Ch.6 Emotional And Social Development In Infancy + Test Bank

Chapter 6
Emotional and Social Development in infancy and toddlerhood

Multiple Choice

1. One of the lasting contributions of the psychoanalytic perspective is its ________.

A) emphasis on psychosexual theory and the development of emotional intelligence

B) emphasis on the clinical approach as the primary method of child research

C) ability to capture the essence of personality during each period of development

D) thorough examination of the cross-cultural implications of social development

Page Ref: 172

Skill Level: Understand

Objective: 6.1 Identify personality changes that take place during Erikson’s stages of basic trust versus mistrust and autonomy versus shame and doubt.

Topic: Erikson’s Theory of Infant and Toddler Personality

Difficulty Level: Difficult

2. According to Erikson, a healthy outcome of the parent–child relationship during infancy depends on the ________.

A) amount of food offered

B) amount of oral stimulation offered

C) channeling of biological drives

D) quality of caregiving

Page Ref: 172

Skill Level: Understand

Objective: 6.1 Identify personality changes that take place during Erikson’s stages of basic trust versus mistrust and autonomy versus shame and doubt.

Topic: Erikson’s Theory of Infant and Toddler Personality

Difficulty Level: Moderate

3. According to Erikson’s psychosocial theory, when ________, the psychological conflict of the first year is resolved on the positive side.

A) a parent is perfectly in tune with the baby’s needs

B) the balance of care is sympathetic and loving

C) toilet training is on time and successful

D) the baby receives enough food

Page Ref: 172

Skill Level: Understand

Objective: 6.1 Identify personality changes that take place during Erikson’s stages of basic trust versus mistrust and autonomy versus shame and doubt.

Topic: Erikson’s Theory of Infant and Toddler Personality

Difficulty Level: Moderate

4. Two-year-old Eva’s parents meet her assertions of independence with tolerance and understanding. They provide suitable guidance and reasonable choices. According to Erikson’s psychosocial theory, Eva will develop ________ as a result.

A) basic trust

B) mistrust

C) autonomy

D) industry

Page Ref: 173

Skill Level: Apply

Objective: 6.1 Identify personality changes that take place during Erikson’s stages of basic trust versus mistrust and autonomy versus shame and doubt.

Topic: Erikson’s Theory of Infant and Toddler Personality

Difficulty Level: Difficult

5. According to Erikson, when parents are over- or undercontrolling, the outcome is a child who ________.

A) feels self-confident

B) acts competently on his or her own

C) asserts his or her independence

D) feels forced and shamed

Page Ref: 173

Skill Level: Understand

Objective: 6.1 Identify personality changes that take place during Erikson’s stages of basic trust versus mistrust and autonomy versus shame and doubt.

Topic: Erikson’s Theory of Infant and Toddler Personality

Difficulty Level: Easy

6. In children’s development, emotions ________.

A) become less complex with age

B) emerge wholly formed, even in the absence of stimulation

C) become less varied as children grow

D) play a powerful role in discovery of the self

Page Ref: 173

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

7. Which of these is a basic emotion?

A) guilt

B) disgust

C) shame

D) pride

Page Ref: 173

Skill Level: Apply

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

8. Basic emotions ________.

A) appear in the middle of the second year

B) are universal in humans

C) are found only among humans

D) involve injury to our sense of self

Page Ref: 173

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Easy

9. ________ have a long evolutionary history of promoting survival.

A) Guilt and envy

B) Pride and shame

C) Basic emotions

D) Self-conscious emotions

Page Ref: 173

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

10. Which statement about basic emotions is true?

A) Infants come into the world with the ability to interpret basic emotions.

B) Newborns’ emotional expressions closely resemble those of older children and adults.

C) Babies’ earliest emotional life consists of attraction to pleasant stimulation and withdrawal from unpleasant stimulation.

D) Babies are born with well-organized and specific emotional expressions.

Page Ref: 173

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

11. During the first few weeks of life, newborns are most likely to smile ________.

A) in response to bright objects

B) when they are full

C) in response to seeing a human face

D) when they achieve new skills

Page Ref: 174

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

12. Between 6 and 10 weeks, the parent’s communication with the infant evokes ________.

A) the social smile

B) laughter

C) social referencing

D) secure attachment

Page Ref: 174

Skill Level: Remember

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Easy

13. Baby Sabrina’s first laugh will probably appear around ________.

A) 3 to 4 weeks

B) 6 to 8 weeks

C) 3 to 4 months

D) 6 to 8 months

Page Ref: 174

Skill Level: Remember

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Easy

14. Laughter reflects ________.

A) increased sensitivity to object permanence

B) sensitivity to the human face

C) an infant’s capacity to respond to passive stimuli

D) faster processing of information than smiling

Page Ref: 174

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

15. Which situation is most likely to evoke Carlo’s first laugh?

A) his mother quietly singing to him while rocking him

B) his father saying “bababababa” as he strokes Carlo’s arms

C) his brother playing a silent game of peekaboo

D) his sister saying, “Here I come!” and kissing his tummy

Page Ref: 174

Skill Level: Apply

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

16. As infants understand more about their world, they laugh ________.

A) at events with subtler elements of surprise

B) only in response to very active stimuli

C) at dynamic, eye-catching sights

D) less often

Page Ref: 174

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

17. When 11-month-old Delia’s mother greets her, Delia is likely to display a ________ smile.

A) brief, fleeting

B) broad, “cheek-raised”

C) “mouth-open”

D) reserved, muted

Page Ref: 174

Skill Level: Apply

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Difficult

18. Newborn babies respond with ________ to changes in body temperature.

A) fear

B) generalized distress

C) generalized happiness

D) surprise

Page Ref: 174

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

19. From 4 to 6 months into the second year, angry expressions ________.

A) decrease in both frequency and intensity

B) increase in intensity, but decrease in frequency

C) increase in both frequency and intensity

D) increase in frequency, but decrease in intensity

Page Ref: 174

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

20. When caregiver‒infant communication is seriously disrupted, infant ________ is common—a condition that impairs all aspects of development.

A) fear

B) sadness

C) anger

D) disgust

Page Ref: 174

Skill Level: Remember

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Easy

21. Shortly after she gave birth to Max, Tanisha’s mood plunged. She felt anxious, weepy, overwhelmed, and angry at loss of control over her own schedule. As a result of Tanisha’s postpartum depression, Max probably ________.

A) slept poorly

B) paid increasing attention to his surroundings

C) tried to comfort Tanisha

D) produced low levels of the stress hormone cortisol

Page Ref: 175 Box: BIOLOGY AND ENVIRONMENT: Parental Depression and Child Development

Skill Level: Apply

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Difficult

22. Research on maternal depression shows that ________.

A) infants of depressed mothers have low levels of the stress hormone cortisol

B) it does not have a lasting impact on the infant, unless it persists for more than a year

C) most mothers with depression require long-term treatment for a full recovery

D) depressed mothers view their infants negatively, which contributes to their inept caregiving

Page Ref: 175 Box: BIOLOGY AND ENVIRONMENT: Parental Depression and Child Development

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

23. Paternal depression ________.

A) does not have a significant impact on infants or preschool children

B) is linked to frequent father‒child conflict as children grow older

C) is, unlike maternal depression, a weak predictor of marital strife

D) is more recognized and studied than maternal depression

Page Ref: 175 Box: BIOLOGY AND ENVIRONMENT: Parental Depression and Child Development

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

24. Like anger, fear among infants and toddlers ________.

A) is less intense than sadness

B) decreases in intensity and frequency with age

C) occurs less frequently in the second half of the first year

D) rises from the second half of the first year into the second year

Page Ref: 174

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

25. When Reggie takes his baby son, Arnie, to his workplace for the first time, Reggie’s assistant abruptly picks Arnie up and starts walking around the office. Arnie cries and reaches out for Reggie. Arnie is expressing ________.

A) sadness

B) stranger anxiety

C) separation anxiety

D) disgust

Page Ref: 174

Skill Level: Apply

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Difficult

26. The rise in fear after age 6 months is adaptive because it ________.

A) keeps newly mobile babies’ enthusiasm for exploration in check

B) enables the infant to overcome obstacles

C) prevents the child from displaying stranger anxiety

D) gives the infant a sense of shame and doubt

Page Ref: 176

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

27. Once wariness develops, infants ________.

A) show little stranger anxiety

B) lose interest in peers

C) refuse to explore their surroundings

D) use the familiar caregiver as a secure base

Page Ref: 176

Skill Level: Understand

Objective: 6.2 Describe the development of basic emotions over the first year, noting the adaptive function of each.

Topic: Emotional Development

Difficulty Level: Moderate

28. Infants’ emotional expressions are ________.

A) closely tied to their ability to interpret the emotional cues of others

B) easy for researchers to categorize because they are clearly recognizable

C) hardwired at birth, and their responses to emotional cues are fixed and unchanging

D) consistent across cultures, and they emerge in a stagelike sequence

Page Ref: 176

Skill Level: Understand

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Moderate

29. Infants engage in ________ by actively seeking emotional information from a trusted person in an uncertain situation.

A) self-control

B) give-and-take

C) emotional self-regulation

D) social referencing

Page Ref: 176

Skill Level: Remember

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Easy

30. In a social referencing experiment, 18-month-old Joey is asked to share spinach or graham crackers with his mother. Even though Joey prefers graham crackers, he might offer the spinach to his mother if she ________.

A) makes a disgusted face and shakes her head when he offers spinach to her

B) expresses no preference for either spinach or graham crackers

C) uses her voice and facial expressions to convey a preference for the graham crackers

D) uses her voice and facial expressions to convey a preference for the spinach

Page Ref: 176

Skill Level: Apply

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Moderate

31. Self-conscious emotions ________.

A) are universal in humans and other primates

B) include happiness, surprise, interest, and sadness

C) involve injury to or enhancement of our sense of self

D) typically appear in the middle of the first year of life

Page Ref: 176

Skill Level: Understand

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Moderate

32. Which of these is a self-conscious emotion?

A) guilt

B) happiness

C) interest

D) fear

Page Ref: 176

Skill Level: Remember

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Easy

33. After being gently scolded for taking a toy away from his cousin, 20-month-old Rainer lowers his eyes, hangs his head, and hides his face with his hands. Rainer is displaying ________.

A) envy

B) shame

C) pride

D) empathy

Page Ref: 177

Skill Level: Apply

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Moderate

34. Besides self-awareness, self-conscious emotions require an additional ingredient: ________.

A) the use of social comparisons

B) the use of emotional self-regulation

C) adult instruction in when to feel happy, angry, or sad

D) adult instruction in when to feel proud, ashamed, or guilty

Page Ref: 177

Skill Level: Understand

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Moderate

35. Biyu, who lives in a culture that values interdependence, wins a game and says, “Yay! I got the best score.” Her parents will probably encourage Biyu to feel ________.

A) pride in her personal achievement

B) embarrassed for seeking individual attention

C) envious of the children who lost

D) intense shame for violating a cultural standard

Page Ref: 177

Skill Level: Apply

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Difficult

36. Emotional self-regulation ________.

A) requires voluntary, effortful management of emotions

B) refers to quickness and intensity of emotional arousal

C) declines rapidly during the first few years

D) is more evident in infants than in preschoolers

Page Ref: 177

Skill Level: Understand

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Moderate

37. Joan, who does not like being scared, decides she does not want to ride on the kiddie coaster with the other children at the carnival. Joan is showing evidence of ________.

A) emotional contagion

B) self-conscious emotions

C) basic emotions

D) emotional self-regulation

Page Ref: 177

Skill Level: Apply

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Difficult

38. Which statement about sex differences in emotion regulation is true?

A) The common belief that females are emotionally expressive and males are emotionally controlled has no basis in reality.

B) Girls typically have a harder time than boys regulating negative emotion.

C) Caregivers often pay greater attention to boys’ emotional expression because boys, more freely than girls, express positive emotion.

D) Boys get more training than girls in how to suppress negative emotion.

Page Ref: 178

Skill Level: Understand

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Moderate

39. Which mother is most likely to discourage the expression of individual feelings in her baby?

A) Hope, who is from Switzerland

B) Hetta, who is from Germany

C) Kendra, who is from Canada

D) Nedege, who is from rural Cameroon

Page Ref: 178

Skill Level: Apply

Objective: 6.3 Summarize changes during the first two years in understanding of others’ emotions, expression of self-conscious emotions, and emotional self-regulation.

Topic: Emotional Development

Difficulty Level: Difficult

40. Jaynie is cheerful and upbeat. Alayna is prone to angry outbursts. These descriptions refer to ________.

A) temperament

B) effortful control

C) reactivity

D) self-regulation

Page Ref: 178

Skill Level: Apply

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Moderate

41. ________ refers to quickness and intensity of emotional arousal, attention, and motor activity.

A) Temperament

B) Reactivity

C) Effortful control

D) Self-regulation

Page Ref: 178

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Easy

42. Bindi quickly establishes regular routines, is generally cheerful, and adapts easily to new experiences. In Thomas and Chess’s model of temperament, Bindi would be classified as a(n) ________ child.

A) easy

B) slow-to-warm-up

C) difficult

D) uninhibited

Page Ref: 179

Skill Level: Apply

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Difficult

43. Joh is inactive and negative in mood. He shows mild, low-key reactions to environmental stimuli. In Thomas and Chess’s model of temperament, Joh would be classified as a(n) ________ child.

A) easy

B) slow-to-warm-up

C) difficult

D) uninhibited

Page Ref: 179

Skill Level: Apply

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Difficult

44. In Thomas and Chess’s New York Longitudinal Study, 35 percent of the children ________.

A) were classified as easy children

B) did not fit any of the temperament categories

C) were classified as slow-to-warm-up children

D) were classified as difficult children

Page Ref: 179

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Moderate

45. According to Thomas and Chess’s temperament research, ________ children are at high risk for anxious withdrawal and aggressive behavior in early and middle childhood.

A) inhibited

B) easy

C) difficult

D) slow-to-warm-up

Page Ref: 179

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Easy

46. Mary Rothbart’s model of temperament includes both ________ and ________.

A) intensity of reaction; distractibility

B) regularity of body functions; persistence

C) activity level; intensity of reaction

D) fearful distress; irritable distress

Page Ref: 179

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Difficult

47. Liam can effectively focus and shift attention, inhibit impulses, and manage negative emotion. Liam is skilled at ________.

A) effortful control

B) persistence

C) goodness of fit

D) self-awareness

Page Ref: 179

Skill Level: Apply

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Difficult

48. Temperament is often assessed through ________.

A) self-reports and the clinical method

B) interviews or questionnaires given to parents

C) delay-of-gratification tasks

D) immersion in the Strange Situation

Page Ref: 180

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Easy

49. Most neurobiological research has focused on children who fall at opposite extremes of the ________ and ________ dimensions of temperament.

A) positive-affect; fearful-distress

B) effortful-control; activity-level

C) attention-span; irritable-distress

D) activity-level; positive-affect

Page Ref: 180

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Moderate

50. What did Jerome Kagan find in his longitudinal research on the stability of temperament?

A) The majority of babies in the study were easily upset by novelty.

B) Most children’s dispositions became more extreme over time.

C) Most children’s dispositions became less extreme over time.

D) About 50 to 70 percent of the extreme groups retained their temperamental styles as they grew older.

Page Ref: 181 Box: BIOLOGY AND ENVIRONMENT: Development of Shyness and Sociability

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Moderate

51. Individual differences in ________ contribute to the contrasting temperaments of shyness and sociability.

A) birth weight

B) brain plasticity

C) the size of the frontal lobes

D) arousal of the amygdala

Page Ref: 181 Box: BIOLOGY AND ENVIRONMENT: Development of Shyness and Sociability

Skill Level: Understand

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Moderate

52. George is an extremely shy preschooler. To acquire effective social skills, George will need ________.

A) medication to increase his left frontal brain wave activity

B) to be exposed to increasingly stressful social situations

C) to be sheltered from criticism and social stress

D) parenting tailored to his temperament

Page Ref: 181 Box: BIOLOGY AND ENVIRONMENT: Development of Shyness and Sociability

Skill Level: Apply

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Difficult

53. The overall stability of temperament is ________ from the preschool years on.

A) very low

B) moderate

C) moderate to high

D) very high

Page Ref: 180

Skill Level: Remember

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Difficult

54. Observation of which child would be most likely to provide a researcher with an accurate long-term prediction of temperament?

A) Quinn, a newborn

B) Ava, age 1 year

C) Samantha, age 2 years

D) Gerald, age 4 years

Page Ref: 180

Skill Level: Apply

Objective: 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Moderate

55. Children more easily develop the ability to manage their emotional reactivity when ________.

A) they have an angry, irritable temperament

B) caregivers withdraw and allow them to develop effortful control independently

C) they experience patient, supportive parenting

D) they have a fearful temperament

Page Ref: 180

Skill Level: Understand

Objective 6.4 Explain the meaning of temperament and how it is measured.

Topic: Temperament and Development

Difficulty Level: Moderate

56. About half of individual differences in temperament and personality have been attributed to differences in________.

A) socioeconomic status

B) genetic makeup

C) parenting styles

D) gender

Page Ref: 182

Skill Level: Remember

Objective: 6.5 Discuss the roles of heredity and environment in the stability of temperament, including the goodness-of-fit model.

Topic: Temperament and Development

Difficulty Level: Moderate

57. Compared with European-American infants, Chinese and Japanese babies tend to be ________.

A) more fearful

B) more active

C) less inhibited

D) less easily soothed when upset

Page Ref: 182

Skill Level: Remember

Objective: 6.5 Discuss the roles of heredity and environment in the stability of temperament, including the goodness-of-fit model.

Topic: Temperament and Development

Difficulty Level: Moderate

58. Girls tend to be ________ than boys.

A) more active and daring

B) more impulsive and fearful

C) more compliant and cooperative

D) less fearful and active

Page Ref: 182

Skill Level: Remember

Objective: 6.5 Discuss the roles of heredity and environment in the stability of temperament, including the goodness-of-fit model.

Topic: Temperament and Development

Difficulty Level: Moderate

59. Young children with the short 5-HTTLPR gene who are exposed to maladaptive parenting ________.

A) show minimal evidence of externalizing symptoms

B) show great gains in social adjustment

C) readily develop externalizing problems

D) are more lethargic than children who lack the short 5-HTTLPR gene

Page Ref: 182

Skill Level: Remember

Objective: 6.5 Discuss the roles of heredity and environment in the stability of temperament, including the goodness-of-fit model.

Topic: Temperament and Development

Difficulty Level: Moderate

60. In a large study of 1- to 3-year-old twin pairs, parents viewed ________.

A) identical twins as more alike in temperament than researchers’ ratings indicated

B) fraternal twins as somewhat opposite in temperament, whereas researchers rated them as moderately similar

C) identical twins as very much alike in temperament, whereas researchers rated them as somewhat opposite

D) fraternal twins as more alike in temperament than researchers’ ratings indicated

Page Ref: 183

Skill Level: Remember

Objective: 6.5 Discuss the roles of heredity and environment in the stability of temperament, including the goodness-of-fit model.

Topic: Temperament and Development

Difficulty Level: Difficult

61. ________ involves creating child-rearing environments that recognize each child’s temperament while simultaneously encouraging more adaptive functioning.

A) Goodness of fit

B) Ethological theory of attachment

C) Emotional self-regulation

D) Effortful control

Page Ref: 183

Skill Level: Remember

Objective: 6.5 Discuss the roles of heredity and environment in the stability of temperament, including the goodness-of-fit model.

Topic: Temperament and Development

Difficulty Level: Easy

62. Jonathan is interested in understanding the strong affectionate tie children have with special people in their lives that leads them to be comforted by their nearness in times of stress. Jonathan is studying ________.

A) attachment

B) goodness of fit

C) temperament

D) sociocultural theory

Page Ref: 184

Skill Level: Apply

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Difficult

63. By ________, infants have become attached to familiar people who have responded to their needs.

A) the end of the first month

B) two or three months of age

C) four months of age

D) the second half-year

Page Ref: 184

Skill Level: Remember

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Easy

64. ________ theory of attachment recognizes the infant’s emotional tie to the caregiver as an evolved response that promotes survival.

A) Psychoanalytic

B) “Clear-cut”

C) Operant

D) Ethological

Page Ref: 184

Skill Level: Remember

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Easy

65. Which theory of attachment is the most widely accepted view today?

A) ethological

B) psychoanalytic

C) sociocultural

D) behaviorist

Page Ref: 184

Skill Level: Remember

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Easy

66. John Bowlby, who first applied ethological theory of attachment to infants and caregivers, was inspired by Konrad Lorenz’s studies of ________.

A) shyness

B) imprinting

C) modeling

D) sociability

Page Ref: 184

Skill Level: Remember

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Easy

67. In Bowlby’s theory, newborns in the preattachment phase ________.

A) are wary of strangers

B) display separation anxiety when the familiar caregiver leaves

C) do not recognize their own mother’s smell or voice

D) do not mind being left with an unfamiliar adult

Page Ref: 185

Skill Level: Understand

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Moderate

68. Four-month-old Aiden smiles, laughs, and babbles more freely when interacting with his mother and quiets more quickly when she picks him up, compared to an unfamiliar caregiver. But he does not protest when separated from his mother. According to Bowlby, Aiden is in the ________ phase.

A) preattachment

B) “attachment-in-the-making”

C) “clear-cut” attachment

D) formation of a reciprocal relationship

Page Ref: 185

Skill Level: Apply

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Difficult

69. In Bowlby’s “clear-cut” attachment phase, babies display ________.

A) separation anxiety

B) stranger anxiety

C) social referencing

D) goodness of fit

Page Ref: 185

Skill Level: Understand

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Moderate

70. Erika becomes upset when her father leaves. When her father is present, Erika approaches, follows, and climbs on him in preference to others. Erika is most likely in Bowlby’s ________ phase.

A) preattachment

B) “attachment-in-the-making”

C) “clear-cut” attachment

D) formation of a reciprocal relationship

Page Ref: 185

Skill Level: Apply

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Difficult

71. During Bowlby’s ________ phase, children negotiate with the caregiver, using requests and persuasion to alter her goals.

A) formation of a reciprocal relationship

B) “attachment-in-the-making”

C) “clear-cut” attachment

D) preattachment

Page Ref: 185

Skill Level: Remember

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Easy

72. Three-year-old Marcus asks his grandmother to read him a story before she leaves him at his child-care center. Marcus is in Bowlby’s ________ phase.

A) “attachment-in-the-making”

B) formation of a reciprocal relationship

C) preattachment

D) “clear-cut” attachment

Page Ref: 185

Skill Level: Apply

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Difficult

73. According to Bowlby, the ________ becomes a vital part of personality, serving as a guide for all future close relationships.

A) Strange Situation

B) internal working model

C) “clear-cut” attachment phase

D) preattachment phase

Page Ref: 185

Skill Level: Understand

Objective: 6.6 Describe the development of attachment during the first two years.

Topic: Development of Attachment

Difficulty Level: Moderate

74. In the Strange Situation, Bernadette uses her mother as a secure base. When separated, Bernadette does not cry, but when her mother returns, Bernadette smiles and quickly crawls to her. Bernadette is demonstrating ________ attachment.

A) secure

B) slow-to-warm-up

C) easy

D) resistant

Page Ref: 186

Skill Level: Apply

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

75. In the Strange Situation, infants with insecure–avoidant attachment ________.

A) prefer the parent to the stranger

B) convey clear pleasure when the parent returns

C) seem unresponsive to the parent when the parent is present

D) combine clinginess with angry, resistive behavior when the parent returns

Page Ref: 186

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

76. In the Strange Situation, Philip seeks closeness to his mother and often fails to explore. When his mother leaves, Philip is distressed, and on her return he alternately clings to her and hits her. Philip is displaying characteristics of ________ attachment.

A) secure

B) insecure‒avoidant

C) insecure‒resistant

D) disorganized/disoriented

Page Ref: 186

Skill Level: Apply

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Difficult

77. The ________ attachment pattern reflects the greatest insecurity.

A) disorganized/disoriented

B) insecure‒avoidant

C) insecure‒resistant

D) unstable

Page Ref: 186

Skill Level: Remember

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

78. The Attachment Q-Sort ________.

A) differentiates between types of insecurity

B) is less time-consuming than the Strange Situation

C) takes a baby through eight short episodes of separation and reunion

D) requires either a parent or a trained observer to categorize 90 descriptive behaviors

Page Ref: 187

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

79. Quality of attachment is usually secure and stable for ________.

A) babies of depressed mothers

B) babies who have experienced maltreatment

C) low-SES babies from families with many daily stressors

D) middle-SES babies experiencing favorable life conditions

Page Ref: 187

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Easy

80. Cross-cultural evidence indicates that ________.

A) attachment patterns may have to be interpreted differently in certain cultures

B) infants in Mali are more likely than American infants to show avoidant attachment

C) Japanese infants rarely show resistant attachment

D) there are no significant cultural variations in attachment patterns

Page Ref: 187

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

81. In all societies studied, the ________ pattern is the most common attachment quality .

A) insecure‒avoidant

B) insecure‒resistant

C) disorganized/disoriented

D) secure

Page Ref: 188

Skill Level: Remember

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

82. Children who spent their first year or more in deprived Eastern European orphanages ________.

A) are not able to bond with their adoptive parents

B) show greatly elevated rates of attachment insecurity

C) rarely show any mental health problems in middle childhood and adolescence

D) show increased brain wave patterns in response to facial expressions of emotion

Page Ref: 188

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

83. Yvonne adopted her son, Uri, from an orphanage in the Ukraine, where he spent his first three years. As a result of his long institutional stay, Uri is likely to have a larger than average ________ and to perform poorly on tasks requiring ________.

A) frontal lobe; effortful control

B) amygdala; emotional self-regulation

C) right hemisphere; balance and coordination

D) left hemisphere; analytical thinking

Page Ref: 188

Skill Level: Apply

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Difficult

84. ________ is moderately related to attachment security in diverse cultures and SES groups.

A) Goodness of fit

B) Social referencing

C) Interactional synchrony

D) Sensitive caregiving

Page Ref: 188

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

85. Cross-cultural research suggests that attachment security depends on ________.

A) attentive caregiving

B) playful interaction

C) restriction of exploration

D) physical control

Page Ref: 188–189

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

86. Among maltreated infants, ________ attachment is especially common.

A) secure

B) insecure‒avoidant

C) disorganized/disoriented

D) insecure‒resistant

Page Ref: 189

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

87. Babies with the short 5-HTTLPR gene are more likely than infants with a low-risk genotype to exhibit ________ attachment, but only when caregiving is ________.

A) disorganized/disoriented; affectionate

B) insecure‒avoidant; withheld

C) insecure‒avoidant; attentive

D) disorganized/disoriented; insensitive

Page Ref: 189

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Difficult

88. ________ fosters attachment security by reducing parental stress and improving parent–child communication.

A) Full-time child care

B) Social support

C) Larger family size

D) Authoritarian discipline

Page Ref: 190

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

89. Research on child care in infancy indicates that ________.

A) the majority of babies in child care display an insecure‒resistant attachment to their mothers

B) exposure to child care exerts a more powerful impact on children’s adjustment than parenting quality

C) infants and toddlers who experience daily child care are at risk for attachment insecurity

D) the relationship between child care and emotional well-being depends on both family and child-care experiences

Page Ref: 191 Box: SOCIAL ISSUES: Does Child Care in Infancy Threaten Attachment Security and Later Adjustment?

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

90. Evidence from the largest longitudinal investigation of the effects of child care to date, as well as evidence from other industrialized nations, reveals that ________.

A) government-subsidized child care is the prevailing model in the U.S. and other industrialized nations

B) full-time child care need not harm children’s development

C) the quality of a child-care setting has little impact on children’s development

D) time spent in center-based child care causes increases in behavior problems at age 3

Page Ref: 191 Box: SOCIAL ISSUES: Does Child Care in Infancy Threaten Attachment Security and Later Adjustment?

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Difficult

91. Parents who discuss their childhoods with objectivity and balance, regardless of whether their experiences were positive or negative, tend to have ________ children.

A) avoidant

B) insecurely attached

C) disorganized/disoriented

D) securely attached

Page Ref: 190

Skill Level: Understand

Objective: 6.7 Explain how researchers measure attachment security, the factors that affect it, and its implications for later development.

Topic: Development of Attachment

Difficulty Level: Moderate

92. Babies typically develop attachments to ________.

A) their mothers only

B) a variety of familiar people

C) their fathers, but only when the mother is unavailable

D) any female caregivers who feed them

Page Ref: 190

Skill Level: Remember

Objective: 6.8 Describe infants’ capacity for multiple attachments.

Topic: Development of Attachment

Difficulty Level: Moderate

93. Mothers tend to devote more time with their babies to ________, whereas fathers tend to devote more time to ________.

A) physical care; playful interaction

B) expressing affection; physical care

C) playful interaction; physical care

D) physical care; expressing affection

Page Ref: 192

Skill Level: Understand

Objective: 6.8 Describe infants’ capacity for multiple attachments.

Topic: Development of Attachment

Difficulty Level: Moderate

94. Among married couples in the United States, today’s fathers spend nearly ________ as much time caring for children as fathers did in 1965.

A) half

B) twice

C) three times

D) five times

Page Ref: 192

Skill Level: Remember

Objective: 6.8 Describe infants’ capacity for multiple attachments.

Topic: Development of Attachment

Difficulty Level: Easy

95. Paternal availability to children is fairly similar across U.S. SES and ethnic groups, with one exception: ________ fathers spend ________ time engaged with their infants and young children.

A) Hispanic; more

B) Asian; less

C) African-American; less

D) African-American; more

Page Ref: 192

Skill Level: Remember

Objective: 6.8 Describe infants’ capacity for multiple attachments.

Topic: Development of Attachment

Difficulty Level: Moderate

96. Which statement about attachment and sibling relationships is true?

A) In the United States, about 40 percent of children grow up with at least one sibling.

B) At least temporarily, most preschoolers respond to the arrival of a new baby with greater emotional self-regulation.

C) Babies are usually comforted by the presence of a preschool-age brother or sister during short parental absences.

D) The likelihood of sibling conflict is not affected by children’s temperamental traits.

Page Ref: 192–193

Skill Level: Understand

Objective: 6.8 Describe infants’ capacity for multiple attachments.

Topic: Development of Attachment

Difficulty Level: Moderate

97. Mounting evidence indicates that ________ determines whether attachment security is linked to later development.

A) continuity of caregiving

B) parenting style

C) the length of the parents’ marriage

D) the amount of time the child spends with the mother

Page Ref: 193

Skill Level: Understand

Objective: 6.8 Describe infants’ capacity for multiple attachments.

Topic: Development of Attachment

Difficulty Level: Moderate

98. Newborns’ remarkable capacity for ________ supports the beginnings of self-awareness.

A) synaptic pruning

B) intermodal perception

C) auditory learning

D) self-recognition

Page Ref: 194

Skill Level: Understand

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Moderate

99. Implicit self-awareness, evident in discrimination of one’s own limb and facial movements from those of others, is first evident at ________.

A) birth

B) about 3 months

C) about 12 months

D) about 18 months

Page Ref: 194

Skill Level: Remember

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Difficult

100. A researcher places some red dye on 2-year-old Raven’s nose. When she looks into a mirror, she tries to rub the dye off of her nose rather than off of the mirror. This behavior indicates that she has developed ________.

A) effortful control

B) a categorical self

C) continuity of control

D) self-recognition

Page Ref: 195

Skill Level: Apply

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Moderate

101. Two-year-old Vanessa attempts to put her doll’s jacket on herself. She then attempts to sit in her doll’s highchair. Vanessa is displaying ________.

A) scale errors

B) continuity of control

C) self-recognition

D) a categorical self

Page Ref: 195

Skill Level: Apply

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Easy

102. Scale errors decline between ages ________.

A) 6 and 12 months

B) 18 and 24 months

C) 2 and 4 years

D) 5 and 8 years

Page Ref: 195

Skill Level: Remember

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Moderate

103. Which toddler will most likely display an earlier capacity to comply with adult requests?

A) Ariadna from urban Greece

B) Bushu from rural Cameroon

C) Leopold from urban Germany

D) Esther from rural England

Page Ref: 195

Skill Level: Apply

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Difficult

104. When Joojo sees his cousin Esi crying, he offers her the blanket that he uses to comfort himself. This shows that Joojo is developing ________.

A) a categorical self

B) empathy

C) self-awareness

D) an attachment to Esi

Page Ref: 196

Skill Level: Apply

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Moderate

105. Two-year-old Stephanie tells her mother, “I a good girl.” This statement demonstrates that Stephanie is beginning to develop ________.

A) a categorical self

B) empathy

C) self-conscious emotions

D) scale errors

Page Ref: 196

Skill Level: Apply

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Difficult

106. Between 12 and 18 months, toddlers show clear awareness of caregivers’ wishes and expectations. They are becoming capable of ________.

A) intermodal perception

B) an internal working model

C) compliance

D) goodness of fit

Page Ref: 196

Skill Level: Remember

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Moderate

107. Children who are advanced in development of attention, language, and suppressing negative emotion tend to be ________.

A) resistant to responding to caregivers’ expectations

B) better at delaying gratification

C) quicker to experience shame

D) worse at displaying fear

Page Ref: 196

Skill Level: Remember

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Moderate

108. ________ are substantially ahead of their Western agemates in ability to delay gratification.

A) Nso children of rural Cameroon

B) Ethiopian children

C) Gusii children of Kenya

D) Puerto Rican children

Page Ref: 197

Skill Level: Remember

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Difficult

109. Marissa wants to help her 18-month-old daughter, Isabel, develop self-control. Which strategy is likely to be helpful?

A) Firmly insist that Isabel stop playing immediately when it’s time for lunch or dinner.

B) Refrain from prompting and reminding Isabel to follow rules so she will remember on her own.

C) As Isabel’s cognition and language improve, gradually increase the number of rules she is expected to follow.

D) Withhold approval for self-controlled behavior so Isabel does not become dependent on adult encouragement.

Page Ref: 197

Skill Level: Apply

Objective: 6.9 Describe the development of self-awareness in infancy and toddlerhood, along with the emotional and social capacities it supports.

Topic: Self-Development

Difficulty Level: Moderate

Essay

110. Describe social referencing. How do babies use it to guide their actions and gather information about the emotions of others?

Page Ref: 176

111. Discuss the components of temperament presented in the model devised by Mary Rothbart. What role does self-regulation play in this model?

Page Ref: 179

112. Explain the relationship between temperament and child rearing in the goodness-of-fit model.

Page Ref: 183

113. Describe separation anxiety. When does it occur?

Page Ref: 185

114. When anxious or unhappy, 9-month-old Meredith prefers to be comforted by her mother. Tim, her father, is concerned that Meredith will not become attached to him. What information can you provide to reassure Tim?

Page Ref: 190, 192

115. Describe the development of explicit self-awareness. Include a discussion of the concepts of self-recognition and scale errors.

Page Ref: 195