Human Development A Life-Span View 7th Edition by Robert V. Kail - Test Bank

Human Development A Life-Span View 7th Edition by Robert V. Kail - Test Bank   Instant Download - Complete Test Bank With Answers     Sample Questions Are Posted Below   1. According to Erikson, what is the foundation of human development?​   a. ​Autonomy   b. ​Trust in self and others   c. ​Initiative   …

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Human Development A Life-Span View 7th Edition by Robert V. Kail – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

1. According to Erikson, what is the foundation of human development?​

  a. ​Autonomy
  b. ​Trust in self and others
  c. ​Initiative
  d. ​Identity

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Thinking Critically

 

2. Which child has most successfully resolved the “basic trust versus mistrust” stage of psychosocial development?​

  a. ​Cecil, who trusts everyone and everything completely
  b. ​Shane, who mistrusts everyone, including himself
  c. ​Spider, who trusts himself but nobody else
  d. ​Brian, who trusts most people but is still somewhat wary of others

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

3. After reading a book on Eriksonian theory, Farah would most likely describe her trusting one-year-old daughter as possessing​

  a. ​will.
  b. ​generativity.
  c. ​hope.
  d. ​purpose.

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

4. Tiffany is an infant who has acquired hope. Which crisis of psychosocial development has she successfully resolved?​

  a. ​Autonomy versus shame and doubt
  b. ​Initiative versus guilt
  c. ​Basic trust versus mistrust
  d. ​Identity

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

5. According to Erikson, how would parents establish trust in their six-month-old?​

  a. ​Consistently responding to the child’s needs
  b. ​Utilize an authoritarian parenting style
  c. ​Encourage the immediate resolution of the Oedipal complex
  d. ​Avoid excessive displays of affection

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Thinking Critically

 

6. Who would Erikson predict to have the greatest sense of will?​

  a. ​Fiona, who has developed autonomy but experiences some shame and doubt
  b. ​Tara, who has developed autonomy and experiences no shame or doubt
  c. ​Bridget, who has developed autonomy and doubt but experiences no shame
  d. ​Maeve, who has not developed autonomy

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

7. Carmela is struggling in the “autonomy versus shame and doubt” stage of psychosocial development. What aspect of her psychosocial development will result from her successful resolution of this conflict?

  a. Hope
  b. ​Wariness
  c. Will
  d. ​Purpose

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

8. Autonomy is most synonymous with​

  a. ​independence.
  b. ​guilt.
  c. ​joy.
  d. ​doubt.

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Understand

 

9. Although Jamie has an enormous amount of initiative, he does not possess “purpose.” According to Erikson, this is probably because Jamie​

  a. ​has not learned to cooperate with others.
  b. ​was never wary of other people.
  c. ​has no “will.”
  d. ​trusts too much.

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

10. Lili has begun to play “teacher,” “mommy,” “doctor,” and “pilot.” Lili is probably in which of Erikson’s stages of psychosocial development?​

  a. ​Autonomy versus shame and doubt
  b. ​Initiative versus guilt
  c. ​Intimacy versus isolation
  d. ​Basic trust versus mistrust

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

11. Four-year-old Luticia pretends to be a doctor and has begun to realize that she needs to be responsible and cooperate with her parents. According to Erikson, this indicates that she is beginning to achieve a sense of​

  a. ​trust.
  b. ​will.
  c. ​intimacy.
  d. ​purpose.

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

12. William has noticed that his daughter Bonnie has recently begun to ask a lot of questions like, “What can I be when I grow up?” and “How come the sky is blue?” This behavior is best associated with the ____ stage of development.​

  a. ​autonomy versus shame and doubt
  b. ​intimacy versus isolation
  c. ​initiative versus guilt
  d. ​trust versus mistrust

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Apply

 

13. Dr. Ginesberg’s lecture on attachment concludes that babies express behavior that makes it more likely they will form attachments to adults because, in the past, infants that expressed these behaviors were the infants who survived. Dr. Ginesberg is presenting a(n) ____ approach to attachment.​

  a. ​sociocultural
  b. ​psychological
  c. ​anthropological
  d. ​evolutionary

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

14. Who would be most likely to argue that smiling is a common social response because over the history of humanity, individuals who smiled were liked more and allowed to have children?​

  a. ​A cognitive psychologist
  b. ​A behavioral psychologist
  c. ​An evolutionary psychologist
  d. ​A humanist psychologist

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

15. As an evolutionary theorist, Dr. Zorba is most likely to believe that​

  a. ​adaptive behaviors have a hereditary basis.
  b. ​cognitive issues are more important than social issues.
  c. ​an infant can only attach to its biological mother.
  d. ​trust underlies almost all human emotions.

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

16. Which individual is most responsible for today’s evolutionary view of attachment?​

  a. ​Erikson
  b. ​Bowlby
  c. ​Skinner
  d. ​Piaget

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Understand

 

17. Dr. Wilson studies how children form lasting social-emotional relationships with adults. Dr. Wilson is most likely interested in studying ​

  a. ​gender roles.
  b. ​basic emotions.
  c. ​parallel play.
  d. ​attachment.

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

18. Baby Hughie has singled out his mother as someone different from all others. When his mother takes him to a new place, Hughie is able to explore but looks back to his mother every once in a while for reassurance. According to Bowlby, Hughie is most likely in the ____ phase of attachment.​

  a. ​attachment in the making
  b. ​reciprocal relationships
  c. ​preattachment
  d. ​true attachment

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

19. Which is the last of Bowlby’s four phases in the growth of attachment?​

  a. ​Reciprocal relationships
  b. ​Attachment in the making
  c. ​True attachment
  d. ​Preattachment

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Understand

 

20. Eight-month-old Claire is able to crawl around a room on her own, looking back at her mother only occasionally. This indicates that Claire​

  a. ​is not attached to her mother.
  b. ​has “purpose.”
  c. ​is in the “initiative versus guilt” stage.
  d. ​trusts her mother.

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

21. How could a parent best encourage attachment in a four-month-old?​

  a. ​Show continuous interest whenever he or she is around the child
  b. ​Learn to judge when the child is receptive to interactions and when he or she should be left alone.
  c. ​Let the child initiate all social interactions.
  d. ​There are no parental behaviors that would influence an infant that young.

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

22. Which normally maturing infant would be most likely to have just formed first true attachment?​

  a. ​Calvin, who is 1 day old
  b. ​Kline, who is 4 months old
  c. ​Hobbs, who is 8 months old
  d. ​Coolidge, who is 18 months old

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

23. You are the infant’s “playmate.” When distressed, this child does not prefer you, but when the child wants to play, she chooses you. You are probably the child’s​

  a. ​mother.
  b. ​teacher.
  c. ​father.
  d. ​next-door neighbor.

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

24. Which statement on parent-infant early relationships is true?

  a. ​Mothers tend to spend more time reading to infants.
  b. ​Infants are biologically programmed to attach to mothers.
  c. ​Mothers provide better early childcare than fathers.
  d. ​When in distress, infants prefer to interact with fathers.

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Understand

 

25. Anthony and Martina are the new parents of a new baby named Zoe and are wondering whether Zoe will attach to them. A developmental psychologist explains to them that if Zoe is a typical baby, she will​

  a. ​attach to both Anthony and Martina.
  b. ​attach only to Martina.
  c. ​attach only to Anthony.
  d. ​not attach to either Anthony or Martina.

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Apply

 

26. One-year-old Chatava is not upset when her mother leaves the room, and when her mother returns, Chatava turns away from her. Chatava is exhibiting ____ attachment.​

  a. ​avoidant
  b. ​disorganized
  c. ​secure
  d. ​resistant

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

27. If Imelda is a typical American infant, you would most likely be correct if you guessed that she exhibits a(n) ____ attachment.​

  a. ​secure
  b. ​avoidant
  c. ​resistant
  d. ​disoriented

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

28. Elise has been playing alone, upset, by herself in her room. When her mother returns, she is not comforted but seems angry with her mother. Elise is most likely exhibiting a(n) ____ attachment.​

  a. ​secure
  b. ​avoidant
  c. ​resistant
  d. ​disoriented

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

29. When Faith’s mother leaves her alone in a room, she does not move and appears a bit dazed. Faith is most likely exhibiting a(n) ____ attachment.​

  a. ​secure
  b. ​avoidant
  c. ​resistant
  d. ​disorganized

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   KEY: Bloom’s: Apply

 

30. Securely attached infants tend to show ____ when reunited with a caregiver.​

  a. ​fear
  b. ​rejection
  c. ​a need for a brief interaction
  d. ​a need for an extended interaction

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Thinking Critically

 

31. If a parent told you, “My one-year-old and I just participated in a study utilizing a ‘Strange Situation,’” you would most accurately respond,​

  a. ​“I hope your child is securely attached.”
  b. ​“I hope that your child does not have any attention problems.”
  c. ​“I hope that your child demonstrated autonomy.”
  d. ​“I hope that your spouse took part in the study at the same time.”

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

32. Which type of attachment is characterized by confusion in the infant when the mother leaves and when she returns?​

  a. ​Secure
  b. ​Avoidant
  c. ​Resistant
  d. ​Disorganized

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Understand

 

33. In the Strange Situation test, a(n) ____ remains alone in a room with an infant.​

  a. ​mother
  b. ​observer
  c. ​stranger
  d. ​second infant

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Factual

 

34. Attachment is most critical to completing which of Erikson’s stages of psychosocial development?​

  a. ​Autonomy versus shame and doubt
  b. ​Trust versus mistrust
  c. ​Intimacy versus isolation
  d. ​Initiative versus guilt

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Thinking Critically

 

35. Michiko was insecurely attached as an infant. Which behavior is least likely to occur?​

  a. ​Michiko is usually calm when interacting with other children.
  b. ​Michiko does not have as many friends as most children.
  c. ​Michiko does not display adequate social skills with her peers.
  d. ​Michiko has a difficult time resolving conflicts with others.

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

36. A secure infant attachment predicts ____ during later childhood.​

  a. ​greater intelligence
  b. ​more capable peer interactions
  c. ​greater independence
  d. ​nothing

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Understand

 

37. Which baby is most likely to be insecurely attached?​

  a. ​Isabelle, whose parents play with her frequently
  b. ​Maud, whose parents are very affectionate toward her
  c. ​Jessica, whose parents tend to not respond to her crying
  d. ​Holly, whose parents often express happiness toward her

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

38. What advice should you give to a parent who wants his or her two-month-old to form a secure attachment?​

  a. ​“Be responsive and caring.”
  b. ​“Avoid discipline.”
  c. ​“Just be yourself.”
  d. ​“Don’t bottle-feed.”

 

ANSWER:   a
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

39. The fact that infant Ricardo has come to expect that his mother is available when he needs her means that Ricardo has developed​

  a. ​temperament.
  b. ​parallel play.
  c. ​an internal working model.
  d. ​autonomy.

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

40. If two-year-old Kelly had an internal working model, she would

  a. ​believe that inanimate objects have the ability to move and breathe.
  b. ​expect her mom to respond when she is upset.
  c. ​talk to herself out loud.
  d. ​form an insecure attachment to her parents.

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Apply

 

41. From an infant’s perspective, what is the most critical factor in establishing a secure attachment?​

  a. ​Having no congenital birth defects
  b. ​Having a dependable caregiver
  c. ​Having few sibling rivals
  d. ​Having a caregiver who loves him or her

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Thinking Critically

 

42. How does temperament contribute to attachment?​

  a. ​Infants with easy going temperaments are more likely to form disorganized attachments.
  b. ​Infants with difficult temperaments are less likely to form secure attachments.
  c. ​Infants with moms who have rigid temperaments tend to form secure attachments.
  d. ​Infants with any type of temperament are equally likely to form secure attachments.

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Thinking Critically

 

43. What is the best example of a psychological force in the development of attachment?​

  a. ​An infant’s smiling and crying behavior
  b. ​An infant’s internal working model
  c. ​The mother’s responsiveness to her infant
  d. ​The infant’s temperament

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Thinking Critically

 

44. Elita is feeling guilty about sending her 18-month-old off to daycare. Assuming Elita is sending her daughter to a quality daycare center, should she be worried?​

  a. ​Yes. Children younger than two who are in daycare experience far more negative effects than positive effects.
  b. ​Yes, but only because her child is female.
  c. ​No, as long as Elita provides “good mothering” when she’s with the child at home.
  d. ​No, because daycare makes children more cooperative.

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.4 – Is attachment jeopardized when parents of infants and young children are employed outside the home?
KEYWORDS:   Bloom’s: Apply

 

45. Research indicates that sending a young child to a high-quality daycare has ____ effects on toddler’s attachment to their mothers.

  a. ​slightly negative
  b. ​devastating
  c. ​first adverse and then positive
  d. ​no

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.4 – Is attachment jeopardized when parents of infants and young children are employed outside the home?
KEYWORDS:   Bloom’s: Understand

 

46. Which aspect of a local daycare’s advertisement would be inconsistent with your text’s description of quality daycare?​

  a. ​Low teacher/student ratios
  b. ​Many educational programs
  c. ​New, energetic staff each day
  d. ​Regular, frequent parent-teacher meetings

 

ANSWER:   c
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.4 – Is attachment jeopardized when parents of infants and young children are employed outside the home?
KEYWORDS:   Bloom’s: Apply

 

47. Which combination best predicts an insecure attachment?​

  a. ​Insensitive mother and any daycare
  b. ​Insensitive mother and low-quality daycare
  c. ​Sensitive mother and any daycare
  d. ​Sensitive mother and low-quality daycare

 

ANSWER:   b
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.4 – Is attachment jeopardized when parents of infants and young children are employed outside the home?
KEYWORDS:   Bloom’s: Understand

 

48. Which statement is true regarding basic emotions?​

  a. ​They are experienced by people in all cultures.
  b. ​They have a self-evaluative component.
  c. ​Most of them begin to develop after 12 months.
  d. ​They are not reflected in facial expressions.

 

ANSWER:   a
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Understand

 

49. What is not be considered a basic emotion?​

  a. ​Pride
  b. ​Surprise
  c. ​Anger
  d. ​Fear

 

ANSWER:   a
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Understand

 

50. What is not an element of a basic emotion?​

  a. ​A subjective feeling
  b. ​A thoughtful consideration
  c. ​A physiological change
  d. ​An overt behavior

 

ANSWER:   b
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Thinking Critically

 

51. A frown is a ____ manifestation of an emotion.​

  a. ​physiological
  b. ​subjective
  c. ​behavioral
  d. ​biological

 

ANSWER:   c
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Understand

 

52. You are studying the basic emotions of 11-month-olds from the United States and China. What differences would you expect in how these basic emotions are expressed?

  a. ​Chinese infants will cry and smile less than American infants.
  b. ​American infants will be less expressive than Chinese infants.
  c. ​Chinese infants will be more expressive of pain; American infants will be more expressive of “joy.”
  d. ​Chinese infants are more likely to express disgust.

 

ANSWER:   a
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Apply

 

53. An increase in heart rate is a ____ manifestation of an emotion.​

  a. ​sociocultural
  b. ​subjective
  c. ​behavioral
  d. ​physiological

 

ANSWER:   d
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Understand

 

54. ​After playing by herself for a while, young Annika smiles when she sees the face of her father. What term best describes this response?

  a. ​Social smile
  b. ​Cooperative play
  c. ​Parallel play
  d. ​Social referencing

 

ANSWER:   a
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Apply

 

55. We would know that two-month-old Brenda is exhibiting a social smile when she smiles in response to​

  a. ​waking up from a nap.
  b. ​seeing her mother’s face.
  c. ​finishing a meal.
  d. ​a cat’s tail brushing up against her.

 

ANSWER:   b
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Apply

 

56. Which normally developing child would be most likely to have just begun to experience the emotion of anger?​

  a. ​Brett, who is 5 days old
  b. ​Payton, who is 5 months old
  c. ​Tom, who is 15 months old
  d. ​Carson, who is 5 years old

 

ANSWER:   b
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Apply

 

57. Which action would be the most likely cause of anger in a six-month-old?​

  a. ​Showing them a picture of a stranger
  b. ​Introducing them to a new loud sound
  c. ​Having them smell a rotten egg
  d. ​Taking a ball out of their hands

 

ANSWER:   d
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Apply

 

58. Who has most likely just developed stranger wariness?​

  a. ​Betsy, who just learned to roll over
  b. ​Leon, who just learned to crawl
  c. ​Calvin, who just learned to walk
  d. ​Lisa, who just started school

 

ANSWER:   b
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Apply

 

59. Seven-month-old Gavin seems very content being held by his mother. When the neighbor from across the street comes over to greet Gavin, he turns his head away from the neighbor and starts to cry. What term best explains Gavin’s response to the neighbor?​

  a. ​Social smile
  b. ​Resistant attachment
  c. ​Social referencing
  d. ​Stranger wariness

 

ANSWER:   d
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Apply

 

60. Pride, embarrassment, and guilt are all examples of​

  a. ​insecure attachment.
  b. ​complex emotions.
  c. ​constricting actions.
  d. ​basic emotions.

 

ANSWER:   b
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.2 – What are complex emotions, and when do they develop?
KEYWORDS:   Bloom’s: Understand

 

61. Complex emotions differ from basic emotions in that complex emotions require some understanding of​

  a. ​self.
  b. ​biology.
  c. ​waking states.
  d. ​purpose.

 

ANSWER:   a
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.2 – What are complex emotions, and when do they develop?
KEYWORDS:   Bloom’s: Thinking Critically

 

62. Dr. Dundee believes that he has discovered a new childhood emotion that is particular to certain native Australian cultures. If he is accurate, he has most likely discovered a new​

  a. ​social smile.
  b. ​basic emotion.
  c. ​temperament.
  d. ​complex emotion.

 

ANSWER:   d
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.2 – What are complex emotions, and when do they develop?
KEYWORDS:   Bloom’s: Apply

 

63. Who is most likely exhibiting a complex emotion?​

  a. ​Fyodor, who expresses joy when being held by his mother
  b. ​Alyosha, who is angry at her mother
  c. ​Dmitri, who is afraid of the neighbor’s pet dog
  d. ​Katarina, who is proud of her art project

 

ANSWER:   d
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.2 – What are complex emotions, and when do they develop?
KEYWORDS:   Bloom’s: Apply

 

64. Research results have provided evidence that the ability to distinguish facial features associated with different emotions first develops as early as ____ of age.​

  a. ​2 weeks
  b. ​1 month
  c. ​4 months
  d. ​8 months

 

ANSWER:   c
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Understand

 

65. One-year-old Kendra looks at her mother before entering a new room in a strange house. When her mother smiles, Kendra proceeds to enter the room. This is an example of​

  a. ​a social smile.
  b. ​a complex emotion.
  c. ​social referencing.
  d. ​stranger wariness.

 

ANSWER:   c
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Apply

 

66. One-year-old Mathieu is afraid of the dog because he saw his father react with fear to the same dog. Which term best explains why Mathieu is afraid?​

  a. ​Stranger wariness
  b. ​Social referencing
  c. ​Complex emotions
  d. ​Avoidant attachment

 

ANSWER:   b
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Apply

 

67. An example of ____ occurs when a child interprets her parent’s facial expression as a cue to determine whether or not to pick up a strange object. ​

  a. ​secure attachment
  b. ​social referencing
  c. ​resistant attachment
  d. ​stranger wariness

 

ANSWER:   b
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Apply

 

68. When Adam walks into the dark basement, he feels afraid but is able to calm himself down by saying to himself, “Don’t be afraid. There’s nothing down here that can hurt you.” Apparently, Adam is successfully​

  a. ​engaging in solitary play.
  b. ​expressing complex emotions.
  c. ​regulating his emotions.
  d. ​utilizing social referencing.

 

ANSWER:   c
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Apply

 

69. Jaunita is a typical six-month-old. How is she most likely to regulate her emotions if she sees a scary object?​

  a. ​She will look away from the object.
  b. ​She will make a sad face.
  c. ​She will stare back and try to frighten the object away.
  d. ​She will make no attempt to regulate her emotions.

 

ANSWER:   a
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Apply

 

70. Which would be the least sophisticated way for a child to deal with fear of a doctor?​

  a. ​Tell himself that he only has to visit the doctor once a year.
  b. ​Try to see the event in a positive light (i.e., he will be healthier).
  c. ​Hug mommy when the doctor approaches.
  d. ​Think about something pleasant while having a checkup.

 

ANSWER:   c
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Apply

 

71. Stan is playing with his ball, and Olly is playing with his doll, but they are each watching what the other is doing. Stan and Olly are most likely involved in​

  a. ​cooperative play.
  b. ​parallel play.
  c. ​simple social play.
  d. ​prosocial behavior.

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

72. The phrase, “interest but no interaction,” best describes ____ play.​

  a. ​cooperative
  b. ​simple social
  c. ​parallel
  d. ​make-believe

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Thinking Critically

 

73. Bud and Lou are both playing with blocks. Though they are playing, they smile at each other and trade blocks from time to time. It is most likely that Bud and Lou are involved in

  a. ​cooperative play.
  b. ​parallel play.
  c. ​simple social play.
  d. ​prosocial behavior.

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

74. Children typically begin to exhibit simple social play around ____ months of age.

  a. ​18
  b. ​24
  c. ​30
  d. ​36

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   KEY: Bloom’s: Understand

 

75. Alexandra and Anders are playing a game where Anders hides a stuffed animal and Alexandra tries to find it. When she does, Alexandra hides the stuffed animal and Anders tries to find it. This is an example of ____ play.​

  a. ​parallel
  b. ​prosocial
  c. ​cooperative
  d. ​simple social

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

76. Franklin and Benjamin are pretending to go to school. Franklin is pretending to be the teacher, and Benjamin is pretending to be the student. What sort of interaction does this exemplify?​

  a. ​Parallel play
  b. ​Cooperative play
  c. ​Simple social play
  d. ​Constricting actions

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

77. While the typical 1 1/2-year-old spends the majority of time engaged in ____ play, the typical 4-year-old spends most of his or her time in ____ play.​

  a. ​cooperative; simple social
  b. ​parallel; cooperative
  c. ​simple social; parallel
  d. ​parallel; simple social

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Understand

 

78. Walt is a preschooler who has an imaginary friend mouse named Mickey. According to recent research, it is most likely that Walt​

  a. ​is insecurely attached.
  b. ​has not received enough dispositional praise.
  c. ​has few “real” friends relative to other preschoolers.
  d. ​is a typical preschooler.

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

79. Which statement is true regarding make-believe?​

  a. ​Children make-believe the same things in all cultures.
  b. ​It is a sign of emotional disturbance.
  c. ​It seems to promote cognitive development.
  d. ​It always involves imaginary companions.

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Thinking Critically

 

80. Omero is a preschooler who has an imaginary friend. Which best describes Omero relative to his peers without imaginary friends?​

  a. ​Emotionally disturbed
  b. ​Sociable
  c. ​Few friends
  d. ​Low intelligence

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

81. Five-year-old Lou has a vivid imagination and an imaginary friend. How would this affect Lou’s ability to distinguish between fantasy and reality?​

  a. ​He is more likely than other children his age to believe that cartoon characters are “real.”
  b. ​He is more likely than other children his age to believe that “magic” is “real.”
  c. ​He is less likely than other children his age to want to play games that involve pretending.
  d. ​His imagination has virtually no impact on his ability to separate fantasy and reality.

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

82. Which sort of solitary play would most likely be unhealthy?​

  a. ​Watching other children play without joining them
  b. ​Sitting in a room, building an imaginary city out of plastic building blocks
  c. ​Drawing and coloring
  d. ​Completing a series of puzzles in a puzzle book

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

83. As a typical prepubescent female, Rihanna will prefer to​

  a. ​play with boys regardless of the game.
  b. ​play with girls regardless of the game.
  c. ​play “house” with girls and football with boys.
  d. ​play “house” with boys and football with girls.

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

84. Which word would least likely be found in a description of “boys play?”​

  a. ​Competitive
  b. ​Cooperative
  c. ​Rough
  d. ​Intimidation

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Thinking Critically

 

85. Will is playing Ferrell in a game and attempts to win by saying, “If you try to do well, I will smack you!” What term best describes this statement?​

  a. ​Parallel play
  b. ​Social referencing
  c. ​Constricting action
  d. ​Enabling action

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

86. Which term does not fit with the notion of “constricting” during play?​

  a. ​Exaggeration
  b. ​Threats
  c. ​Contradiction
  d. ​Support

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Thinking Critically

 

87. Michelle and Warren are building a playhouse. Michelle says to Warren, “How about I help you with your part, then you help me with mine?” This offer would be an example of​

  a. ​an enabling action.
  b. ​parallel play.
  c. ​a constricting action.
  d. ​altruism.

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

88. Concerning play, which statement best exemplifies enabling?​

  a. ​“You are doing great, keep going.”
  b. ​“You are in for a world of hurt if you win.”
  c. ​“I am so much better than you.”
  d. ​“I have never played that before.”

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

89. Which is true of childhood play?​

  a. ​Both boys and girls tend to favor enabling over constricting.
  b. Both boys and girls tend to favor constricting over enabling.​
  c. ​Boys tend to favor enabling and girls tend to favor constricting.
  d. ​Boys tend to favor constricting and girls tend to favor enabling.

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Understand

 

90. Which exemplifies the notion of parent as social director during play?​

  a. ​A parent who likes to play directly with his or her child
  b. ​A parent who actively encourages his or her child to play with others
  c. ​A parent who steps in to resolve disputes between his or her child and other children
  d. ​A parent who teaches his or her child skills that will make the child better at a game

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

91. Hulk often has to step in and solve disagreements between his son Hogan and his daughter Brooke. This action best reflects the idea of a parent as a

  a. ​playmate.
  b. ​social director.
  c. ​coach.
  d. ​mediator.

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Apply

 

92. Which statement best describes parental influence on play?​

  a. ​All coaching is beneficial.
  b. ​Good coaching is never that good.
  c. ​Bad coaching is worse than no coaching at all.
  d. ​Avoiding coaching is the best option.

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Thinking Critically

 

93. Using scaffolding would be most beneficial for a preschool parent acting as a ____ during play.​

  a. ​playmate
  b. ​social director
  c. ​mediator
  d. ​constrictor

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Understand

 

94. All acts of altruistic behavior are also​

  a. ​prosocial behaviors.
  b. ​basic emotions.
  c. ​examples of dispositional praise.
  d. ​social roles.

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Thinking Critically

 

95. Urvashi decides to help her friend find her lost cat because her friend is likely to give her a reward. This is an example of​

  a. ​prosocial behavior.
  b. ​altruism.
  c. ​empathy.
  d. ​simple social play.

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

96. Solomon places a large cash amount into the hand of a street person. What would make this an act of altruism?​

  a. ​Solomon does not expect any reciprocation for his act.
  b. ​Solomon is given a bag of cans in return.
  c. ​Solomon feels pity for the person as he gives him the cash.
  d. ​Solomon has a habit of engaging in these types of activities.

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

97. Basic acts of altruistic behavior first appear around ____ months of age.​

  a. ​12
  b. ​18
  c. ​24
  d. ​30

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Understand

 

98. Young Jim experiences the sadness of his friend Abdul when Abdul’s dog runs away. Jim is exhibiting​

  a. ​empathy.
  b. ​altruism.
  c. ​cooperative behavior.
  d. ​sympathy.

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

99. The fact that young children are so ____ may interfere with their ability to engage in altruistic behaviors.​

  a. ​purposeful
  b. ​accommodating
  c. ​sympathetic
  d. ​egocentric

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Thinking Critically

 

100. Perspective taking is to empathy as​

  a. ​purpose is to will.
  b. ​caring is to helping.
  c. ​social play is to parallel play.
  d. ​a cognitive act is to an emotional act.

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Thinking Critically

 

101. Which child is most likely to act altruistically toward Gunter, who is having a very difficult time learning how to skate?​

  a. ​Jerzy, who is not very good at skating
  b. ​Tetsuro, who is feeling happy
  c. ​Spike, who was yelled at by the rink attendant only minutes ago
  d. ​Ruby, who would have to miss her only ride home in order to help Gunter

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

102. With which person is Rosalind most likely to act altruistically?​

  a. ​Demi, whom Rosalind has never met
  b. ​Masja, who was in Rosalind’s class last year
  c. ​Hayley, who is Rosalind’s little sister
  d. ​Dianne, who is a friend of Rosalind’s mother

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

103. Which thought has been shown to increase the odds of a child engaging in an altruistic act?​

  a. ​“I think that this will cost a lot, but it will be worth it.”
  b. ​“I think that doing this will make me feel better.”
  c. ​“I think that this will make me a better person.”
  d. ​“I think I have what they need.”

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

104. Altruistic acts in children tend to occur when the cost of the act is​

  a. ​low.
  b. ​high.
  c. ​not known in advance.
  d. ​expected to be immediately recouped.

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Thinking Critically

 

105. The most effective way for Hera to get her son young Zeus to become more prosocial would be to​

  a. ​act lazy herself so he can see how unhelpful that behavior is.
  b. ​criticize him for being so lazy and unhelpful.
  c. ​show him bad things that happen to people who don’t help.
  d. ​offer him chances to help bring in the groceries.

 

ANSWER:   d
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

106. Which is the best advice for parents wishing to socialize altruistic behavior in their child?

  a. ​Don’t model altruism.
  b. ​Don’t force altruistic behavior by threat.
  c. ​Don’t provide opportunities to practice altruism.
  d. ​Don’t believe that parenting behavior can impact altruism.

 

ANSWER:   b
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Thinking Critically

 

107. One of the most effective ways for Dottie to get her child to engage in altruistic behavior is for Dottie to​

  a. ​avoid discipline.
  b. ​not dwell on or praise any spontaneous acts of altruism she observes in her child.
  c. ​model the behavior herself.
  d. ​do nothing and let the child’s natural altruistic instinct take over.

 

ANSWER:   c
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Apply

 

108. Parents who incorporate ____ into their discipline are most likely to encourage altruistic behavior.​

  a. ​reasoning
  b. ​parallel play
  c. ​ethology
  d. ​punishment

 

ANSWER:   a
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Understand

 

109. A social role is best described as a(n)​

  a. ​cultural guideline for interacting with other people.
  b. ​biosocial impact on behavior.
  c. ​individual attachment style.
  d. ​way of behaving that is not tied to culture.

 

ANSWER:   a
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Understand

 

110. On her way to visiting Malaysia for the first time, Joan wonders what the people there will expect from her during their interactions. Joan is concerned about​

  a. ​dispositional praise.
  b. ​prosocial behavior.
  c. ​altruism.
  d. ​social roles.

 

ANSWER:   d
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Apply

 

111. The reason that students are expected to act differently than professors is because they represent different​

  a. ​prosocial behaviors.
  b. ​social roles.
  c. ​gender identities.
  d. ​gender stereotypes.

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Apply

 

112. ​Male and female social roles are

  a. ​virtually identical.
  b. ​inherited.
  c. ​culturally defined.
  d. ​indistinguishable.

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Understand

 

113. Gender-role stereotypes involve beliefs that​

  a. ​are never true.
  b. ​are always true.
  c. ​are always true, but only in a specific culture.
  d. ​are sometimes true.

 

ANSWER:   d
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Thinking Critically

 

114. Phil believes that all women are emotional, physically weak, and interested in cooking. Phil’s beliefs about women would best be described as​

  a. ​a social role.
  b. ​altruistic.
  c. ​accurate.
  d. ​a gender stereotype.

 

ANSWER:   d
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Apply

 

115. Which person is most likely using a gender stereotype to describe Erin?​

  a. ​Elvis: “Erin is mean. I saw her push someone on the playground.”
  b. ​Graham: “Erin really likes cooking. Every week, she bakes a batch of cookies and brings them to class.”
  c. ​Roddy: “Erin is like all females, intelligent and understanding.”
  d. ​Christopher: “Erin is different from anyone else I have ever met, she is really weird.”

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Apply

 

116. Gender stereotypes influence behavior by providing​

  a. ​an explanation for biological differences between males and females.
  b. ​accurate sex-based information.
  c. ​the world with a set of universal guidelines.
  d. ​a set of behavioral expectations.

 

ANSWER:   d
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Thinking Critically

 

117. If he is like most preschoolers, Dougie is likely to believe that girls are​

  a. ​physically aggressive.
  b. ​strong and dominant.
  c. ​verbally aggressive.
  d. ​capable of playing football.

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Apply

 

118. Which description of the sex difference in spatial ability is the most accurate?​

  a. ​Most boys perform better on tests of spatial ability than the brightest girl.
  b. ​Girls perform better on tests of spatial ability than boys.
  c. ​Girls and boys score equally on tests of spatial ability.
  d. ​Average tests scores of spatial ability are higher for boys than girls.

 

ANSWER:   d
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Thinking Critically

 

119. With regard to social roles, female activities are typically more​

  a. ​demanding.
  b. ​solitary.
  c. ​strenuous.
  d. ​outside the home.

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Understand

 

120. Which finding is not consistent with research studies of sex differences?​

  a. ​Males are more aggressive.
  b. ​Males are more likely to comply with the directions of adults.
  c. ​Females are less likely to have language-related problems.
  d. ​Females receive higher grades in math courses.

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Understand

 

121. On average, boys are ____ than girls.​

  a. ​better able to express emotions
  b. ​less aggressive
  c. ​better at spatial tasks
  d. ​more readily influenced by others

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Understand

 

122. Katie is upset with her friend Leslie. In order to “get even” with her, she tries to make Leslie’s other friends mad at Leslie by making up stories about her. What is this sort of behavior called?​

  a. ​Physical aggression
  b. ​Gender labeling
  c. ​Relational aggression
  d. ​Verbal aggression

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Apply

 

123. As a typical 10-year-old American female, Brianna is more likely to ____ than a same-age male counterpart.​

  a. ​be aggressive
  b. ​have a smaller vocabulary
  c. ​be emotionally expressive
  d. ​score highly on a test of spatial ability

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Apply

 

124. Kyle and Sharon have a young daughter and a young son. As typical parents, they most likely treat their children the same except when it deals with​

  a. ​doing well in school.
  b. ​showing them affection.
  c. ​rough-and-tumble play.
  d. ​encouraging them to be independent.

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

125. As a typical American father, Hans would be most upset if his son Franz​

  a. ​was aggressive.
  b. ​wanted to play “house.”
  c. ​showed affection toward him.
  d. ​engaged in sex-role stereotype behaviors.

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

126. Billie is a seven-year-old boy who likes to play house and play with dolls. How would his peers be most likely to react to this behavior?

  a. ​Both girls and boys would be accepting.
  b. ​Girls would be accepting, and boys would be rejecting.
  c. ​Boys would be accepting, and girls would be rejecting.
  d. ​Both girls and boys would be rejecting.

 

ANSWER:   d
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

127. Lisa believes that she cannot play football because “I’m a girl, and girls aren’t supposed to play football.” This belief is most likely an aspect of Lisa’s​

  a. ​insecure attachment.
  b. ​prosocial behavior.
  c. ​gender identity.
  d. ​self-esteem.

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

128. Dwight’s statement, “I am a boy,” is an example of​

  a. ​gender stability.
  b. ​gender labeling.
  c. ​a gender-role stereotype.
  d. ​gender constancy.

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

129. The statement “girls always grow up to be women” provides an example of​

  a. ​gender stability.
  b. ​gender-role stereotyping.
  c. ​the one-to-one principle.
  d. ​a gender role.

 

ANSWER:   a
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Thinking Critically

 

130. When three-year-old Juan, who is male, says “I’m going to grow up to be a mommy,” he is failing to demonstrate​

  a. ​gender identity.
  b. ​gender stability.
  c. ​gender labeling.
  d. ​will.

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

131. When Sara thinks about herself, she has a sense that she is a girl. On the basis of this, you could say for certain that Sara has developed​

  a. ​gender identity.
  b. ​gender stability.
  c. ​gender constancy.
  d. ​gender-role stereotypes.

 

ANSWER:   a
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

132. David is a five-year-old who knows that he is a boy, and that he is a boy whether he’s playing with his toys or his sister’s toys. This indicates that David has developed​

  a. ​prosocial behavior.
  b. ​gender stability.
  c. ​cooperative play.
  d. ​social roles.

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

133. ​Ben sees a group of girls playing in the sand and decides that playing in the sand is for girls. Ben’s behavior illustrates the concept of  ____.

  a. gender-schema theory.
  b. ​gender stability.
  c. ​gender identity.
  d. ​gender labeling.

 

ANSWER:   a
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

134. ​After children understand gender, there are changes in their behavior toward more gender-specific preferences. Which preferences do not change during this period of development?

  a. ​Preferences in certain TV programs
  b. Preferences in certain toys​
  c. Preferences in certain activities
  d. ​Preferences in certain foods

 

ANSWER:   d
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

135. ​Which statement is FALSE with regard to gender-schema theory?

  a. ​The theory requires understanding of gender stability.
  b. The theory involves learning about gender-typical behavior.​
  c. Children who refer to themselves by gender play less often with gender-stereotyped toys.​
  d. Children who do not refer to themselves by gender play less often with gender-stereotyped toys.​

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Thinking Critically

 

136. ​According to gender-schema theory, in order to decide where to learn more about an object, a child must first

  a. ​play with the object.
  b. decide whether the object is associated with females or males.​
  c. develop gender constancy.​
  d. be reinforced for interacting with the object.​

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Thinking Critically

 

137. Which quote is most reflective of the use of a gender schema?​

  a. ​“I am a boy.”
  b. “Is soccer for boys or for girls?”​
  c. ​“You are a boy.”
  d. ​“Will you help me build this bridge?”

 

ANSWER:   b
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

138. ​A gender-schema theorist would be most likely to argue that young children are

  a. ​born with a basic gender identity.
  b. uninfluenced by environmental experiences with gender-based behaviors.​
  c. constantly looking for cues about gender.​
  d. uninterested in gender.​

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Thinking Critically

 

139. ​Tina is a girl who has congenital adrenal hyperplasia (CAH). This means that it is more likely that Tina will prefer ____ more than other girls.

  a. ​playing with dolls
  b. ​playing with girls
  c. ​masculine activities
  d. ​attaching to her mother

 

ANSWER:   c
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Apply

 

140. ​Results from the Family Lifestyles Project indicate that children raised by counterculture parents are different from children raised by parents with more traditional values in that

  a. ​they have few stereotypes regarding occupations.
  b. they play with same-sex peers.​
  c. the boys enjoy physical play.​
  d. the girls enjoy reading and drawing.​

 

ANSWER:   a
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.3 – How are gender roles changing? What further changes might the future hold?
KEYWORDS:   Bloom’s: Understand

 

141. ​Erikson suggested that a proper balance between trust and mistrust can result in the acquisition of hope.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Remember

 

142. ​According to Erikson’s theory, purpose is usually achieved before will.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Remember

 

143. Infants rarely become attached to their fathers.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Remember

 

144. ​Babies who exhibit avoidant attachment are not upset when their mothers leave the room.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Remember

 

145. ​Disorganized attachments are characterized by infant confusion when mom leaves and when she returns.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Remember

 

146. ​Internal working models involve expectations about parental responsiveness.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Remember

 

147. ​Children attending high-quality daycare centers are less likely to be securely attached to their mothers than are children raised in their own homes.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.4 – Is attachment jeopardized when parents of infants and young children are employed outside the home?
KEYWORDS:   Bloom’s: Remember

 

148. ​Pain is considered one of the basic emotions.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Remember

 

149. ​Social smiles tend to be in response to seeing another human’s face.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Remember

 

150. ​Children do not experience complex emotions until they are about 18 months old.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.2 – What are complex emotions, and when do they develop?
KEYWORDS:   Bloom’s: Remember

 

151. ​The expression of anger does not appear to vary by culture.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.2 – What are complex emotions, and when do they develop?
KEYWORDS:   Bloom’s: Remember

 

152. ​Quality of peer relationships is related to an individual’s ability to regulate his or her emotions.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Remember

 

153. ​During parallel play, a child plays individually near other children.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Remember

 

154. ​Older children are more likely to engage in cooperative play than younger children.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Remember

 

155. ​Preschoolers with imaginary friends tend to be less sociable that other preschoolers.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Remember

 

156. ​Constricting play often involves threats.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Remember

 

157. ​Altruistic behavior involves an expectation of a reward.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Remember

 

158. ​When you experience the feelings of another person, you are experiencing empathy.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Remember

 

159. ​Parents who model altruism tend to raise more altruistic children.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Remember

 

160. ​Some gender stereotypes are false beliefs.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Remember

 

161. ​As toddlers, girls tend to have smaller vocabularies than boys.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Remember

 

162. ​Males tend to be better at interpreting the emotions of others.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Remember

 

163. ​The understanding that you are a boy or a girl occurs during gender labeling.

  a. True
  b. False

 

ANSWER:   True
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Remember

 

164. ​Congenital adrenal hyperplasia results in alteration of the genitals of male infants.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Remember

 

165. ​Erikson suggested that a child who is able to successfully balance autonomy with shame and doubt will develop a sense of _______________.

ANSWER:   ​will
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Understand

 

166. ​_______________ psychology focuses on behaviors that represent successful adaptations to the environment.

ANSWER:   ​Evolutionary
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Understand

 

167. ​Most American children exhibit _______________ attachment relationships.

ANSWER:   secure
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Understand

 

168. ​The three elements of basic emotions are a subjective feeling, a physiological change, and a(n) _______________.

ANSWER:   overt behavior​
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Understand

 

169. ​When infants look to a parent to get cues about whether or not a new situation is safe, they are exhibiting social _______________.

ANSWER:   ​referencing
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Understand

 

170. ​When children are playing by themselves but are watching each other while they do so, they are engaging in _______________ play.

ANSWER:   ​parallel
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Understand

 

171. ​Aimless wandering by one’s self represents an unhealthy form of _______________ play.

ANSWER:   ​solitary
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Understand

 

172. ​During play, _______________ actions tend to support others and lead to sustained play.

ANSWER:   ​enabling
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Understand

 

173. ​_______________ is a form of prosocial behavior in which there is no expectation of direct benefit for one’s actions.

ANSWER:   Altruism
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Understand

 

174. ​_______________ is the actual experiencing of another’s feelings.

ANSWER:   ​Empathy
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Understand

 

175. ​Beliefs and images about males and females that may or may not be true are called gender _______________.

ANSWER:   ​stereotypes
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Understand

 

176. ​An attempt to hurt another by damaging his or her peer relationships is referred to as _______________ aggression.

ANSWER:   relational​
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Understand

 

177. ​Having a sense of yourself as male or female is best described as your gender _______________.

ANSWER:   identity​
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Understand

 

178. ​Understanding that a preschool boy must grow up to be a man represents a comprehension of gender _______________.

ANSWER:   ​stability
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Understand

 

179. ​Congenital adrenal _______________ is a disorder that results in females having male-like genitalia.

ANSWER:   ​hyperplasia
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Understand

 

180. ​Define Erikson’s notions of hope, will, and purpose. How do these relate to the first three stages of social development?

ANSWER:   ​Hope is an openness to new experience tempered by wariness that discomfort or danger may arise. It is acquired after infants develop a balance of trust and mistrust during the first stage of social development. Will is the knowledge that within limits, youngsters can act on their world intentionally. It is acquired after children develop a blend of autonomy, shame, and doubt during the second stage of development. Purpose is a balance between individual initiative and the willingness to cooperate with others. It is acquired after children moderate initiative and guilt during the third stage of development.
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.1 – What are Erikson’s first three stages of psychosocial development?
KEYWORDS:   Bloom’s: Thinking Critically

 

181. ​Describe Bowlby’s four phases of attachment growth.

ANSWER:   (1) Preattachment (birth to 6-8 weeks) involves the interactive system that is created when infant behavior evokes responses in adults.

(2) Attachment in the making (6-8 weeks to 6-8 months) is characterized by babies gradually identifying the primary caregiver as the person they can depend on when they’re anxious or distressed.

(3)True attachment (6-8 months to 18 months) occurs when there is an attachment figure who is the infant’s stable socioemotional base.

(4) Reciprocal relationships (18 months on) occur when infants become true partners in the attachment relationship.

REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Thinking Critically

 

182. ​Describe the four major types of attachments. Then discuss how internal working models impact the quality of attachments.

ANSWER:   ​A secure attachment represents a relationship in which infants have come to trust and depend on their mothers. Avoidant attachment is a relationship in which infants turn away from their mothers when they are reunited following a brief separation. Resistant attachment is a relationship in which, after a brief separation, infants want to be held but are difficult to console. Disorganized attachment is a relationship in which infants don’t seem to understand what’s happening when they are separated and later reuinited with their mothers. An infant’s internal working model is a set of expectations about parents’ availability and responsiveness in general and in times of stress. It is believed to influence close relationships throughout the child’s life. The type of attachment infants have with their primary caregivers influence their internal beliefs and expectations about that relationship and, in turn, impacts the quality of future attachments and relationships.
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Thinking Critically

 

183. ​You are opening a new daycare center. Describe four actions you could take at your center to foster secure attachments in the children who attend it.

ANSWER:   ​(1) Make sure there is a small number of children per caregiver

(2) Employ well-trained caregivers

(3) Employ caregivers that are responsive to children

(4) Provide age-appropriate stimulating activities

(5) Communicate well with parents

REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.4 – Is attachment jeopardized when parents of infants and young children are employed outside the home?
KEYWORDS:   Bloom’s: Thinking Critically

 

184. ​Describe the differences between basic and complex emotions in terms of what they are, how they are assessed, and when they develop.

ANSWER:   ​Basic emotions are experienced by humankind and consist of three elements: a subjective feeling, a physiological change, and an overt behavior. Some examples of basic emotions are happiness, anger, fear, and disgust. Scientists measure infants’ facial expressions and other overt behaviors to assess basic emotions. They emerge between birth and 9 months. Complex emotions are responses to meeting or failing to meet expectations or standards. They depend on the child having some understanding of the self. Some examples of complex emotions are pride, guilt, and embarrassment. Facial expressions and other overt behaviors are also used to assess complex emotions. They emerge between 18 to 24 months.
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.1 – At what ages do children begin to express basic emotions?
KEYWORDS:   Bloom’s: Thinking Critically

 

185. ​Describe how social referencing could be used to help explain how a child might acquire a fear through modeling.

ANSWER:   Social referencing occurs when a child looks at the face of an adult (often a parent) when in a new or ambiguous situation. If mom or dads show a reaction of fear in this situation, a child might mimic (model) this response and begin to show a fear response to this situation.
REFERENCES:   5.2 Emerging Emotions
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.2.3 – When do children begin to understand other people’s emotions? How do they use this information to guide their own behavior?
KEYWORDS:   Bloom’s: Thinking Critically

 

186. ​Chucky is a nasty boy who does not like to help other people. Describe three things Chucky’s parents could do to make it more likely that Chucky will help other people.

ANSWER:   ​(1) Modeling: When children see adults helping and caring for others, they often imitate such prosocial behavior.

(2) Disciplinary practices: Children behave prosocially more often when their parents are warm and supportive, set guidelines, and provide feedback.

(3) Opportunities to behave prosocially: Children are more likely to act prosocially when they are routinely given the opportunity to help and cooperate with others.

REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.2 – What determines whether children help one another?
KEYWORDS:   Bloom’s: Thinking Critically

 

187. ​Phil and Lil are both playing with dolls in the same room. Use them in examples of parallel, simple social, and cooperative play.

ANSWER:   ​During parallel play, Phil and Lil would intently watch each other play but would not directly interact. During simple social play, Phil and Lil would engage in similar activities (e.g., each building a sand castle) and would talk and/or smile at each other. During cooperative play, Phil and Lil would directly interact with each other during some organized activity (e.g., playing tag with each other).
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Thinking Critically

 

188. ​Discuss gender differences in play behavior. Be sure to comment on both enabling and constricting actions.

ANSWER:   ​Boys prefer rough-and-tumble play and generally are more competitive and dominating in their interactions. Girls’ play is more cooperative, prosocial, and conversation-oriented. Girls’ interactions with one another are typically enabling which means that their actions and remarks tend to support others and sustain the interaction. In contrast, boys’ interactions are often constricting which means that one partner tries to emerge as the victor by threatening or contradicting the other, by exaggerating, and so on.
REFERENCES:   5.3 Interacting with Others
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.3.1 – When do youngsters first begin to play with each other? How does play change during infancy and the preschool years?
KEYWORDS:   Bloom’s: Thinking Critically

 

189. ​Describe the actual differences between boys and girls that is supported by research.

ANSWER:   Verbal ability: Girls have larger vocabularies than boys and are more talkative.

Mathematics: During elementary school years, girls are usually more advanced than boys in math. During high school and college, there are no differences in math skills.

Spatial ability: During childhood and adolescence, boys have better mental-rotation skills than girls.

Memory: Research shows that girls and women have better memory skills than boys and men.

Social influence: Girls are more likely than boys to comply with the directions of adults.

Aggression: Boys are more physically aggressive than girls while girls are more likely to resort to relational aggression.

Emotional sensitivity: Girls identify facial expressions more accurately than boys. Girls are more likely to express happiness and sadness, but boys are more likely to express anger.

Effortful control: Girls are more skilled at regulating their behavior, inhibiting inappropriate responding, and to focus their attention than boys.

REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.1 – What are our stereotypes about males and females? How well do they correspond to actual differences between boys and girls?
KEYWORDS:   Bloom’s: Thinking Critically

 

190. ​Describe parental and peer influences the development of gender typing.

ANSWER:   ​Parents respond differently to sons and daughters in their behavior related to gender roles. Parents tolerate mild aggression in sons to a greater degree than in daughters. Fathers are more likely than mothers to treat sons and daughters differently. For example, fathers punish their sons more, but accept dependence in their daughters. Peers are critical of and punishing toward peers who engage in gender-inappropriate play. The segregation of playmates based on a child’s gender also helps solidify a youngster’s emerging sense of membership in a particular gender group.
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Thinking Critically

 

191. ​Describe gender-schema theory and include two gender-related factors that have be present. Give three examples that illustrate gender-schema theory in action.

ANSWER:   Gender-schema theory states that children want to learn more about an activity only after first deciding whether it is masculine or feminine. Children must first have developed a gender identity and gender stability. Once children know their gender, they pay attention primarily to experiences and events that are gender-appropriate. One example is a boy who sees boys playing football will decide that football is for boys and that because he is a boy, football is acceptable and he should learn more about it. Another example is a girl who sees her female peers playing with Monster High dolls and goes home and asks her mother for Monster High dolls for her birthday. A third example is a boy who sees male peers playing out “Spiderman” episodes and goes home and watches that particular TV show.​
REFERENCES:   5.4 Gender Roles and Gender Identity
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.4.2 – How do young children learn gender roles?
KEYWORDS:   Bloom’s: Thinking Critically

 

192. ​Attachments tend to be fleeting socioemotional relationships.

  a. True
  b. False

 

ANSWER:   False
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.2 – How do infants form emotional attachments to mother, father, and other significant people in their lives?
KEYWORDS:   Bloom’s: Remember

 

193. Parental responses to infant crying and laughing are part of the ____ forces involved in the biopsychosocial explanation of attachment.​

  a. ​biological
  b. ​psychological
  c. ​cognitive
  d. ​sociocultural

 

ANSWER:   d
REFERENCES:   5.1 Beginnings: Trust and Attachment
LEARNING OBJECTIVES:   KAIL.HDEV.16.5.1.3 – What are the different kinds of attachment relationships, how do they arise, and what are their consequences?
KEYWORDS:   Bloom’s: Thinking Critically

 

 

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