Writing for Psychology International Edition 4th Edition by Mark L. Mitchell - Test Bank

Writing for Psychology International Edition 4th Edition by Mark L. Mitchell – Test Bank

 

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Sample Questions Are Posted Below

 

Chapter 5A—Development

 

TRUE/FALSE

 

1. Selective attrition is a greater problem with longitudinal research than with cross-sectional research.

 

ANS:  T                    REF:   research designs

OBJ:   application and understanding

 

2. A researcher wonders whether attachment style in infancy has any relationship to friendship formation at age 6. To investigate this question, it is necessary to use a longitudinal design.

 

ANS:  T                    REF:   research designs

OBJ:   application and understanding

 

3. If a cross-sectional study shows a difference between people of different ages, the difference might be due to a cohort effect.

 

ANS:  T                    REF:   cohort effects

OBJ:   application and understanding

 

4. Infants start making muscle movements before their sense organs send any messages to the brain.

 

ANS:  T                    REF:   fetus/newborn                                 OBJ:   remembering

 

5. Even very young infants pay much attention to pictures of faces, but only if the pictures are highly realistic.

 

ANS:  F                    REF:   infant vision   OBJ:   remembering

 

6. Even month-old infants notice the difference between the sounds ba and pa.

 

ANS:  T                    REF:   infant hearing                                  OBJ:   remembering

 

7. Infants less than 3 days old can recognize the sound of their  mother’s voice.

 

ANS:  T                    REF:   infant learning                                 OBJ:   remembering

 

8. Jean Piaget argued that children’s thinking is just like that of adults, except that children’s thinking is slower and less well-informed.

 

ANS:  F                    REF:   Piaget             OBJ:   remembering

 

9. Infants may or may not seem to understand object permanence, depending on how we test them.

 

ANS:  T                    REF:   sensorimotor                                   OBJ:   remembering

 

10. Suppose we put a colored dot on a child’s face. Now the child looks in a mirror. A child who has a “sense of self” will react by pointing to the dot in the mirror.

 

ANS:  F                    REF:   sensorimotor             OBJ:  application and understanding

 

11. Tommy tells his mom about an event at preschool in a way that assumes his mom knows what he is talking about. Developmental psychologists would describe Tommy’s thinking as egocentric.

 

ANS:  T                    REF:   preoperational                                 OBJ:   remembering (definition)

 

12. A child sees someone hide a small toy in a tiny room. Now the task is to find the larger toy in the full-sized room. Young children might or might not find it, depending on how someone words the instructions.

 

ANS:  T                    REF:   preoperational                                 OBJ:   remembering

 

13. A child who fails one of Piaget’s conservation tasks will fail them all.

 

ANS:  F                    REF:   concrete operations                         OBJ:   remembering

 

14. Piaget proposed that although most children go through his stages in the order he suggested, some children go through the stages in different orders.

 

ANS:  F                    REF:   Stages distinct?                               OBJ:   remembering

 

15. According to Erik Erikson, if someone  has problems at one stage of development, the problems will probably continue into later stages of development.

 

ANS:  T                    REF:   Erikson          OBJ:   remembering

 

16. An apparent “anxious attachment” in the Strange Situation means the same thing for Japanese infants as it does for American infants.

 

ANS:  F                    REF:   infancy/childhood                           OBJ:   remembering

 

17. Most people experience intense “storm and stress” thoughout their adolescent years.

 

ANS:  F                    REF:   childhood/adolescence                     OBJ:   remembering

 

18. The main reason for adolescent risk-taking behaviors is that the adolescents are not aware of the dangers.

 

ANS:  F                    REF:   childhood/adolescence                     OBJ:   remembering

 

19. The issues that middle-aged people face during a midlife transition are similar in many ways to an adolescent identity crisis.

 

ANS:  T                    REF:   adulthood       OBJ:   application and understanding

 

20. Researchers have found that exercise programs designed to increase older people’s physical activity levels also lead to improvements in their memory and cognition.

 

ANS:  T                    REF:   old age           OBJ:   remembering

 

21. People often react to reminders of death by reaffirming their religious and political beliefs.

 

ANS:  T                    REF:   facing death   OBJ:   remembering

 

22. On average, men and women are about equal at detecting facial expressions of emotion.

 

ANS:  F                    REF:   gender            OBJ:   remembering

 

23. Men have greater abilities to do well in math than women do.

 

ANS:  F                    REF:   gender            OBJ:   remembering

 

24. Expressions of anger tend to be more effective in the United States than in Asia.

 

ANS:  T                    REF:   culture/ethnic                                  OBJ:   remembering

 

25. Most racially-mixed people have serious difficulties in social and emotional adjustment.

 

ANS:  F                    REF:   culture/ethnic                                  OBJ:   remembering

 

26. Many of the apparent differences between first-born and later-born children are really due to differences between small and large families.

 

ANS:  T                    REF:   birth order      OBJ:   application and understanding

 

27. The personalities of adopted children correlate highly with those of the adopting parents.

 

ANS:  F                    REF:   parenting        OBJ:   remembering

 

28. Most children reared by a single parent or by gay or lesbian couples develop about normally.

 

ANS:  T                    REF:   nontraditional                                  OBJ:   remembering

 

COMPLETION

 

1. An investigator who compares people of different ages all at the same time, is using a ____________ design.

 

ANS:  cross-sectional

 

REF:   research designs                              OBJ:   remembering (definition)

 

2. An investigator who follows a single group of individuals year after year is using a ___________________ design.

 

ANS:  longitudinal

 

REF:   research designs                              OBJ:   remembering (definition)

 

3. One problem in a longitudinal study is that certain types of people may be more likely than others to drop out. This tendency is known as _____________ attrition.

 

ANS:  selective                             REF:   research designs                     OBJ:           remembering (definition)

 

4. A research design that combines the advantages of both cross-sectional and longitudinal designs is known as ____________________.

 

ANS:  sequential.

 

REF:   research designs                              OBJ:   remembering (definition)

 

5. A group of people born at a particular time, or a group of people who enter an organization at a particular time, is known as a ______

 

ANS:  cohort

 

REF:   cohort effects                                  OBJ:   remembering (definition)

 

6. If a mother drinks much alcohol during pregnancy, her child may have a set of physical and behavioral abnormalities known as _________  _________ syndrome.

 

ANS:  fetal alcohol

 

REF:   fetus/newborn                                 OBJ:   remembering (definition)

 

7. When newborns hear a sound, they increase their sucking. After some repetitions of the sound, their sucking decreases. If a change in the sound increases their sucking, we say that it produced _________________.

 

ANS:  dishabituation

 

REF:   infant hearing                                  OBJ:   remembering (definition)

 

8. In Piaget’s terminology, applying an old schema to a new situation is called __________

 

ANS:  assimilation

 

REF:   Piaget             OBJ:   remembering (definition)

 

9. In Piaget’s terminology, modifying a schema to fit a new situation is called ___________.

 

ANS:  accommodation

 

REF:   Piaget             OBJ:   remembering (definition)

 

10. Piaget’s first stage, marked by simple responses to current stimuli, is known as the ____________ stage.

 

ANS:  sensorimotor

 

REF:   Piaget             OBJ:   remembering

 

11. According to Piaget, children lack the concept of object permanence during the ____________ stage.

 

ANS:  sensorimotor                                          REF:  sensorimotor                                  OBJ:   remembering

 

12. The idea that some people know something that other people do not is called “theory of ______.”

 

ANS:  mind

 

REF:   preoperational                                 OBJ:   remembering (definition)

 

13. According to Piaget children in the preoperational stage do not understand that someone could rearrange coins without changing their number, or pour a liquid without changing its volume. He therefore said that these children lack the concept of _____________.

 

ANS:  conservation

 

REF:   preoperational                                 OBJ:   remembering

 

14. Children who understand object permanence, but who do not yet have the concept of conservation, are in Piaget’s ______________ stage.

 

ANS:  preoperational

 

REF:   preoperational                                 OBJ:   remembering

 

15. Lev Vygotsky emphasized the idea that with appropriate help, children can advance a certain distance beyond what they can do by themselves. He called this distance the zone of __________  development

 

ANS:  proximal

 

REF:   Stages distinct?                               OBJ:   remembering (definition)

 

16. To measure an infant’s attachment to the mother, psychologists observe the infant’s reactions as the child is with the mother and/or someone the child doesn’t know. This procedure is called the ___________ Situation.

 

ANS:  Strange

 

REF:   infancy/childhood                           OBJ:   remembering (definition)

 

17. According to Erik Erikson, an identity crisis is particularly likely for people during the age of __________________.

 

ANS:  adolescence

 

REF:   identity           OBJ:   remembering

 

18. The idea that we cope with our fear of death by avoiding thoughts about death and by affirming our worldview, including religious or political beliefs, is known as _________ management theory.

 

ANS:  terror

 

REF:   facing death    OBJ:   remembering (definition)

 

 

19. The different activities that a society expects of males and females are known as ___________ roles.

 

ANS:  gender or sex

 

REF:   gender            OBJ:   remembering (definition)

 

SHORT ANSWER

 

1. What is the difference between a cross-sectional design and a longitudinal design? Which would be better for a researcher who wanted to avoid the influence of cohort effects?

 

ANS:

A cross-sectional study compares groups of individuals of different ages at the same time. A longitudinal study follows a single group of individuals as they develop. A longitudinal study is better for avoiding the influence of cohort effects because the investigator studies people of the same cohort as they grow older.

 

REF:   research designs                              OBJ:   remembering (definition)

 

2. Can infants within the first days after birth recognize their own mother’s voice? What evidence supports this conclusion?

 

ANS:

Yes, they can. Infants are given an opportunity to turn on a recording of a woman’s voice by sucking harder on a nipple. On average, they suck harder to turn on a recording of their own mother’s voice than that of another woman.

 

REF:   infant hearing                                  OBJ:   facts and concepts

 

3. Infants a few months old either do or do not appear to understand object permanence, depending on how we test them. Describe the two tests leading to different conclusions.

 

ANS:

In Piaget’s original observations, he found that infants would reach for a toy they saw, but not for a toy blocked by an opaque barrier. In a later study, infants saw a block on a track. Then a curtain was lowered so the infant could no longer see the block. A toy car came down a ramp and through the place where the block had been. (It had been moved in the meantime.) Infants stared longer at this “impossible” event than at “possible” events, suggesting that they were surprised. That surprise implies an understanding that the block would still be present, even though they did not see it.

 

REF:   Piaget             OBJ:   facts and concepts

 

4. Define theory of mind and give an example of a situation involving a child who has not yet developed theory of mind.

 

ANS:

Theory of mind is an understanding that other people have a mind too, and that each person knows some things that other people don’t know.

 

Example: A child watches as Maxi’s mother hides some chocolate. Then when Maxi is absent, the mother moves the chocolate to a different place. Now Maxi returns and we ask the child where Maxi will look for the chocolate. A child who doesn’t understand theory of mind will answer that Maxi looks in the new location.

 

REF:   Piaget             OBJ:   remembering

 

5. How would a psychologist determine whether a child understands Piaget’s concept of conservation?

 

ANS:

Show two rows of objects, equal in number. Spread out one row and ask which row has more. A child who says they are the same understands conservation of number.

 

Show two containers of liquid, equal in size, shape, and amount of liquid. Pour liquid from one container into a wider container. A child who says both containers contain the same amount of liquid understands conservation of volume.

 

REF:   Piaget             OBJ:   evaluating

 

6. Describe the Strange Situation and how psychologists use it to evaluate infant attachment.

 

ANS:

A mother and her infant (12-18 months old) enter a room with toys. A stranger enters. The mother leaves and then returns. Then both leave. The stranger returns. Finally the mother returns. Psychologists watch whether the infant relates to the mother by showing her toys and using her as a base of exploration. They also observe whether the child shows undue distress at her leaving.

 

REF:   infancy and childhood                     OBJ:   facts and concepts

 

7. According to terror-management theory, how do people react to reminders that they will die?

 

ANS:

They avoid thoughts about death, reassure themselves that they still have long to live, and they reaffirm their beliefs, values, and anything else that makes life seem worthwhile.

 

REF:   psychology of facing death              OBJ:   facts and concepts

 

8. Many studies have reported differences between first-born and later-born children. What aspect of the procedure makes it difficult for us to draw conclusions from these results?

 

ANS:

Many first-born children come from single-child families. For many reasons children in small families differ from those in larger families. Unless the researchers examined only children in larger families. we can’t know whether the difference between first-borns and later-borns relates to birth order or to family size.

 

REF:   cultural influences                           OBJ:   application and understanding