Chapter 6: Socioemotional Development in Infancy and Toddlerhood

Test Bank

Multiple Choice

1. The first psychosocial task in life is ______.

a. trust versus mistrust

b. industry versus inferiority

c. love versus abandonment

d. autonomy versus shame and doubt

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Trust Versus Mistrust

Difficulty Level: Easy

2. According to Erikson, what happens if parents are neglectful with their infants?

a. They will develop a sense of mistrust.

b. They will develop a feeling of shame and doubt.

c. They will develop feelings of guilt.

d. They will have difficulty controlling their behavior.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Trust Versus Mistrust

Difficulty Level: Medium

3. According to Erikson, how are infants affected if their caregivers are responsive to their needs?

a. Infants will develop a sense of guilt and inferiority.

b. Infants will develop a sense of initiative and willfulness.

c. Infants will develop a view of their caregivers as trustworthy, but not the world in general.

d. Infants will develop a view that the world is a safe place where their basic needs will be met.

Learning Objective: 6.1: summarize the psychosocial tasks of infancy and toddlerhood

REF: Cognitive Domain: Comprehension

Answer Location: Trust Versus Mistrust

Difficulty Level: Medium

4. Reese is a 6-month-old infant who has parents that are considered neglectful. They don’t change his diaper often enough, don’t attend to his medical needs, don’t hold him when he is upset, and don’t make sure he is fed on a regular basis. What would Erikson say that Reese will develop?

a. inferiority

b. shame

c. sadness

d. mistrust

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Trust Versus Mistrust

Difficulty Level: Hard

5. What age are children when they are in the trust versus mistrust stage?

a. birth to 12 months

b. 12–15 months

c. 15–24 months

d. 24–36 months

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Trust Versus Mistrust

Difficulty Level: Easy

6. Cassie is an infant who has a mother that is very sensitive to her needs and responds to her every time she cries. Cassie grows into a toddler that loves to explore her environment and is very independent. What would Erikson say that Cassie developed in her first year of life to behave like she does as a toddler?

a. trust

b. independence

c. autonomy

d. love

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood

REF: Cognitive Domain: Application

Answer Location: Trust Versus Mistrust

Difficulty Level: Hard

7. According to Erikson, what happens if parents are overprotective with their toddlers?

a. They will develop a sense of mistrust.

b. They will develop a feeling of shame and doubt.

c. They will develop feelings of guilt.

d. They will have difficulty controlling their behavior.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood

REF: Cognitive Domain: Comprehension

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

8. According to Erikson, which of the following is NOT an outcome seen in a toddler who is encouraged to be autonomous?

a. self-reliance

b. confidence

c. passivity

d. self-control

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

9. The second psychosocial task in life is ______.

a. trust versus mistrust

b. industry versus inferiority

c. love versus abandonment

d. autonomy versus shame and doubt

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Easy

10. What occurs when toddlers are allowed to explore the world around them within appropriate behavioral expectations?

a. Toddlers will understand the world is a trusting place.

b. Toddlers will become more creative.

c. Toddlers will have a higher IQ.

d. Toddlers will develop autonomy, self-reliance, self-control, and confidence.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Easy

11. Which of the following is a developmental task for toddlers?

a. Toddlers need to learn to love one another.

b. Toddlers need to take initiative for their own needs.

c. Toddlers need to learn that the world is a trustworthy place.

d. Toddlers need to learn to do things for themselves and feel confident.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

12. Josh and Jessica exhibit different play and communication styles with their baby. Josh often engages in rough and tumble play, while Jessica engages in a more soothing manner by using vocalization and mutual gazing. Which of the following is likely?

a. The rough and tumble play will be met with a negative reaction in the infant.

b. The infant would choose to play with Josh if given the option.

c. The high intensity stimulation of rough and tumble play will increase the likelihood of behavior problems.

d. The infant will not develop an attachment to Josh until after 3 years of age.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

13. If a toddler does NOT develop a secure sense of trust with her caregivers, she will most likely ______.

a. struggle to understand and express her emotions

b. develop a codependent relationship with her caregivers

c. struggle to establish and maintain close relationships

d. develop a strong sense of independence

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

14. Which of the following is the first and most reliable emotion that a newborn shows?

a. sadness

b. happiness

c. contentment

d. distress

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Emotional Development in Infancy and Toddlerhood

Difficulty Level: Medium

15. Which of the following is NOT an emotion that newborns experience?

a. disgust

b. distress

c. joy

d. interest

Learning Objective: 6-2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Infants’ Emotional Experience

Difficulty Level: Medium

16. Why do researchers think that basic emotions are inborn?

a. Researchers have identified a specific gene that is present at birth that dictates emotional expression.

b. Infants demonstrate emotions in the same way as their parents but different from unrelated individuals.

c. Basic emotions emerge in all infants at about the same ages and are seen and interpreted similarly in all cultures.

d. Boys demonstrate emotions differently than girls.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Infants’ Emotional Experience

Difficulty: Medium

17. Why is the social smile an important milestone in infant development?

a. The social smile enhances caregiver-child bonding.

b. The social smile indicates that the infant has a developed sense of humor.

c. The social smile indicates that the infant has an awareness of self.

d. The social smile enhances the development of friendships in infancy.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Basic Emotions

Difficulty Level: Medium

18. At which age do infants begin to display emotional expressions such as anger, sadness, joy, surprise, and fear?

a. at birth

b. birth to 2 months of age

c. 2–7 months of age

d. 7–12 months of age

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Knowledge

Answer Location: Basic Emotions

Difficulty Level: Easy

19. Basic emotions are also known as ______.

a. innate emotions

b. primary emotions

c. general emotions

d. foundational emotions

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Knowledge

Answer Location: Basic Emotions

Difficulty Level: Easy

20. When does the social smile emerge?

a. 6–10 weeks

b. birth to 2 weeks

c. 6 months

d. 12 months

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Knowledge

Answer Location: Basic Emotions

Difficulty Level: Easy

21. Tyler is a toddler that throws extreme temper tantrums. He gets angry when he doesn’t get to do what he wants. He gets very stressed when his schedule is altered, and his mother can predict that he will throw a temper tantrum at that time, too. Tyler is most likely how old?

a. 2–6 months

b. 8–20 months

c. 21–24 months

d. 24–36 months

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Basic Emotions

Difficulty Level: Hard

22. Bhavisha cries when held by family members that she does NOT see on a regular basis. Bhavisha is LIKELY how old?

a. 4–6 weeks

b. 8–10 weeks

c. 6–8 months

d. 7–12 months

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Basic Emotions

Difficulty Level: Medium

23. Which of the following is NOT a basic emotion tied to a reflexive physiological response to stimulation?

a. surprise

b. interest

c. distress

d. contentment

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Basic Emotions

Difficulty Level: Medium

24. Why do 6-month-olds laugh at uncommon occurrences, such as someone making a funny sound?

a. Infants have developed social referencing by this age and are entertained by the actions of others.

b. Infants know what to expect by this age and are surprised when something unexpected occurs.

c. Infants have not developed the cognitive competence to understand unusual occurrences.

d. Infants do not know how to regulate their emotions and laugh more often during times of uncertainty.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Basic Emotions

Difficulty Level: Medium

25. In order for a toddler to be able to experience self-conscious emotions, they must be able to do all of the following EXCEPT ______.

a. observe himself and others

b. be aware of standards and rules

c. be able to compare his behavior with the standard

d. engage with a social smile

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Self-Conscious Emotions

Difficulty Level: Medium

26. Self-conscious emotions include all of the following EXCEPT ______.

a. contentment

b. embarrassment

c. empathy

d. guilt

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Conscious Emotions

Difficulty Level: Medium

27. Marlow watches a cartoon television show and cries when the baby dinosaur character falls down. As she continues to watch the cartoon she quietly tells the baby dinosaur, “Yell for your mommy.” Why does Marlow have this reaction?

a. Marlow is displaying stranger wariness.

b. Marlow is unable to regulate her emotions.

c. Marlow has developed basic emotions.

d. Marlow has developed self-conscious emotions.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Self-Conscious Emotions

Difficulty Level: Hard

28. A 6-month-old infant typically engages in which type of emotional regulation?

a. self-soothing

b. fussing

c. playing

d. talking

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Emotion Regulation

Difficulty Level: Medium

29. Kenzie is an infant that sucks her thumb when she is anxious. She also chews on toys when she sees other children fighting. As an older child, she goes to her room when her brothers fight with each other. Why does Kenzie do all of these behaviors?

a. Kenzie is displaying self-conscious emotions.

b. Kenzie is engaging in emotion mapping.

c. Kenzie is engaging in emotional regulation.

d. Kenzie is displaying an innate reaction to stress.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Emotion Regulation

Difficulty Level: Hard

30. Based on our knowledge of emotional development, which of the following emotions is NOT to be expected when infants become more mobile (engage in locomotion)?

a. increased expressions of contentment because the infant has more control

b. increased expressions of affection because of enjoying more freedom

c. increased expressions of frustration because they are not always allowed to go where they want

d. increased expressions of anger because their goal location may be blocked

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Parental Interaction

Difficulty Level: Medium

31. What parental technique for helping infants learn to manage their emotions becomes less common as infants get older?

a. modeling

b. touching

c. vocalizing

d. distracting

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Parental Interaction

Difficulty Level: Medium

32. Justin is an infant that is able to use distraction and seeking help when he is frustrated. What can we predict about his mother’s parenting strategies?

a. His mother tends to distract him when he starts to cry.

b. His mother tends to respond insensitively to his emotional displays.

c. His mother avoids showing emotion around him.

d. His mother provides more guidance in helping him regulate his emotions.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Parental Interaction

Difficulty Level: Hard

33. When Holt begins walking, his parents, now increasingly aware of table heights, sharp corners, and other hazards, often repeatedly yell out in fear and sometimes anger. What can be predicted about Holt’s initial response to his parent’s outbursts?

a. Holt will be conditioned to avoid danger.

b. Holt will respond with fear and anger.

c. Holt will ignore his parents and attempt more daring activities.

d. Holt will refrain from walking and revert to crawling more often.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Parental Interaction

Difficulty Level: Hard

34. Andrea is an infant who lives in a house with parents who fight all the time and are contemplating divorce. She is exposed to frequent displays of anger. What can we predict about Andrea’s emotional regulation?

a. Andrea will be sensitized to stress and will have difficulty managing her physiological reactions.

b. Andrea will become withdrawn and unhappy.

c. Andrea will learn to ignore anger and not become stressed in the future when anger arises.

d. Andrea will develop a difficult temperament.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Parental Interaction

Difficulty Level: Hard

35. What does an infant or toddler do when they don’t know how they should interpret an event and/or how to act in a specific situation?

a. The infant or toddler will smile or run away.

b. The infant or toddler will throw a temper tantrum.

c. The infant or toddler uses social referencing.

d. The infant or toddler uses social smiling.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Social Referencing

Difficulty Level: Medium

36. At what age can infants discriminate happy faces from fearful ones?

a. at birth

b. 2–4 months

c. 4–6 months

d. 6–8 months

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Knowledge

Answer Location: Social Referencing

Difficulty Level: Easy

37. Grace often holds on to furniture as she walks. While walking alongside the couch, Grace turns to reach for the table, misses, and falls. Her father rushes over to pick her up and immediately tries to soothe her. Grace then begins to cry. This is an example of ______.

a. codependent attachment

b. self-conscious emotion

c. emotional regulation

d. social referencing

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Social Referencing

Difficulty Level: Medium

38. Who is best demonstrating social referencing?

a. A 3-month-old cries when her father puts her down after holding her for a long period.

b. A 6-month-old plays laughs when playing peek-a-boo with her mother.

c. A 15-month-old screams and reaches for her mother after falling down and scraping her elbow.

d. An 18-month-old looks to her father before smiling at an unfamiliar woman who says “hello.”

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Social Referencing

Difficulty Level: Medium

39. In which culture are mothers more likely to stimulate their babies by tickling and allowing squeals of pleasure?

a. Central African

b. Middle Eastern

c. South American

d. North American

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Emotional Display Rules

Difficulty Level: Easy

40. Which of the following statements is TRUE regarding the cultural influences on emotional development?

a. North American infants learn to express positive emotions.

b. North American infants learn to restrain strong emotions.

c. Parents in all cultures share a common way to communicate cultural expectations about emotions.

d. All parents instinctively respond immediately to their babies’ cries.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Emotional Display Rules

Difficulty Level: Medium

41. When 11-month-old Chandler plays, his mother encourages his positive emotions by making happy and surprised faces at him. When Chandler struggles to complete a task and expresses frustration or anger, his mother attempts to deter his negative emotions by assisting him and saying, “Here let’s try it this way. There we go! We did it!” Chandler’s mother is exhibiting ______.

a. trust versus mistrust

b. social referencing

c. an emotional display rule

d. an easy temperament

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Application

Answer Location: Emotional Display Rules

Difficulty Level: Medium

42. Which of the following statements about stranger wariness is true?

a. The pattern of stranger wariness is the same for infants across all cultures.

b. Stranger wariness is less common among North American infants.

c. Twin studies suggest that stranger wariness is determined by culture and not genetics.

d. Stranger wariness can modify infants’ drive to explore as they adapt to various circumstances.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Stranger Wariness

Difficulty Level: Hard

43. At about what age does stranger wariness begin to decrease?

a. 8 months

b. 1 year

c. 15 months

d. 2 years

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Stranger Wariness

Difficulty Level: Easy

44. Which of the following infants is most likely to exhibit stranger wariness?

a. a 2-month-old who is visiting a new pediatrician with her mother and father

b. a 9-month-old whose mother is often overprotective and anxious in new situations

c. a 1-year-old who is spending the day with his mom and his grandma who he does not see often

d. a 2-year-old whose mother is unaffected by stressful situations and rarely experiences anxiety

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Stranger Wariness

Difficulty Level: Hard

45. Infants are more receptive to a stranger when the stranger ______.

a. introduces him- or herself cheerfully

b. approaches at the infant’s pace

c. ignores the infant’s signals

d. uses a soft, gentle voice

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Stranger Wariness

Difficulty Level: Medium

46. Which is a factor impacting stranger wariness?

a. the infant’s ability to regulate emotion

b. the infant’s overall temperament

c. the infant’s biological relationship with the new person

d. the infant’s level of self-awareness

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Stranger Wariness

Difficulty Level: Medium

47. ______, or a fear of unfamiliar people, is a universal behavior in infants, but it is also strongly influenced by culture.

a. Self-awareness

b. Separation anxiety

c. Stranger anxiety

d. Social referencing

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Knowledge

Answer Location: Stranger Wariness

Difficulty Level: Easy

48. What concept is defined as a characteristic, predictable style that is influenced by inborn tendencies toward arousal and stimulation, and experiences with adults and contexts?

a. personality

b. social referencing

c. temperament

d. determination

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Temperament

Difficulty Level: Easy

49. At what point in development is temperament the least stable?

a. infancy

b. early childhood

c. adolescence

d. adulthood

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Easy

50. Jeremy is a baby that has difficulty sleeping. He doesn’t follow any predictable schedule. He is an extremely active baby, but tends to be unhappy the majority of the time. He gets very upset when his mother leaves him with any other caregiver, and typically spends most of the time she is away crying. What temperamental style does Jeremy have?

a. easy

b. difficult

c. tenacious

d. slow-to-warm-up

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Styles of Temperament

Difficulty Level: Hard

51. Rebecca is an infant that her mother describes as a very quiet baby that can get pretty fussy when she doesn’t like something. She doesn’t feel comfortable with new people right away. She doesn’t move around much and is wary of new situations. Which style of temperament would Rebecca most likely fall under?

a. slow-to-warm-up

b. easy

c. difficult

d. a combination of easy, difficult, and slow-to-warm-up

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Styles of Temperament

Difficulty Level: Medium

52. Matthew is an infant who is able to self-soothe when upset and often restricts his impulses. What would Mary Rothbart most likely predict about Matthew’s long-term adjustment?

a. indifference to new situations

b. increased reliance on social referencing

c. tendency towards negative emotions

d. high academic achievement

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Styles of Temperament

Difficulty Level: Hard

53. Which of the following is a characteristic reaction of an infant who scores high in the extraversion/surgency dimension in Mary Rothbart’s model of temperament?

a. As William’s mother hands him a new toy, it begins to play music. He throws the toy down and begins crying.

b. When Eva meets a puppy for the first time, it barks and Eva startles. Then she smiles and reaches for the puppy.

c. As Kihye learns to walk, she only takes steps when holding her parents’ hands. If they let go, she sits down and begins to cry.

d. When Kamal’s father attempts to engage in high stimulating play with him, he averts his gaze and sucks his thumb before resuming eye contact and smiling.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Styles of Temperament

Difficulty Level: Hard

54. Which of the following is a characteristic reaction of an infant who scores high in the effortful control dimension of Mary Rothbart’s model of temperament?

a. As William’s mother hands him a new toy, it begins to play music. He throws the toy down and begins crying.

b. When Eva meets a puppy for the first time, it barks and Eva startles. Then she smiles and reaches for the puppy.

c. As Kihye learns to walk, she only takes steps when holding her parents’ hands. If they let go, she sits down and begins to cry.

d. When Kamal’s father attempts to engage in high stimulating play with him, he averts his gaze and sucks his thumb before resuming eye contact and smiling.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Styles of Temperament

Difficulty Level: Hard

55. Michael is considered to have a difficult temperament. He is often irritable and fussy, reacts negatively to change, and withdraws from new situations. Michael would score high on which of Rothbart’s dimensions of temperament?

a. slow-to-warm-up

b. extraversion/surgency

c. negative affectivity

d. effortful control

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Styles of Temperament

Difficulty Level: Medium

56. Which dimension of Rothbart’s temperament model is NOT influenced by an infant’s ability to regulate attention and emotion?

a. rhythmicity

b. approach-withdrawal

c. intensity of reaction

d. distractibility

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Styles of Temperament

Difficulty Level: Easy

57. Which of the following is NOT a characteristic of an easy baby?

a. even tempered

b. regular sleeping and feeding schedules

c. extremely active

d. adaptable

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Easy

58. Which of the following is NOT a characteristic of a child with a difficult temperament?

a. high activity level

b. irritable

c. does not react in any obvious way to change

d. irregular in biological rhythms

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Easy

59. Which statement regarding temperament is false?

a. Researchers found that more babies were categorized as easy than either difficult or slow-to-warm-up.

b. Slow-to-warm-up babies adjust more quickly to new situations than difficult babies do.

c. Over 90% of babies can be easily classified into either the easy, difficult, or slow-to-warm-up styles.

d. Easy babies are predictable when it comes to biological functioning.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Medium

60. Rachel is a baby who is described as more inactive than most other babies. She tends to be fairly moody. She doesn’t respond very intensely to anything. Rachel is very hesitant when she meets new people, but she will accept them after a little while. When her mother introduces new foods, Rachel doesn’t like them at first. She needs to try them multiple times before she will eat. What temperamental style does Rachel have?

a. easy

b. difficult

c. tenacious

d. slow-to-warm-up

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Styles of Temperament

Difficulty Level: Hard

61. Which of the following characteristics is NOT representative of an easy temperamental style?

a. slow to accept frustration

b. regular in sleep and feeding schedules

c. usually positive mood

d. responds well to novelty in food, situations, routines, and strangers

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Styles of Temperament

Difficulty Level: Medium

62. What percentage of babies in the original New York Longitudinal Study sample did NOT fit well into any of the three temperament categories but displayed a mix of characteristics?

a. 10%

b. 20%

c. 50%

d. 35%

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Styles of Temperament

Difficulty Level: Easy

63. What developmental task of infancy may influence several components of temperament, including rhythmicity, distractibility, intensity of reaction, and attention?

a. the task of learning how to regulate attention and emotions

b. the task of coordinating reflexes with purposeful behavior

c. the task of understanding the connection between behaviors and social interaction

d. the task of developing a sense of trust in the world

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Medium

64. Which of the following characteristics is part of the behavioral style of a slow-to-warm-up child?

a. accepts frustration with little fuss

b. usually positive mood

c. moderately regular in sleep schedule

d. cries often

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Medium

65. Which of the following characteristics is part of the behavioral style of a difficult child?

a. responds poorly to novelty in food, situations, routines, and strangers

b. unpleasant moods are mild

c. slow to accept frustrations

d. regular in sleep and feeding schedules

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Medium

66. Which of the following statements does NOT reflect the reciprocal nature of temperament?

a. Babies’ emotionality and negative emotions predict maternal perceptions of parenting stress.

b. Mothers who, prior to giving birth, believe that they are less well equipped to care for their infant are more likely to have infants who show negative aspects of temperament.

c. Not all babies fit squarely into any of the three categories of temperament but display a mix of characteristics.

d. Easy babies usually get the most positive reactions from others, which reinforces the easy temperamental qualities.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Styles of Temperament

Difficulty Level: Medium

67. Babies with which of the following temperaments get the most positive attention from others?

a. slow-to-warm-up

b. difficult

c. easy

d. mixed style

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Context and Goodness of Fit

Difficulty Level: Easy

68. Hannah is a baby who is fussy, difficult, and slow to adapt to new situations. Her mother is a very sensitive caregiver and makes sure that Hannah has a strict routine and doesn’t get upset when Hannah is fussy. What can we predict about Hannah’s developmental outcome?

a. Hannah will continue to behave in the same manner throughout life because temperament is an inborn trait.

b. Hannah will probably adapt her temperament style and will in time no longer display behavioral problems.

c. Hannah will, in time, influence her mother to become more frustrated with parenting and become less sensitive to Hannah’s needs.

d. Hannah will have difficulty in school and with peers.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Context and Goodness of Fit

Difficulty Level: Hard

69. Roberto is an infant who is described as having a difficult temperament. His father is insensitive, coercive, and also difficult in temperament. What can we predict Roberto’s developmental outcome will be?

a. Roberto will most likely have behavioral problems and adjustment difficulties that worsen with age, even into early adolescence.

b. Roberto will become less extreme in his behavioral tendencies because babies with difficult temperaments become less extreme with age.

c. Babies with difficult temperaments tend to be unpredictable, so we cannot accurately predict what Roberto will be like as he ages.

d. Roberto will be more likely to get ill as he gets older because difficult temperaments wear down a person’s immune system.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Application

Answer Location: Context and Goodness of Fit

Difficulty Level: Hard

70. Which of the following is NOT a factor that can influence or change a young infants’ temperament?

a. sensitive caregiving

b. experience

c. interaction with peers

d. neural development

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Context and Goodness of Fit

Difficulty Level: Medium

71. Which type of baby is most likely to receive mixed reactions from others?

a. a difficult baby

b. an easy baby

c. a slow-to-warm-up baby

d. a tenacious baby

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Context and Goodness of Fit

Difficulty Level: Medium

72. The match between a child’s temperament and the parent’s temperament and child-rearing methods is called ______.

a. reactivity

b. social reciprocity

c. goodness of fit

d. temperamental shift

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Context and Goodness of Fit

Difficulty Level: Easy

73. Which culture tends to raise babies to be more passive, less irritable and vocal, and more easily soothed when upset?

a. Israeli

b. African

c. North American

d. Japanese

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Cultural Differences in Temperament

Difficulty Level: Medium

74. Which culture is more likely to raise babies into autonomous beings and tend to be more active and stimulating?

a. Japanese

b. North American

c. Israeli

d. South African

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Cultural Differences in Temperament

Difficulty Level: Medium

75. Which theoretical perspective emphasized that feeding was a critical context for infants and caregivers to interact and for infants to have their needs met and thereby develop a sense of trust?

a. psychoanalytic

b. behaviorist

c. ethological

d. cognitive-developmental

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Attachment

Difficulty Level: Easy

76. A lasting emotional tie between two people who each strive to maintain closeness to the other and act to ensure that the relationship continues is called ______.

a. attachment

b. goodness of fit

c. security

d. social referencing

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Attachment

Difficulty Level: Easy

77. The theorist who developed attachment theory is ______.

a. Ainsworth

b. Bowlby

c. Erikson

d. Vygotsky

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Bowlby’s Ethological Perspective on Attachment

Difficulty Level: Easy

78. Which of the following accurately illustrates the ethological theory of attachment?

a. An attachment bond is biologically driven.

b. An attachment response is triggered by behavioral conditioning.

c. Attachments are formed through positive reinforcement with food.

d. Attachment bonds are determined by personality and temperament.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Bowlby’s Ethological Perspective on Attachment

Difficulty Level: Hard

79. Attachment bonds assist in the survival of the infant by ______.

a. creating an easy temperament, resulting in a greater chance for survival

b. ensuring that the caregiver and infant remain near each other

c. establishing a close relationship that boosts the infant’s immune system

d. fostering a sense of responsibility in the caregiver to protect the infant

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Bowlby’s Ethological Perspective on Attachment

Difficulty Level: Medium

80. Why is crying an effective signal to ensure that the caregiver cares for the baby?

a. It is the only signal that babies have to call to the parent.

b. It is annoying to most adults and they want the baby to stop.

c. It conveys negative emotion that adults can judge reliably.

d. It triggers an innate signal in the parent.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Infant’s Signals and Adults’ Responses

Difficulty Level: Medium

81. In which phase of Bowlby’s ethological perspective on attachment do babies begin to show a preference for familiar people and make discriminations among adults?

a. attachments

b. discriminating sociability

c. reciprocal relationships

d. indiscriminate social responsiveness

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Phases of Attachment

Difficulty Level: Medium

82. What area of development does the internal working model of attachment influence in children?

a. ability to habituate

b. temperament

c. IQ level

d. self-concept

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Phases of Attachment

Difficulty Level: Medium

83. Luna is 6 weeks old. She smiles when awake and is considered to be a happy baby. When relatives and friends visit, most comment that they are happy she doesn’t cry when they hold her. Which of Bowlby’s phases of attachment is Luna likely in?

a. phase 1: pre-attachment

b. phase 2: early attachment

c. phase 3: attachment

d. phase 4: reciprocal relationship

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Phases of Attachment

Difficulty Level: Medium

84. Samuel, a 4-month-old, is being cared for by his grandmother when a neighbor stops by to drop off a package. Samuel smiles when the neighbor first plays peek-a-boo with him, but then begins to cry. Once his grandmother picks him up, he begins smiling at the neighbor again. Which of Bowlby’s phases of attachment is Samuel likely in?

a. phase 1: pre-attachment

b. phase 2: early attachment

c. phase 3: attachment

d. phase 4: reciprocal relationship

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Phases of Attachment

Difficulty Level: Medium

85. Which of the following represents the reciprocal relationship phase of Bowlby’s phases of attachment?

a. When startled, Hava looks to her father for cues on how to react.

b. Hava cries when being held by her grandpa and reaches for her mother.

c. When playing, Hava smiles at a new friend at daycare.

d. Hava prefers to play with her father instead of her mother.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Phases of Attachment

Difficulty Level: Medium

86. Olivia is an infant taking part in the Strange Situation. When her mother comes back in the room, she ignores her mother and fails to greet her, even when her mother calls her name. When her mother tries to pick her up, she turns away. What attachment type is Olivia’s behavior consistent with?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Ainsworth’s Strange Situation

Difficulty Level: Hard

87. Juan is an infant taking part in the Strange Situation. When his father comes back in the room, Juan hides behind a chair. His father picks him up and Juan laughs while hitting his father in the face. What attachment type is Juan’s behavior consistent with?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Ainsworth’s Strange Situation

Difficulty Level: Hard

88. Anna is an infant taking part in the Strange Situation. Anna was not interested in playing with the toys and sat next to her mother. When the stranger entered the room, Anna began to cry. After her mother left the room and came back in, Anna cried and signaled for her mother to pick her up. When her mother picked her up, she kicked her feet and wanted to get down. She fussed for the remainder of the procedure. What attachment type is Anna’s behavior consistent with?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Ainsworth’s Strange Situation

Difficulty Level: Hard

89. Carter is an infant taking part in the Strange Situation. He was wary of the stranger when she entered the room. When his mother left, he cried and the stranger tried to comfort him unsuccessfully. When his mother came back into the room, he smiled at her and reached to her. His mother picked him up and he stopped crying and soon was able to sit on the floor and play with the toys. What attachment type is Carter’s behavior consistent with?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Ainsworth’s Strange Situation

Difficulty Level: Hard

90. Which attachment style most reliably predicts social and emotional maladjustment from childhood into adulthood?

a. secure

b. insecure-resistant

c. insecure-avoidant

d. disorganized-disoriented

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Ainsworth’s Strange Situation

Difficulty: Easy

91. At what age does separation protest or separation anxiety tend to peak?

a. 6 months

b. 8 months

c. 15 months

d. 24 months

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Secure Base, Separation Anxiety, and Internal Working Models

Difficulty Level: Medium

92. How does the attachment bond developed early on influence personality development later in life?

a. It strengthens an infant’s ability to regulate emotion.

b. It creates a pattern of reciprocity for temperaments stability.

c. It decreases the amount of separation anxiety the infant experiences.

d. It forms an internal working model which becomes a guide to later relationships.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Secure Base, Separation Anxiety, and Internal Working Models

Difficulty Level: Hard

93. Which of the following behaviors is NOT consistent with a child that is securely attached to his or her caregiver?

a. more sociable with peers and unfamiliar adults

b. better able to read others’ emotions

c. more likely to be cautious of unfamiliar situations

d. more curious

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Attachment-Related Outcomes

Difficulty Level: Medium

94. Insecure attachment at 12 months of age has been shown to predict ______.

a. externalizing behavior problems

b. educational difficulties

c. attention problems

d. independence

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Attachment-Related Outcomes

Difficulty Level: Medium

95. What is the most important determinant of infant attachment?

a. the caregiver’s ability to teach the child how to be independent

b. the caregiver’s ability to consistently and sensitively respond to the child’s signals

c. the caregiver’s ability to create an atmosphere of structure for the child

d. the caregiver’s ability to allow the child to calm himself without intervention

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Influences on Attachment

Difficulty Level: Medium

96. Jennifer is a mother who is described as being inconsistent and unresponsive to her baby’s needs. What attachment type is her baby most likely to develop?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Influences on Attachment

Difficulty Level: Hard

97. Aziz is a father who is rejecting of his role as a parent. He tends to ignore his baby’s needs. What attachment type is his baby most likely to develop?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Influences on Attachment

Difficulty Level: Hard

98. Kara is a mother who behaves in a frightening way around her child. She has been reported to child protection services for possibly abusing her child. What attachment type is her baby most likely to develop?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Application

Answer Location: Influences on Attachment

Difficulty Level: Hard

99. Which attachment type is associated with higher rates of antisocial behavior, depression, and anxiety in later childhood and adolescence because of parents who cause unpredictable and potentially fearful home environments?

a. secure attachment

b. insecure-avoidant attachment

c. insecure-resistant attachment

d. disorganized-disoriented attachment

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Influences on Attachment

Difficulty Level: Medium

100. Which attachment classification is more common in Western European countries?

a. insecure-resistant

b. insecure-avoidant

c. secure

d. disorganized-disoriented

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Cultural Variations in Attachment Classifications

Difficulty Level: Easy

101. Japanese infants are more likely to become highly distressed during the Strange Situation, and also show higher rates of insecure resistance. This is most likely because ______.

a. in Japanese culture, infants are expected not to cry; therefore, the parents respond negatively to the infants after separation when they are most likely to cry

b. Japanese infants are more inherently distressed

c. in Japanese culture, child-rearing practices foster mother-infant closeness and physical intimacy that leaves infants unprepared for the separation episodes

d. Japanese infants are not accustomed to meeting strangers

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Cultural Variations in Attachment Classifications

Difficulty Level: Medium

102. Western cultures tend to emphasize independence, while Eastern cultures are more likely to emphasize the importance of relationships. Based on these cultural differences, what can be deduced about the development of attachment in childhood?

a. Individualist and collectivist cultures interpret children’s development similarly.

b. While Asian parents may see insecure-resistant behavior as clingy, Western parents may interpret it as successful bonding.

c. Individualist and collectivist cultures believe infants should develop independence early.

d. While Western parents may see insecure-resistant behavior as clingy, Asian parents may interpret it as successful bonding.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Cultural Variations in Attachment Classifications

Difficulty Level: Hard

103. Puerto Rican mothers are more likely to employ physical control in interactions with infants, such as picking up crawling infants and placing them in desired locations. While attachment theory considers this type of control ______, this is associated with ______ attachment status at 12 months in Puerto Rican infants.

a. insensitive; unresponsive

b. sensitive; insecure

c. insensitive; secure

d. sensitive; responsive

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Cultural Variations in Attachment Classifications

Difficulty Level: Medium

104. Which of the following terms best summarizes the attachment process?

a. adaptive

b. static

c. instantaneous

d. homogeneous

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Cultural Variations in Attachment Classifications

Difficulty Level: Medium

105. According to the text, parents of which country are more likely to allow their children to cry without immediately comforting them?

a. the United States

b. Puerto Rico

c. Germany

d. Japan

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Cultural Variations in Attachment Classifications

Difficulty Level: Medium

106. Which of the following is NOT a suggestion for overcoming an insecure attachment between child and parent?

a. by the use of psychiatric medications

b. by changing maladaptive interaction patterns

c. by increasing sensitivity on the part of the parent

d. by fostering consistent and developmentally appropriate responses to children’s behaviors

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Stability of Attachment

Difficulty Level: Easy

107. Which of the following is a contextual factor LIKELY to affect a parent’s emotional and physical resources, and ultimately, the quality of parent-infant interactions?

a. ethnicity

b. primary caregivers’ sexual orientations

c. lack of childcare

d. mental illness

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Stability of Attachment

Difficulty Level: Medium

108. Which of the following statements regarding the development of self-awareness in infants is accurate?

a. The emergence of self is indicated by the awareness of the consequences of their own actions on others and the environment around them.

b. Infants cannot distinguish their own cries from those of other infants, indicating that self-awareness is tied to developmental milestones.

c. Parental evaluations are the initial basis for the development empathy, embarrassment, pride, shame, and guilt.

d. Research has found that infants’ abilities to self-regulate at 15 months predict executive functioning at 4 years of age.

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Self-Awareness

Difficulty Level: Hard

109. When does self-awareness emerge?

a. in the early months of life

b. 12–15 months

c. 18–24 months

d. 24–36 months

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Self-Awareness

Difficulty Level: Easy

110. In order for a child to engage in self-control, he or she must be able to do all of the following EXCEPT ______.

a. be aware of the consequences of his or her actions

b. be able to attend to a caregiver’s instructions

c. be able to shift his or her attention from an attractive stimulus or task

d. be able to inhibit a behavior

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Control

Difficulty Level: Easy

111. Why is self-awareness necessary for self-control?

a. A child needs to be aware of himself or herself as separate from others to comply with requests and modify behavior in accordance with caregivers’ demands.

b. A child needs to know what it means to be a boy or a girl to develop self-control.

c. A child needs to be aware of what it means to feel out of control to be able to feel in control.

d. A child needs to understand how their behaviors affect others to develop self-control.

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Self-Control

Difficulty Level: Medium

112. What is considered to be a self-description and thoughts about the self?

a. self-awareness

b. self-concept

c. self-recognition

d. self-involvement

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Self-Control

Difficulty Level: Easy

113. Jack’s mother made some cookies. Jack asks if he can have one. His mother tells him that he needs to wait until after lunch. Jack isn’t happy about it, but he complies with his mother and waits to eat his cookie until he is done with lunch. Based on what we know about delay of gratification and age, how old does Jack need to be?

a. 6–12 months

b. 12–15 months

c. 18–36 months

d. over 3 years

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Application

Answer Location: Self-Control

Difficulty Level: Hard

114. What allows toddlers to experience more complex emotions, such as self-conscious emotions?

a. self-awareness

b. social referencing

c. secure attachment

d. autonomy

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Recognition

Difficulty Level: Medium

115. Which of the following statements is true of self-recognition?

a. Infants must be able to retain a memory of their own image in order to display self-recognition.

b. A newborn’s ability to imitate facial expressions suggests a primitive, inborn ability for self-recognition.

c. The use of personal pronouns and adjectives, such as “I”, “me,” and “mine,” suggesting a recognition that the self is distinct from others around them.

d. Cortical development, specifically development of the frontal lobes, is responsible for the ability of self-recognition.

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Self-Recognition

Difficulty Level: Hard

116. Annabelle looks in the mirror, sees that the reflection in the mirror has a mark on her nose, and touches her own nose. What can we conclude?

a. Annabelle has a categorical self.

b. Annabelle does not have self-recognition yet.

c. Annabelle understands that she is a girl.

d. Annabelle has self-recognition.

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Application

Answer Location: Self-Recognition

Difficulty Level: Hard

117. At what age do children develop self-recognition?

a. 2–4 months

b. 4–6 months

c. 8–12 months

d. 18–24 months

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Recognition

Difficulty Level: Medium

118. Thomas walks up to his preschool teacher and says, “I am a boy.” What does this describe?

a. self-concept

b. self-control

c. self-recognition

d. categorical self

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Application

Answer Location: Emerging Self-Concept

Difficulty Level: Hard

119. Which of the following describes a categorical self that a toddler might use to describe him- or herself?

a. first name

b. gender

c. relationship to family members

d. nationality

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Emerging Self-Concept

Difficulty Level: Easy

120. Which of the following suggests the emergence of a sense of self in relation to others?

a. the use of proper nouns

b. the use of past tense

c. the use of personal pronouns

d. the use of action verbs

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Analysis

Answer Location: Emerging Self-Concept

Difficulty Level: Medium

True/False

1. If an infant does NOT develop a sense of trust in the first psychosocial stage, they will have difficulty with subsequent stages.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Trust Versus Mistrust

Difficulty Level: Medium

2. Toddlers who have parents that are too overprotective will NOT develop self-reliance.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

3. Adjustment difficulties are more likely when children do NOT develop a sense of individuality and confidence in their own abilities to meet new challenges.

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

4. The social smile is an important milestone in infant development because it indicates a maturation of the amygdala in the brain.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Infants’ Emotional Experience

Difficulty Level: Medium

5. Emotion regulation is related to children’s increasing ability to use language.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Emotion Regulation

Difficulty Level: Medium

6. Stranger wariness is a universal behavior in infants and is thought to be based on evolution.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Stranger Wariness

Difficulty Level: Medium

7. When parents respond promptly to their infants’ cries at 2 months of age, the infants will cry for shorter durations as they get older.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Parental Interaction

Difficulty Level: Medium

8. Infants and young children often need outside assistance in regulating their emotions.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Social Interaction and Emotional Development

Difficulty Level: Medium

9. Temperament is primarily thought to be influenced only by inborn biological determinants and is NOT susceptible to environmental factors.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Temperament

Difficulty Level: Medium

10. The majority of babies are described as having an easy temperament.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Medium

11. Temperament tends to become less stable as children age, which is especially apparent in early childhood.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Medium

12. Temperament tends to be stable over months and even years, even into adulthood.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Styles of Temperament

Difficulty Level: Easy

13. Infants with difficult temperaments who live in hostile living conditions (such as nonindustrial countries plagued by drought) tend to survive at higher rates than do those with easy temperaments.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Context and Goodness of Fit

Difficulty Level: Medium

14. Disorganized attachment orientation is a reliable predictor of social and emotional maladjustment from childhood into adulthood.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Ainsworth’s Strange Situation

Difficulty Level: Medium

15. Virtually all infants are attached to their parents.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Ainsworth’s Strange Situation

Difficulty Level: Medium

16. Secure attachment in infants predicts expressive language development at 3 years of age.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Attachment-Related Outcomes

Difficulty Level: Medium

17. Separation protest tends to be primarily seen only in North America and is NOT considered a behavior witnessed cross-culturally.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Phases of Attachment

Difficulty Level: Medium

18. It is more important for a baby to form an attachment with his or her mother than with a different caregiver.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Stability of Attachment

Difficulty Level: Medium

19. Behaviors that reflect sensitive caregiving vary with culture because they are adaptations to different circumstances.

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Cultural Variations in Attachment Classifications

Difficulty Level: Medium

20. Toddlers are more likely to comply with their caregiver’s directives than they are to say “no.”

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Control

Difficulty Level: Medium

Short Answer

1. What is Erikson’s first psychosocial stage of development?

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Trust Versus Mistrust

Difficulty Level: Easy

2. What is Erikson’s second psychosocial stage of development?

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Knowledge

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Easy

3. When an infant laughs at an unusual event, it is illustrative of the infant’s increasing:

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Infants’ Emotional Experience

Difficulty Level: Medium

4. Every society has a set of ______ that specify the circumstances under which various emotions should or should NOT be expressed.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Knowledge

Answer Location: Cultural Influences on Emotional Development

Difficulty Level: Easy

5. Infants and toddlers with better ______ skills are more likely to self-regulate their emotions effectively.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Comprehension

Answer Location: Emotional Regulation

Difficulty Level: Easy

6. Thomas and Chess classified a baby as ______ to describe whether an infant is predictable in their patterns of eating, sleeping, and defecating.

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Styles of Temperament

Difficulty Level: Easy

7. What percentage of babies are considered to have a difficult temperament?

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Styles of Temperament

Difficulty Level: Medium

8. What is the name of the structured observational procedure that reveals the security of attachment when the child is placed under stress?

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Ainsworth’s Strange Situation

Difficulty Level: Medium

9. What experiment is used to assess self-recognition in infants?

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Knowledge

Answer Location: Self-Recognition

Difficulty Level: Easy

10. What concept dealing with the developing self is thought to possibly be an innate understanding?

Learning Objective: 6.5: Differentiate the roles of self-concept, self-recognition, and self-control in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Self-Control

Difficulty Level: Medium

Essay

1. How does a parent foster autonomy in his or her toddler and prevent feelings of shame and doubt?

Learning Objective: 6.1: Summarize the psychosocial tasks of infancy and toddlerhood.

REF: Cognitive Domain: Analysis

Answer Location: Autonomy Versus Shame and Doubt

Difficulty Level: Medium

2. Describe the developmental progression of emotion regulation in infancy and toddlerhood.

Learning Objective: 6.2: Describe emotional development in infancy and identify contextual and cultural influences on emotional development in infants and toddlers.

REF: Cognitive Domain: Analysis

Answer Location: Emotion Regulation

Difficulty Level: Medium

3. What is goodness of fit?

Learning Objective: 6.3: Identify the styles and stability of temperament, including the role of goodness of fit in infant development.

REF: Cognitive Domain: Comprehension

Answer Location: Context and Goodness of Fit

Difficulty Level: Medium

4. Why is the formation of an attachment bond crucial for infants’ development?

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Phases of Attachment

Difficulty Level: Medium

5. How can an insecure attachment between child and parent be overcome?

Learning Objective: 6.4: Describe how attachment develops in infancy and toddlerhood.

REF: Cognitive Domain: Comprehension

Answer Location: Stability of Attachment

Difficulty Level: Medium