Ch.17 Verified Test Bank Social Development - Test Bank | Psychology by Davey 1e by Graham C. Davey. DOCX document preview.
Chapter 17: Social Development
Multiple choice
1. __________ identified six innate and universal emotions.
a) Darwin
b) Bandura
c) Ekman
d) Piaget
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
2. The __________ emotions theory suggests that there are several innate emotional responses that are expressed and recognized universally.
a) discrete
b) biological
c) natural
d) six
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
3. In line with the social learning theory, Haviland and Lelwica (1987) found that when mothers displayed an angry or sad face, their 10-week-old infants:
a) spent less time looking at them.
b) responded with smiles and happy faces.
c) preferred to be held by a stranger who displayed a happy face instead.
d) adopted the appropriate matching facial expression.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
4. The discrete emotions theory underestimates the role of _________ in the emergence of emotions.
a) genes
b) context
c) nature
d) temperament
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
5. What approach to emotion emphasizes the way in which emotions serve as a mean of working towards relational goals?
a) The social learning theory approach
b) The dynamic systems approach
c) The functionalist approach
d) The discrete emotions theory approach
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
6. According to a functionalist approach, the emotion of fear:
a) is linked with a series of action tendencies which enable us to escape from dangerous situations.
b) is learned by observing the fearful response of the caregiver to a threatening stimulus.
c) is not innate but originates from social-environmental factors.
d) is not present before the age of 10 years.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
7. The ___________ posits a complex interplay between children’s developing brain, their bodily sensations and experiences, and social-environmental factors.
a) functionalist approach
b) social learning theory
c) discrete emotions theory
d) dynamic systems perspective
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
8. Which of the following emotions is not one of the six basic emotions proposed by Paul Ekman?
a) Anger
b) Surprise
c) Shame
d) Disgust
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
9. Which of the following adjectives can be associated to the description of emotions according to the discrete emotions theory?
a) Universal
b) Culturally specific
c) Unstable
d) Learned
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
Fill-in-the-blank
10. During the first few months of infancy, infants’ expressions of emotion tend to appropriately _________ the expressions displayed by their caregivers.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
11. __________ is the first recognizable emotional expression to appear, initially in the form of __________.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
Short answer
12. What are the two global arousal states observable in early infancy?
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
13. When do the first ‘social smiles’ appear in infancy?
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
14. What is the first response of an infant to unpleasant stimuli and situations?
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
True/False
15. The first recognizable emotional expression to appear is anger.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
16. Stanger anxiety cannot be observed before the age of 1 year.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
Multiple choice
17. When do infants begin to laugh?
a) From birth
b) Within the first few weeks of life
c) By 3-4 months
d) At the age of 12 months
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
18. When do the first ‘social smiles’ appear in infancy?
a) By 6-10 weeks
b) By 3-6 weeks
c) By 3-4 months
d) Immediately after birth
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
19. When do infants start to show signs of fear towards strangers?
a) Around 3 months
b) Around 6 months
c) Around 9 months
d) After 12 months
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
20. The emergence of stranger anxiety in infants coincides with:
a) the beginning of non-parental child care
b) the development of close attachment relations with caregivers
c) the development of Theory of Mind
d) the emergence of self-conscious emotions
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
21. _____________ refers to the ability of reading the emotional reactions of others to help to inform our behaviour in ambiguous situations.
a) Social learning
b) Social imitation
c) Social interpretation
d) Social referencing
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
22. Which of the following experimental paradigms has been used to study the phenomenon known as social referencing?
a) The Bobo doll experiment
b) The strange situation procedure
c) The unexpected transfer task
d) The visual cliff experiment
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
23. What emotion is most likely to emerge in infants in response to instances where specific goals have been thwarted?
a) Anger
b) Sadness
c) Disgust
d) Surprise
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
24. The emergence of emotions such as shame, embarrassment, and pride in children seems to be particularly associated with an increase in:
a) social interactions with peers
b) social experiences
c) self-awareness
d) Theory of mind
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
Essay
25. How do self-conscious emotions (e.g. shame, embarrassment) differ from more basic emotions (e.g. fear, anger)?
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Hard
Short answer
26. What is a ‘mastery smile’?
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
27. Provide an example of an emotion whose experience requires the ability of the infant to make self-evaluations.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
28. Provide an example of a self-conscious emotion that may be triggered by low-level processes and not necessarily by complex self-evaluations.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Hard
Fill-in-the-blank
29. ___________ refers to individual differences in children’s emotional experiences and responses which are thought to be __________ based and relative __________ over time.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
30. According to Thomas, Chess, and Birch (1970), infants who are negative in mood, high in intensity, and low in adaptability, approach, and rhythmicity are said to have a(n) __________ temperament.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
Essay
31. Discuss the nine biologically based characteristics of children’s temperament according to Thomas, Chess, and Birch (1970).
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Hard
True/False
32. Infants’ individual differences in temperament are believed to be influenced mostly by environmental factors, such as parental style and diet.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
33. The three types of infants’ temperament described by Thomas, Chess, and Birch (1970) are negative temperament, positive temperament, and slow-to-warm-up temperament.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
34. Infants with slow-to-warm-up temperament are slightly negative in mood, mild in intensity, and low in adaptability, approach, and activity.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Easy
Multiple choice
35. Which of the following is not one of the nine characteristics of infants’ temperament proposed by Thomas, Chess, and Birch (1970)?
a) Level of motor activity
b) Novelty seeking
c) Intensity of responses
d) General mood
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
36. One of the nine characteristics of infants’ temperament proposed by Thomas, Chess, and Birch (1970) is intensity of:
a) responses
b) attention
c) distractibility
d) withdrawal
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
37. Which of the following characteristics is not typical of an infant with an easy temperament, according to Thomas, Chess, and Birch (1970)?
a) High approach
b) High rhythmicity
c) Positive mood
d) High intensity
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
38. Which of the following characteristics is not typical of an infant with a slow-to-warm-up temperament, according to Thomas, Chess, and Birch (1970)?
a) Negative mood
b) Mild intensity
c) High adaptability
d) Low approach
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
39. Which of the following characteristics is typical of an infant with a difficult temperament, according to Thomas, Chess, and Birch (1970)?
a) Low rhythmicity
b) Positive mood
c) Mild intensity
d) High adaptability
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
40. According to Rothbart, temperament can be understood in terms of three broad dimensions:
a) difficult emotionality, easy emotionality, and extraversion/surgency.
b) negative emotionality, effortful control, and extraversion/surgency.
c) difficult emotionality, effortful control, and adaptability.
d) intensity of responses, effortful control, and adaptability.
Section Ref: Early Emotional Development and Temperament
Learning Objective: Describe the development of emotion in early life and the role of temperament and plasticity in this development.
Difficulty Level: Medium
41. Select the correct definition of ‘conspec’.
a) A pattern of play in which children play together in a way designed to achieve joint goals.
b) The idea that genetic differences between children make them more or less susceptible to environmental influences.
c) A primitive mechanism that draws infants’ attention to members of the same species.
d) The purposeful regulation of behaviour, cognition, emotion, and attention.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
42. Morton and Johnson (1991) formulated the concept of ‘conspec’ after studies on:
a) infants’ inbuilt orientation to human faces.
b) infants’ emotional regulation.
c) infants’ attachment to caregivers.
d) infants’ social learning.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
43. Infants can mimic or match the facial expressions of others:
a) after the first 6 months of life
b) a few weeks after birth
c) after 1 year of age
d) a few hours after birth
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
44. __________ neurons are brain cells that respond in a similar way whether we make a behavioural gesture ourselves or witness another person making the same or a similar gesture.
a) Mirror
b) Social
c) Imitation
d) Interactional
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
45. Preverbal conversation in infants emerges:
a) three weeks after birth
b) by the first month of life
c) by 2-4 months of age
d) after 6 months of age
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
Fill-in-the-blank
46. The two-way communication in which infant and caregiver match their emotional states in a rhythmic way is known as ______________.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
47. ___________ may serve as a key marker of reciprocally positive social relations. In fact, __________ triggers reward circuits in the brain.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
48. The _________ paradigm is used to show infants’ reactions to an unresponsive social partner.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
Short answer
49. How do infants usually react when their mothers remain entirely unresponsive to them during an interaction?
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
50. Which neurons are thought to be responsible for young infants’ ability to imitate simple actions including manipulating parts of their bodies they cannot see?
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
51. Distinguish between proto-imperative pointing and proto-declarative pointing.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
True/False
52. After the first 2 months of life, infants begin to show signs of joint attention.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
53. Proto-imperative pointing refers to the infant’s gesture indicating to their social partner that they desire an object.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
Essay
54. Describe the three main phases of attachment described by Bowlby (1969).
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Hard
Multiple choice
55. ________ refers to the close emotional bond formed between a child and caregiver during the first year of life.
a) Affection
b) Closeness
c) Attachment
d) Interaction
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
56. The propensity to form an attachment relationship is determined by _________ factors.
a) cultural
b) biological
c) social
d) contextual
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
57. Infants’ attachment __________ system is designed to maintain proximity to the attachment figure in times of distress or threat.
a) genetic
b) biological
c) cognitive
d) behavioural
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
58. In the __________ phase, infants show a range of social behaviours that bring about social contact with others, without being directed at any specific person.
a) preattachment
b) attachment in the making
c) separation
d) clear-cut attachment
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
59. ___________ manifests in the form of protesting and distress when an attachment figure leaves.
a) Stranger anxiety
b) Strange situation anxiety
c) Separation anxiety
d) Abandon anxiety
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
Fill-in-the-blank
60. __________ is the idea, originally supported by Bowlby, that infants have an inbuilt bias to form an exclusive attachment to one main figure only.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
61. Research shows that fathers tend to engage in more challenging play with their infants, which is thought to be crucial for promoting ___________ behaviour.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Hard
62. Internal __________ models are organized mental representations of the general expectations about the interactions with caregivers.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
63. Although attachment has a strong biological basis, the quality of the attachment relationship is dependent on the infant’s ___________
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
64. In __________ attachment, the infant uses the caregiver as a safe base from which to explore or to which they can return in times of distress.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
True/False
65. Secure attachment can change to insecure attachment following one or more negative life event.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
66. The strange situation procedure is used to study the emergence of Theory of Mind in children.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
67. Individual differences in adults’ and adolescents’ attachment can be measured using in-depth semi-structured interviews and questionnaires.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
Short Answer
68. What procedure, introduced by Ainsworth and colleagues (1978), is the gold-standard measure for assessing attachment status in infants?
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
69. What is a central aspect of attachment behaviour assessed by the strange situation procedure?
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Hard
Essay
70. Describe the structured sequence of episodes of a classical strange situation procedure.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
Multiple choice
71. What does the stranger do in a classical strange situation procedure?
a) The stranger shows signs of aggressive behaviour towards the caregiver.
b) The stranger show signs of aggressive behaviour towards the child.
c) The stranger speaks to the caregiver and approaches the child.
d) The stranger ignores both the caregiver and the child.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
72. In Ainsworth et al. (1978), children labelled as Type B were classified as:
a) secure
b) insecure-anxious avoidant
c) insecure-anxious resistant
d) insecure-disorganized/disoriented
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
73. Which of the following attachment styles was not included in the original classification by Ainsworth et al. (1978)?
a) secure
b) insecure-anxious avoidant
c) insecure-anxious resistant
d) insecure-disorganized/disoriented
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
74. What does AAI stand for?
a) Attachment Anxiety Index
b) Adult Anxiety Interview
c) Adult Attachment Interview
d) Attachment Anxiety Interview
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
75. According to the classification provided by the AAI, __________ adults tend to withdraw from or dismiss emotional experiences.
a) preoccupied
b) autonomous
c) insecure
d) avoidant
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
76. Which of the following adult attachment classification categories is not part of the AAI?
a) Autonomous
b) Dismissing
c) Resistant
d) Preoccupied
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
77. What type of adult attachment pattern best describes a person whose infant attachment behaviour was classified as ‘insecure-anxious resistant’?
a) Autonomous
b) Dismissing
c) Preoccupied
d) Unresolved/disorganized
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
78. Stevnis a 3-year old boy who very rarely uses his mother as a secure base. When his mum shows up at day care to pick him up, Steve shows little emotion, sometimes he even ignores her. If you were a developmental psychologist how would you classify Steve’s attachment style?
a) Secure
b) Insecure-anxious avoidant
c) Insecure-anxious resistant
d) Insecure-disorganized
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Hard
79. Maternal __________ indicates the degree to which a mother is sensitive and responsive to her infant’s signals and needs.
a) sensitivity
b) responsiveness
c) mind-mindedness
d) empathy
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
80. Studies show that differences in the levels of maternal sensitivity are particularly linked to variations in infants’:
a) Desire reasoning
b) attachment
c) moral development
d) self-regulation
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
81. Intervention studies that aimed to enhance sensitive parenting found that:
a) both parental sensitivity and attachment security were enhanced.
b) only parental sensitivity was enhanced, but not attachment security.
c) parental sensitivity was significantly enhanced only in those parents with higher levels of pre-intervention parental sensitivity.
d) parental sensitivity was never enhanced effectively.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
Short answer
82. What term describes the ability to read the infant’s behaviour in terms of underlying internal mental states?
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
83. Provide an example of a risk factor which influences maternal sensitivity, affecting attachment style.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
Essay
84. What are the consequences of attachment for future social and emotional relationships?
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Hard
True/False
85. Bandura formulated the ‘maternal deprivation’ hypothesis, proposing that being deprived of maternal contact during the critical period of 6 months to 3 years of age has significant detrimental social and emotional effects on children.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
86. There are both negative and positive influences on children’s development associated with non-parental childcare.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
87. Insecure attachment has been linked to criminality, including violent offending.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
Fill-in-the-blank
88. _________ attachment has been linked to poorer emotional decoding in adults, shown by both _________ time and brain-imaging studies.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Easy
89. The ____________ hypothesis posits that children who did not get sufficient maternal contact during a critical period showed detrimental social and emotional effects.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
90. A longitudinal study by the ___________ (NICHD) did not reveal a main effect of day care on children’s attachment security.
Section Ref: Caregiver-Child Interactions and the Development of Attachment
Learning Objective: Describe the development, measurement, and consequences of attachment, as well as the consequence of maternal deprivation for the emotional and social development of a child.
Difficulty Level: Medium
Multiple choice
91. ________ refers to the ability to attribute mental states to others.
a) Empathy
b) Emotional contagion
c) Theory of Mind
d) Mind-mindedness
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
92. Which of the following is a type of mental state?
a) Belief
b) Desire
c) Intention
d) All of the above
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
93. Around ________ months children start to understand that people can have different desires from their own.
a) 4
b) 6
c) 12
d) 18
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
94. Approximately when does the ability to pass false-belief tasks emerge?
a) 12 months
b) 2 years
c) 4 years
d) 6 years
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
95. The ability to pass false-belief tasks reflects the shift in reasoning about behaviour based on an understanding of _________to one involving reasoning about _________.
a) desires; beliefs
b) desires; intentions
c) emotions; beliefs
d) emotions; intentions
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
96. ___________ reasoning shows that a child is able to think explicitly about how someone else thinks about something.
a) Belief-emotion
b) Belief-desire
c) Desire-intention
d) Desire-emotion
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
97. What are the names of the two characters of a famous false-belief task?
a) Sally and Pam
b) Sally and Ann
c) Kelly and Pam
d) Kelly and Ann
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
Fill-in-the-blank
98. The ___________ task involves a character leaving an object in one location and, while she is away, another character moving the object to a new location. On the first character’s return the children are asked where she will look for her object first.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
99. Children pass the verbal version of the ‘Sally-Ann’ task around _________ of age.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
100. Impairment in the development of theory of mind is argued to account for the severe social problems in _________ disorder.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
101. Theory of mind is closely associated with the ability of _________ taking.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
Short answer
102. Name four types of mental states.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
103. Children can control the impressions they make on others, an ability known as:
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
104. When does the motivational importance of being evaluated by others tend to emerge and increase in children?
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Hard
True/False
105. The theory of mind capabilities necessary for the ability of self-presentation are not present before 10 years of age.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
106. Theory of mind continues to develop over a protracted timespan, perhaps even beyond the school years.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
Essay
107. Discuss what aspects of social interaction are associated with typical development of theory of mind.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Hard
Multiple choice
108. The understanding of how you can control the impressions you make on others is known as:
a) self-regulation
b) self-adjustment
c) self-presentation
d) self-awareness
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
109. Conversations carried out by mothers about thoughts, feelings, and desires are also known as _________.
a) mental-state talk
b) mindful talk
c) mind-mindedness
d) belief-desire reasoning
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
110. Which of the following factors appeared to be the best predictor of children’s later theory of mind in the study by Ruffman, Slade, and Crowe (2002)?
a) Socioeconomic status
b) Age
c) Mother’s use of mental-state talk
d) Language
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
Short answer
111. What is emotion ambivalence?
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
112. Provide an example of a self-conscious emotion.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
113. What does a ‘Vygotskian approach’ mean in reference to children’s cognitive development?
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
Fill-in-the-blank
114. ___________ requires to the ability to reason about others’ emotional states and involves both ___________ others’ feelings and ___________ affective reactions when observing others’ emotional states.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
115. It has been proposed that humans have a(n) __________ predisposition to respond emotionally to others.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
116. Infants have a rudimentary form of empathetic behaviour from birth, crying when they hear another infant cry. This basic form of empathy is known as ______________.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
True/False
117. Empathy has an affective, a cognitive, and a behavioural component.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
118. Executive functions are crucial for children’s capacity to control and regulate their own behaviour.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
119. The dimensional change card sort task measures children’s working memory ability.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
120. The dimensional change card sort task measures ‘hot’ executive function.
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
Multiple choice
121. Empathy is made of __________ aspects.
a) affective
b) cognitive
c) behavioural
d) all of the above
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
122. Which of the following is an executive function?
a) Empathy
b) Theory of Mind
c) Cognitive flexibility
d) Emotional contagion
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Easy
123. Development in which area of the brain is associated with the emergence of executive functions?
a) Temporal lobe
b) Prefrontal cortex
c) Amygdala
d) Occipito-temporal cortex
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
124. What ability does the dimensional change card sort task measure?
a) Working memory
b) Verbal fluency
c) Theory of mind
d) Attentional control
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
125. Executive functions can be distinguished between:
a) Hot and cold
b) Fast and slow
c) Cognitive and behavioural
d) Implicit and explicit
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
126. The ‘marshmallow test’ is a(n) _________ task.
a) cold
b) hot
c) abstract
d) none of the above
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Hard
127. The ‘marshmallow test’ measures:
a) working memory
b) mental imagery
c) delay of gratification
d) verbal fluency
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
128. Deficits in executive function development are thought to explain behavioural symptoms in disorder such as __________ deficit hyperactivity disorder (ADHD).
a) autistic
b) attention
c) anterior
d) anger
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Medium
129. Hughes, White, Sharpen, and Dunn (2000) showed that problems with executive function control were a better predictor of antisocial behaviour than _________ ability.
a) empathy
b) socioeconomic status
c) self-presentation
d) theory of mind
Section Ref: Social Understanding and Self-Regulation
Learning Objective: Discuss the roles of social understanding and self-regulation in the development of social behaviour.
Difficulty Level: Hard
130. ________ development concerns the rules and conventions regarding what people should do in their interactions with others.
a) Biological
b) Cultural
c) Moral
d) Ethical
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
True/False
131. Signs of moral development emerge not earlier than 5 years of age.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
132. Toddlers have been shown to direct positive behaviour towards those acting in a prosocial way.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
133. Research evidence suggests that infants are born with an innate basic sense of morality.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
134. Imitative learning has little or no influence on children’s development of moral behaviour.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
Fill-in-the-blank
135. A social learning account of moral development posits that children’s sense of right and wrong is transmitted to them by __________ agents, through processes of ___________ (e.g. rewards given following a ‘right’ behaviour) and __________ (e.g. exposing the child to prosocial behaviour).
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
136. In a famous experiment, Bandura, Ross, and Ross (1961) demonstrated how ___________ learning can influence children’s moral behaviour.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
137. Bandura, Ross and Ross’s (1967) experiment showed the importance of _________ environment in shaping children’s moral development.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
Short answer
138. What account of moral and social development highlights the role of the social environment in shaping children’s moral behaviour?
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
139. What developmental psychologist suggested that a key shift in moral understanding occurs when children move from the preoperational stage to the concrete operations stage?
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
Essay
140. Discuss the main differences between the social learning account and the cognitive developmental account in explaining the development of moral behaviour.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Hard
Multiple choice
141. Which of the following theorists is known for his/her experiment using an inflatable ‘Bobo’ doll to study imitative learning?
a) Piaget
b) Bandura
c) Bowlby
d) Ainsworth
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
142. According to Piaget, when do children move from the preoperational stage to the concrete operations stage?
a) 3 years of age
b) 5 years of age
c) 7 years of age
d) 9 years of age
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
143. What compromises young children’s ability to understand people’s behaviour in terms of their beliefs and intentions, according to Piaget?
a) Greediness
b) Egocentrism
c) Selfishness
d) Apathy
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
144. According to Piaget, children’s conception of rules as fixed and enforced in an absolute fashion by adults is known as ‘morality of ________’.
a) constraint
b) cooperation
c) rules
d) inflexibility
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
145. According to Piaget, the ‘morality of _________’ sees rules as arising from social consensus.
a) prosociality
b) altruism
c) flexibility
d) cooperation
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
146. Which of the following is not one of Kohlberg’s levels of moral development?
a) Conventional
b) Unconventional
c) Preconventional
d) Postconventional
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
147. According to Kohlberg’s stage model of moral development, Stage 4 is part of the __________ level and it’s characterized by an orientation towards law and order.
a) Conventional
b) Unconventional
c) Preconventional
d) Postconventional
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
148. “The person recognizes that different societies may have different norms and expectations, and that rules and laws are created for people’s mutual benefit”. This describes what occurs at Stage ________ of moral development according to Kohlberg’s model.
a) 3
b) 4
c) 5
d) 6
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
Essay
149. Describe the conventional level of moral development as postulated by Kohlberg.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Hard
True/False
150. According to Kohlberg’s model of moral development, all individuals will eventually progress to the postconventional level.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
151. According to social domain approaches to understanding socio-moral understanding, young children have little capacity to reason about moral issues.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
152. Recognition of the distinction between moral and social-conventional domains is acknowledged across cultures and appears to be highly significant for adaptive social functioning.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
Short answer
153. Provide one example of a social convention and one example of a moral imperative.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
154. What are the three levels of Kohlberg’s stage model of moral development?
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
Fill-in-the-blank
155. _________ emotions might help children to clarify the distinctive nature of moral (as opposed to ___________) violations.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Hard
156. The self-conscious emotion of _________ has been linked to lower levels of antisocial behaviour and delinquency.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
157. ___________ often fail to take their victim’s emotional experience into account. Similarly, __________ are quite poor at linking emotions such as guilt and sympathy to their own and others’ behaviour.
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Hard
Multiple choice
158. ________ behaviour refers to a set of voluntary behaviours that are intended to benefit another, such as helping, sharing, or comforting.
a) Moral
b) Prosocial
c) Good
d) Empathic
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Easy
159. Children who engage in prosocial behaviour are:
a) more likely to have good friendships.
b) more likely to demonstrate positive social outcomes.
c) less likely to have a negative impact on others.
d) all of the above
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
160. When do children begin to respond to others’ negative emotion and distress by using positive contact and verbal support?
a) From 14 months
b) From 2 years of age
c) From 5 years of age
d) From 6 years of age
Section Ref: Socio-Moral Development
Learning Objective: Describe how social and cognitive factors affect children’s moral development.
Difficulty Level: Medium
161. Which of the following theorists is associated with a theory according to which infants are unable to differentiate themselves from the environment?
a) Bowlby
b) Ainsworth
c) Mahler
d) Bandura
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
162. According to Mahler’s separation/individuation theory, infants have a sense of ___________ and are under the illusion that they and their mother are one.
a) invincibility
b) omnipotence
c) egocentrism
d) selfishness
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
163. What did Rochat and Hespos (1997) use to show that infants have a basic sense that they are distinct and separate from others?
a) The Babinski reflex
b) The root reflex
c) The Moro reflex
d) The grasp reflex
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
164. When do children start to show explicit self-awareness?
a) 6 months
b) 12 months
c) 18 months
d) 2 years
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
165. What test is used as a self-recognition test with infants?
a) The ‘green’ test
b) The ‘rouge’ test
c) The ‘violet’ test
d) The ‘noir’ test
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Easy
166. It has been shown that 18-month-olds who engage in more _________ with caregivers perform better on a task of self-recognition.
a) mind-mindedness
b) physical stimulation
c) mental talk
d) joint attention
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Hard
167. At around _________, children begin to use pronouns, such as ‘I’ and ‘you’.
a) 12 months
b) 18 months
c) 2 years
d) 3 years
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
168. Mirror self-recognition is implicated in the development of __________ emotions.
a) basic
b) moral
c) self-conscious
d) complex
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
169. Only after 2 years of age children begin to develop:
a) a sense of a ‘categorical self’.
b) self-conscious emotions
c) a sense of ‘social self’
d) all of the above
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
170. ----------self refers to thinking about ourselves as members of social categories and groups.
a) Social
b) Categorical
c) Cooperative
d) Other
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
171. Erikson’s __________ model suggests that adolescents go through a phase of ‘identity versus role confusion’ in which they are attempting to forge a new sense of identity.
a) prosocial
b) social
c) psychosocial
d) socialization
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
172. Social context plays a key role in how children conceive of the self, with researchers noting major cross-cultural variation in whether the self is emphasized as _________ versus __________.
a) independent; interdependent
b) selfish; cooperative
c) prosocial; antisocial
d) social; asocial
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
173. Which of the following cultures is more likely to foster the development of a collective identity and interdependence?
a) American
b) Australian
c) Japanese
d) British
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Easy
174. Baby _________ paradigm involves observing how adults interact with an unfamiliar baby who is dressed and/or labelled as a girl or a boy.
a) Y
b) N
c) X
d) Z
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Easy
True/False
175. The development of gender identity solely reflects biological and hormonal differences.
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Easy
176. Adults tend to respond to babies in systematically different ways depending on whether they are labelled as boys or girls.
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Easy
177. Researchers have shown that mothers tend to engage in more emotional talk with boys than girls.
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Easy
Short answer
178. According to Kohlberg’s (1966) cognitive development account of gender development, what are the three milestones of children’s understanding of gender?
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
179. What theory of gender development argues that children’s early experiences of gender are organized into scripts, which provide general and specific information about each gender and associated behaviour?
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
Essay
180. With reference to your textbook, describe how ethnic identity manifests as ‘awareness’, ‘identification’, ‘attitudes’, and ‘behaviours’.
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Hard
Fill-in-the-blank
181. Phinney (1989, 1993) suggested that older children and adolescents go through three stages of ethnic identity formation: ‘____________’ (pre-adolescence), in which there is little exploration of ethnic concepts and the values of the majority are more or less accepted; ‘____________’ (early adolescence), in which individuals seek to understand what ethnicity means for the self; and ‘_____________’, in which they have a clear, confident sense of their own ethnicity and have dealt with any uncertainties.
Section Ref: Who Am I? The Development of Self and Identity
Learning Objective: Identify the key stages in the development of self and identity, including the awareness of gender, ethnic, and national identity.
Difficulty Level: Medium
182. According to Bronfenbrenner’s (1979) ecological systems theory, children grow within complex social systems: the __________, the ___________, the ____________, and the __________.
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Hard
183. According to Bronfenbrenner’s (1979) ecological systems theory, the ___________ refers to surroundings that affect the children but with which they have little interaction (e.g. their parents’ workplace).
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
Multiple choice
184. Which of the following items is not one of the three key dimensions of parenting identified by Baumrind (1971)?
a) Acceptance
b) Independence
c) Control
d) Autonomy
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
185. ------------is also called the parenting dimension of ‘acceptance’?
a) Autonomy
b) Attachment
c) Involvement
d) Commitment
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
186. According to Baumrind (1971), parents low on _________ place few demands on their children regarding their behaviour.
a) control
b) involvement
c) autonomy
d) acceptance
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
187. Maccoby and Martin (1983) presented four different parenting styles in terms of a 2 x 2 matrix of _____________.
a) warmth and strictness
b) involvement and control
c) responsiveness and autonomy
d) responsiveness and demandingness
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
188. Which of the following is not a parenting style proposed by Maccoby and Martin (1983)?
a) Permissive
b) Unemotional
c) Authoritative
d) Uninvolved
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
189. “Warmth - Clear rules – Supportive - High expectations”. These are all characteristics typical of a(n) ____________ parenting style.
a) authoritative
b) permissive
c) authoritarian
d) uninvolved
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
190. What parenting style is low in both demandingness and responsiveness?
a) authoritative
b) permissive
c) authoritarian
d) uninvolved
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
191. ____________ parents are warm and responsive but place few demands on their children, exercising little control.
a) Authoritative
b) Permissive
c) Authoritarian
d) Uninvolved
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
192. Children raised with a(n) ___________ parenting style tend to have the best developmental outcomes.
a) authoritative
b) permissive
c) authoritarian
d) uninvolved
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
Fill-in-the-blank
193. Children raised with a(n) ___________ parenting style tend to be more anxious and/or angry, have low levels of psychosocial maturity, and are more likely to become bullies.
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
194. ___________ relationships are emotionally disinhibited, involve high degrees of warmth and intimacy, but also conflict, rivalry and emotional ambivalence.
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
195. Rather than emphasizing parental influence, Harris’s (1995, 2002) ___________ argues that genetic inheritance and children’s wider social environment play a much greater role in children’s social development than parenting styles.
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
Short answer
196. What are the six categories of play observed in preschool children identified by Parten (1932)?
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
197. What is ‘associative play’ according to Parten (1932)?
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
198. What is the most complex form of social play according to Parten (1932)?
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Medium
True/False
199. Popular children are rated by peers as dominant, authoritarian, assertive and aggressive.
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Easy
200. The impact of media exposure on children’s behaviour is likely to depend on social factors, developmental processes, and individual differences.
Section Ref: Developing in a Social Context: Family, Peers, and Media
Learning Objective: Compare and contrast the influences of family, peers, and media on the social development of children and adolescents.
Difficulty Level: Easy