Test Bank to accompany

Child Development: Context, Culture, and Cascades

Chapter 7: Emotional and Social Development in Infancy and Toddlerhood

Multiple Choice Questions

1. Which accurately represents what is known about basic emotions in infancy according to Darwin?

a. Asian infants express sadness for the first time around 6 months of age.

b. Infants from all cultures display basic emotions such as happiness and sadness early in infancy.

c. Western European infants express emotions earlier than infants from developing countries.

d. Basic emotions do not develop until late infancy or toddlerhood in many African countries.

e. Infants from all cultures display disgust in unique ways, reflecting their unique environments.

Learning Objective: 7.1 Discuss evidence suggesting that humans are hardwired for basic emotions and what indicates that these emotions are universal.

Bloom’s Level: 2. Understanding

2. Emotions play a vital role in our development by

a. establishing the first phase of attachment formation.

b. preparing a child to respond to the environment and communicate meaningful social information.

c. creating the ability of young children to express ideas and thoughts.

d. fostering the ability of children to help interpret and respond to the intentions of others.

e. enhancing a child’s ability to learn from their environment and adapt to their surroundings.

Learning Objective: 7.2 Describe the two vital functions that emotions serve.

Bloom’s Level: 1. Remembering

3. Three-month-old Jessica smiles as her father walks into the room. This reaction is evidence that

a. Jessica has developed a social smile.

b. Jessica’s father is her primary caregiver.

c. Jessica has developed self-conscious emotions.

d. Jessica has a secure attachment to her father.

e. Jessica has developed emotional discrimination.

Learning Objective: 7.3 Describe developments in infant smiling across the first year of life.

Bloom’s Level: 3. Applying

4. Charity is caring for two infants in her home. One is 3 weeks old and the other 5 months old. As Charity sang, she noticed both infants smiling. What likely explains this behavior in both infants?

a. The 3-week-old is likely smiling in response to the sound while the 5-month-old displays a social smile to express happiness toward the familiar caregiver.

b. Both display a developmentally expected social smile in response to the caregiver interaction.

c. Both display a smile that is likely due to high pitched nature of the singing and not the

interaction itself.

d. Neither display a social smile as social smiles typically do not appear until after the first year.

e. The 3-week-old responds with a social smile while the 5-month-old imitates the other’s.

response.

Learning Objective: 7.3 Describe developments in infant smiling across the first year of life.

Bloom’s Level: 3. Applying

5. Two-year-old Samuel has started to display anger when things don’t go his way. His parents wonder if this is normal. Which would be an accurate statement to share with Samuel’s parents?

a. Anger typically decreases in the toddler years, so be patient.

b. This is normal as the expression of emotions like anger typically increases in the second year.

c. This is normal as he is now developing basic emotions and is able to express them.

d. Expressions of anger at this age may be a sign of poor emotion regulation.

e. Expression of anger is one way Samuel’s temperament starting to appear.

Learning Objective: 7.4 Explain alternative interpretations of infant distress around the emotions of anger and fear.

Bloom’s Level: 3. Applying

6. Two-year-old Josiah accidentally spilled his drink on the floor. He quickly ran to his room where he sat quietly. An explanation for this behavior might be that

a. Josiah is highly upset that his drink spilled.

b. Josiah feels guilty that he spilled his drink.

c. Josiah does not understand why the drink spilled.

d. Josiah is having difficulty expressing the correct emotion.

e. Josiah’s emotional regulation is not fully developed.

Learning Objective: 7.4 Explain alternative interpretations of infant distress around the emotions of anger and fear.

Bloom’s Level: 4. Analyzing

7. Rosie, an 18-month-old in the young toddler classroom, is cared for by two responsive caregivers. One caregiver is very expressive while the other is quiet and more reserved. Rosie’s father has noticed that Rosie responds to the very big smiles of one caregiver, but also responds to the very subtle smiles of the other caregiver. This could be evidence of the child’s

a. development of self-conscious emotions.

b. inability to manage the difference in the two caregiving styles.

c. temperament being mismatched with one of the caregivers.

d. ability to express multiple emotions.

e. ability to discriminate gradations in emotions.

Learning Objective: 7.5 Define emotional discrimination and discuss how it is demonstrated by infants.

Bloom’s Level: 3. Analyzing

8. Which reflects evidence for emotional discrimination in young children?

a. Young infants show different responses to happy versus angry expressions in other people.

b. Young infants can express self-conscious emotions.

c. Young infants respond only to their primary caregivers but not unfamiliar people.

d. Young infants respond negatively to new people or events.

e. Young infants appear to associate specific emotions with particular caregivers.

Learning Objective: 7.5 Define emotional discrimination and discuss how it is demonstrated by infants.

Bloom’s Level: 2. Understanding

9. A parent and toddler visit a new playground. The toddler alternates between watching their parent and investigating a very steep slide. After seeing a fearful look on the parent’s face, the toddler moves away from the slide. The toddler’s behavior can be described as

a. social norms.

b. social referencing.

c. emotional gauging.

d. emotion referencing.

e. social canvasing.

Learning Objective: 7.6 Describe evidence suggesting that infants attach meaning to the emotions they observe in other people.

Bloom’s Level: 3. Applying

10. Lila covers her ears immediately as the fireworks show begins to avoid getting upset. Lila is displaying

a. disinhibition.

b. social referencing.

c. secure attachment.

d. emotional self-regulation.

e. emotional referencing.

Learning Objective: 7.7 Describe the development of emotion regulation in the first years of life.

Bloom’s Level: 3. Applying

11. Looking away from an unpleasant event and sucking their thumb are common ways infants

a. show displeasure.

b. display fear-based aggression.

c. regulate their emotions.

d. discriminate between emotions.

e. display their temperament style.

Learning Objective: 7.7 Describe the development of emotion regulation in the first years of life.

Bloom’s Level: 2. Understanding

12. A child stops themselves from throwing a toy when upset and instead walks away from the situation. This behavior is an example of

a. self-understanding.

b. effortful control.

c. interpersonal management.

d. a positive temperament style.

e. differentiation of self.

Learning Objective: 7.8 Explain the attentional and behavioral components involved in infants’ effortful control.

Bloom’s Level: 4. Analyzing

13. Thomas and Chess’s temperament profiles were clustered into which three categories?

a. Positive, Negative, Neutral

b. Easy, Difficult, Neutral

c. Easy, Difficult, Slow-to-warm-up

d. Positive, Difficult, Slow-to-warm-up

e. Difficult, Positive, Neutral

Learning Objective: 7.9 Discuss how the work of Thomas & Chess advanced an understanding of temperament.

Bloom’s Level: 1. Remembering

14. Jade positively responds to having regular routines, has a pleasant disposition, and adapts easily to new experiences. Thomas and Chess’s model of temperament would identify Jade as a(n) _______ child.

a. slow-to-warm-up

b. difficult

c. positively oriented

d. easy

e. low maintenance

Learning Objective: 7.9 Discuss how the work of Thomas & Chess advanced an understanding of temperament.

Bloom’s Level: 3. Applying

15. Sage is a 14-month-old who will often cry loudly when in a new situation or is introduced to new people. Rothbart might say that Sage is high in the temperament dimension

a. distress to limitations.

b. disinhibition.

c. soothing abilities.

d. emotional stress.

e. fear and inhibition.

Learning Objective: 7.10 Summarize how the research of Rothbart and Bates contributed to the current conceptualization of temperament.

Bloom’s Level: 3. Applying

16. Rothbart’s research found that _______ correlated with adult personality of _______.

a. negative reactivity; neuroticism

b. surgency; neuroticism

c. effortful control; extraversion

d. orienting; conscientiousness

e. effortful control; conscientiousness

Learning Objective: 7.11 State evidence for the stability of temperament.

Bloom’s Level: 1. Remembering

17. Thomas and Chess and other researchers found that temperament

a. was a relatively stable characteristic from infancy through childhood and adulthood.

b. is heavily determined by environmental factors.

c. has little to do with how the child will develop socially, emotionally, or academically.

d. has low correlation with the “big five” personality traits later in life.

e. changes a lot during infancy and childhood but is relatively stable after the teen years.

Learning Objective: 7.11 State evidence for the stability of temperament.

Bloom’s Level: 1. Remembering

18. Parents of eight-month-old fraternal twins, Adrienne and Addison, found that each child responds very differently to noises and activity levels in the room. Addison is bothered by increased activity while Adrienne appears to enjoy the extra activity. After noticing this, one parent will often take Addison off to a quiet side of the room, away from the high noise and activity. According to research, is this a wise decision?

a. No, Addison will likely develop separation anxiety as a result.

b. No, this will more likely lead to an insecure attachment relationship.

c. Yes, this is an example of goodness of fit between parenting and child temperament.

d. Yes, this difference is likely caused by differences in attachment style.

e. No, this will not help Addison develop emotional self-regulation.

Learning Objective: 7.12 Explain the concept of goodness-of-fit and why an infant’s temperament should be studied in the context of social and cultural influences.

Bloom’s Level: 3. Applying

19. The concept of goodness of fit

a. describes the importance of a child’s emotions matching the current situation.

b. explains why some children thrive in particular environments whereas others do not.

c. describes the alignment between the child’s temperament and the expectations of that child’s environment.

d. describes the relationship between parent and child.

e. explains the adjustments infants make in response to environmental demands.

Learning Objective: 7.12 Explain the concept of goodness-of-fit and why an infant’s temperament should be studied in the context of social and cultural influences.

Bloom’s Level: 2. Understanding

20. A parent with the ability to manage negative emotions and cope with everyday stressors or what is known as _______, is more likely to develop a positive relationship with their child.

a. emotional reflection

b. tolerance of risk

c. care management

d. distress tolerance

e. emotional care

Learning Objective: 7.13 Identify the aspects of parenting that influence infants’ emotional development.

Bloom’s Level: 1. Remembering

21. An experiment in which caregivers interact naturally with their infants for a brief period, followed by maintaining an unresponsive face for several minutes is known as the

a. reflex response test.

b. response to caregiver test.

c. still-face experiment.

d. facial response experiment.

e. facial recognition experiment.

Learning Objective: 7.13 Identify the aspects of parenting that influence infants’ emotional development.

Bloom’s Level: 1. Remembering

22. Which is true of cultural influence on emotional development?

a. Infants categorized as difficult in temperament show positive outcomes in Western cultures.

b. Most east Asian parents value strong expression of emotion.

c. Infants’ interpretation of basic emotions differs in various regions around the world.

d. Infants in developing countries show more rapid changes in emotion regulation than infants in higher income countries.

e. Toddlers in Western counties display less variation in emotional expression.

Learning Objective: 7.14 Discuss aspects of cultural context that might affect infants’ emotional development.

Bloom’s Level: 2. Understanding

23. Both Harlow and Bowlby’s work help us better understand attachment. Which accurately reflects their research?

a. The work of both emphasized an evolutionary view of attachment.

b. They both advanced a constructivist view of attachment.

c. They both examined the cultural components of attachment to understand how infants adapt to environmental demands.

d. Bowlby focused on the gradual formation of the attachment relationship whereas Harlow

believed it was more immediate.

e. Harlow focused on human research implications whereas Bowlby focused on evidence from animal studies.

Learning Objective: 7.15 Analyze how the research of Bowlby and Harlow lent support to an evolutionary view of attachment.

Bloom’s Level: 3. Analyzing

24. The evolutionary theory that an infant’s emotional tie to the caregiver is an evolved response that promotes survival reflects a(n)

a. constructivist view of attachment.

b. ecological theory of attachment.

c. biological theory of attachment.

d. socio-cultural view of attachment.

e. evolutionary view of attachment.

Learning Objective: 7.15 Analyze how the research of Bowlby and Harlow lent support to an evolutionary view of attachment.

Bloom’s Level: 1. Remembering

25. Jayanthi stayed close to her mother upon entering a new home and became extremely upset when her mother left the room. Even when her mother returned to the room, Jayanthi was not easily comforted. The type of attachment relationship expressed by this behavior is most likely

a. secure attachment.

b. insecure avoidant.

c. insecure resistant.

d. disorganized.

d. insecure ambivalent.

Learning Objective: 7.16 Summarize Mary Ainsworth’s contributions to the field of attachment research.

Bloom’s Level: 4. Analyzing

26. Ainsworth’s experiment of having a researcher assess an infant’s exploration of a room, use of the caregiver as a secure base, reactions to the caregiver separation, reactions to the entry of a stranger, the ability to be soothed by the stranger, and reactions to the reunion with the caregiver is known as the

a. attachment formation study.

b. stranger test.

c. novel attachment situation.

d. Ainsworth attachment study.

e. strange situation.

Learning Objective: 7.16 Summarize Mary Ainsworth’s contributions to the field of attachment research.

Bloom’s Level: 1. Remembering

27. Which would you recommend to enhance the quality of parent-infant interactions?

a. Increase the number of hours the infant spends in high quality childcare.

b. Encourage parents to model or mirror the emotions of infants back to them.

c. Tell parents to avoid infant care by multiple caregivers in the first few months to ensure the infant attaches to parents.

d. Teach parents to avoid spoiling infants by picking them up as soon as they cry.

e. Decrease the number of hours infants spend outside the home environment.

Learning Objective: 7.17 Identify the features of high-quality parent-infant interactions that relate to infant attachment.

Bloom’s Level: Application

28. Which has not been observed in cross-cultural research of infant emotional development and attachment?

a. Differences in the structure of childcare arrangements

b. Differences in parents’ views and expectations around appropriate infant and child behaviors

c. Differences in whether infants actually form an attachment with their caregivers

d. Differences in infants’ experiences of being separated from primary caregivers

e. Differences in infants’ experiences interacting with strangers

Learning Objective: 7.18 Relate the ways that infants’ attachment with caregivers is similar and different across cultural communities.

Bloom’s Level: 3. Applying

29. Which is an accurate statement about the context of attachment?

a. Ainsworth’s original attachment patterns reflect traditional westernized norms.

b. Children from different cultural groups show separation anxiety at very different ages.

c. The process of attachment formation is virtually the same across all cultural communities.

d. Secure base behavior is only found among non-Western cultures.

e. Ainsworth’s attachment categories are found consistently across various cultures and socio-economic groups.

Learning Objective: 7.18 Relate the ways that infants’ attachment with caregivers is similar and different across cultural communities.

Bloom’s Level: 2. Understanding

30. Ainsworth’s attachment research in Uganda

a. showed differences in child gender and attachment behaviors.

b. documented differences in attachment style based on caregiver education level, with greater attachment in infants of educated versus non-educated mothers.

c. showed that Ugandan infants displayed very intense protest when separated from their mothers, perhaps because they were not used to being separated.

d. found that parental expectations were similar across multiple cultural context and different expectations.

e. documented the increase in secure attachments of Ugandan infants compared with American infants.

Learning Objective: 7.18 Relate the ways that infants’ attachment with caregivers is similar and different across cultural communities.

Bloom’s Level: 1. Remembering

31. Shirley is a teacher in the two-year-old classroom. Shirley smiles and specifically praises one child who helped another student who had fallen on the playground. Most likely Shirley is doing this to promote

a. emotional regulation.

b. social comparison.

c. prosocial behavior.

d. moral understanding.

e. moral evaluation.

Learning Objective: 7.19 Identify prosocial behaviors exhibited by infants.

Bloom’s Level: 3. Applying

32. Jason is an 18-month-old child. He sees his mother bump her foot and yell out in pain. Jason quickly pats his mother’s foot. Jason’s behavior

a. is highly determined by the culture in which he is raised.

b. displays development of “moral goodness” reflected in prosocial behavior.

c. displays a secure attachment to his mother.

d. shows desire to manipulate the affection of his mother.

e. shows an ability to predict the thoughts of others.

Learning Objective: 7.20 Evaluate features of morality and early forms of aggression, and the ways they change in infancy and toddlerhood.

Bloom’s Level: 4. Analyzing

33. Research on infant looking behaviors suggests that by 4-5 months of age, most infants show

a. no preference for either prosocial or antisocial behaviors in others.

b. a slight preference for antisocial behaviors in others.

c. a preference for prosocial behaviors in others.

d. strong negative emotion toward prosocial behavior in others.

e. preference for prosocial behavior only when displayed by a primary caregiver.

Learning Objective: 7.20 Evaluate features of morality and early forms of aggression, and the ways they change in infancy and toddlerhood.

Bloom’s Level: 1. Remembering

34. Which would be a later-developing example of children’s early emerging moral sense?

a. Moral goodness

b. Moral understanding

c. Moral evaluation of prosocial acts

d. Moral evaluation of antisocial acts

e. Moral retribution

Learning Objective: 7.20 Evaluate features of morality and early forms of aggression, and the ways they change in infancy and toddlerhood.

Bloom’s Level: 1. Remembering

35. Sharah, a 24-month-old child, seems confused when a relative starts asking her questions but instead of maintaining eye contact with Sharah, looks at another person. This confusion may indicate Sharah’s development of the _______ self.

a. ecological

b. subjective

c. interpersonal

d. relational

e. objective

Learning Objective: 7.21 Distinguish among the different selves in one’s identity.

Bloom’s Level: 3. Analyzing

36. The single-touch and double-touch experiment was developed to better understand whether young infants

a. can discriminate touch from primary caregiver versus others.

b. feel a range of emotions comparable to older children.

c. discriminate between pleasant and unpleasant touches.

d. can distinguish their own actions from the actions of others.

e. adjust their own touch based on other stimuli.

Learning Objective: 7.22 Describe the methods that researchers use to study infants’ ecological and interpersonal selves, and what they reveal.

Bloom’s Level: 1. Remembering

37. Research has found that infants indicate a sense of self through their reaction to contingency experiences. An example of a contingency experience could include the infant

a. staring looking at a picture.

b. cooing after kicking a mobile with their foot.

c. crying when hungry.

d. crying more intensely when tired.

e. staring at a stranger.

Learning Objective: 7.22 Describe the methods that researchers use to study infants’ ecological and interpersonal selves, and what they reveal.

Bloom’s Level: 3. Applying

38. An infant’s objective or conceptual self does not emerge until somewhere around the

a. second year.

b. sixth month.

c. end of the first year.

d. first month.

e. third year.

Learning Objective: 7.23 Discuss evidence for infants’ understanding of an objective self.

Bloom’s Level: 1. Remembering

39. What behaviors suggest that a toddler might have an early understanding of their own gender identity?

a. They seek out comfort from mother if a girl, but comfort from father if a boy

b. They apply the same gendered pronoun to everyone

c. They display greater interest in stereotypical own gender toys than other-gender toys

d. They act rough toward peers if a boy but gentle if a girl

e. They talk with their parents about the meaning of gender in their friendships

Learning Objective: 7.23 Discuss evidence for infants’ understanding of an objective self.

Bloom’s Level: 3. Applying

40. Mothers of girls _______ their infants’ crawling ability and mothers of boys _______ estimated their infants’ ability.

a. underestimated; more accurately

b. overestimated; more accurately

c. correctly identified; less accurately

d. incorrectly identified; also incorrectly

e. overestimated; less accurately

Learning Objective: 7.24 List the ways that parents socialize gender in infants and toddlers.

Bloom’s Level: 1. Remembering

41. Margarita has grown up in a large, Hispanic family. Margarita’s often cared for by female members of the family but spends little time with her father and other male family members. One possible explanation for this is the

a. he tendency for large families in certain cultures to show clearly defined gender roles.

b. tendency for males to play a smaller role in child rearing in societies across the globe.

c. solidifying of gender expectations to be adaptive from an ethological perspective.

d. stronger attachment Margarita has formed toward female family members than male family members.

e. tendency for female heads-of-household environments in the United States.

Learning Objective: 7.25 Consider ways that cultural context might influence gender socialization.

Bloom’s Level: 3. Analyzing

Short-Answer Questions

42. Briefly describe the evidence that emotions play a role in human survival.

Learning Objective: 7.1 Discuss evidence suggesting that humans are hardwired for basic emotions and what indicates that these emotions are universal.

Bloom’s Level: 2. Understanding

43. What is effortful control and why is it important to a child’s development?

Learning Objective: 7.8 Explain the attentional and behavioral components involved in infants’ effortful control.

Bloom’s Level: 3. Analyzing

44. Highlight key findings from Thomas and Chess’s research of infant temperament.

Learning Objective: 7.9 Discuss how the work of Thomas & Chess advanced an understanding of temperament.

Bloom’s Level: 4. Analyzing

45. Parents of 6-month-old Liam are concerned that placing their son in child-care will destroy the bond that has developed. What research-based information could you share to help these parents make an informed decision?

Learning Objective: 7.18 Relate the ways that infants’ attachment with caregivers is similar and different across cultural communities.

Bloom’s Level: 5. Synthesizing

46. Describe the relations among the subjective self, ecological self, and interpersonal self.

Learning Objective: 7.21 Distinguish among the different selves in one’s identity.

Bloom’s Level: 4. Analyzing

47. Describe the role of social referencing in the emotional life of a young child.

Learning Objective: 7.6 Describe evidence suggesting that infants attach meaning to the emotions they observe in other people.

Bloom’s Level: 3. Applying

48. How is Bowlby’s theory of attachment supported by other researchers and theorists?

Learning Objective: 7.15 Analyze how the research of Bowlby and Harlow lent support to an evolutionary view of attachment.

Bloom’s Level: 4. Analyzing

49. Describe the cultural factors associated with differences in attachment styles.

Learning Objective: 7.18 Relate the ways that infants’ attachment with caregivers is similar and different across cultural communities.

Bloom’s Level: 4. Analyzing

50. What evidence do researchers have that infants and toddlers exhibit prosocial behaviors?

Learning Objective: 7.19 Identify prosocial behaviors exhibited by infants.

Bloom’s Level: 4. Analyzing

51. Describe the concept of the developmental cascades as it applies to social functioning later in childhood.

Learning Objective: Developmental Cascades

Bloom’s Level: 4. Analyzing