by a new generation of “nativist” psychologists and 
cognitive scientists whose more sophisticated experiments led them to theorise that infants arrive already 
equipped with some knowledge of the physical world and even rudimentary programming for math and 
language. Baby lab director Sylvain Sirois has been putting these smart-baby theories through a rigorous set 
of tests. His conclusions so far tend to be more Piagetian: “Babies,” he says, “know nothing.” What Sirois 
and his postgraduate assistant Lain Jackson are challenging is the interpretation of a variety of classic 
experiments begun in the mid-1980s in which babies were shown physical events that appeared to violate 

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