Chapter 4 Infancy Test Bank - Human Development ANZ Edition -Test Bank by Jensen Arnett. DOCX document preview.
Arnett, Human Development: A Cultural Approach, First edition
Chapter 4: Infancy
Section 1: Physical development
Multiple choice: Choose the one alternative that best completes the statement or answers the question.
1. By the end of his or her first year, the typical infant ____.
A. weighs 20% less due to the loss of baby fat
B. remains the same weight during the second 6 months
C. doubles his or her body weight
D. triples his or her body weight
Difficulty: Basic
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
2. Birth weight doubles by the time the infant is __ months old.
A. 2
B. 3
C. 4
D. 5
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
3. In the first year of life, infants accumulate fat. This helps the infant ____.
A. maintain a constant body temperature
B. maintain high energy levels
C. build muscle
D. create brain cells
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
4. Height during the first year of life increases ____.
A. very quickly in the beginning and slows down
B. slowly in the beginning and increases very quickly
C. at a slow, even rate
D. unevenly in spurts
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
5. Growth and development in infancy proceeds from the head downward, which is known as the ____.
A. head first, body second principle
B. cephalocaudal principle
C. proximodistal principle
D. top-down principle
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: Growth and change in infancy
6. Which of the following describes a head to tail progression of growth?
A. proximodistal principle
B. cephalocaudal principle
C. thoracictorso principle
D. phalangeal-metacarpal principle
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
7. Growth and development proceed from the middle of the body outward, which is known as the ____.
A. head first, body second principle
B. cephalocaudal principle
C. proximodistal principle
D. top-down principle
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
8. Lorenzo first develops the ability to control his chest, then his arms, then his hands and finally his fingers. This progression of motor development is called the ____.
A. cephalocaudal principle
B. thoracic torso principle
C. phalangeal-metatarsal principle
D. proximodistal principle
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
9. Helena first develops the ability to control her head. She then could sit up unassisted, and eventually could walk. This progression of motor development is called the ____.
A. cephalocaudal principle
B. thoracic torso principle
C. phalangeal-metatarsal principle
D. proximodistal principle
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
10. Teething generally occurs around ____ months of age.
A. 1–5
B. 5–9
C. 9–13
D. 13–17
Difficulty: Basic
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
11. When do infants usually get their first tooth?
A. Between 1 and 2 months
B. Between 5 and 9 months
C. Between 10 and 12 months
D. Between 14 and 16 months
Difficulty: Basic
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
12. Your aunt and uncle are worried. Your cousin is 7 months old and does not have a tooth yet. What would you tell your aunt and uncle?
A. Your cousin might be toothless his entire life.
B. Most infants do not get their first tooth until between their fifth and ninth months, so he is still doing fine.
C. They should probably have him fitted for dentures if they ever want him to eat corn on the cob.
D. He should have had his first tooth around his second month.
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Apply
A-head: Physical development: Growth and change in infancy
13. As the first teeth break through the skin of the gums, and in the weeks before this happens, most babies experience discomfort and pain called ____.
A. teething
B. gumming
C. eruption
D. enameling
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
14. Mallory, who is 7 months old, drools heavily, coughs frequently and gnaws on her hands every chance she gets. Which of the following best explains Mallory’s behaviours?
A. Indigestion
B. Teething
C. A buildup of excess gas
D. The rooting reflex
Difficulty: Basic
Learning Objective: 4.1
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
15. Why do babies who are getting new teeth bite?
A. It helps stimulate enamel production.
B. The counter pressure makes them feel better.
C. It helps the teeth erupt through the gums.
D. It allows the teeth to be planted firmly in the jawbone.
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
16. Your friend has a 6-month-old daughter who is has been a really good baby, but now she is irritable and is reluctant to bottle-feed. She thinks that she is doing something wrong as a mother. What would you tell her? Her daughter is ____.
A. probably teething
B. probably a fast to warm up baby
C. going through a growth spurt
D. probably at risk for seizures
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
17. Many infants begin ‘sleeping through the night’ around 4 months. A couple of months later they may begin waking during the night again. Why?
A. Night terrors
B. Teething pain
C. Growth spurt
D. No reason
Difficulty: Basic
Learning Objective: 4.1
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
18. Your friend’s baby was sleeping through the night a couple of months earlier. Now she is waking up quite a bit at night. This is not only frustrating, but also concerning. She knew that you took a developmental course and wants to know if you have any ideas. What do you tell her?
A. Her baby is probably teething.
B. It sounds like night terrors.
C. She might need to eat more frequently due to a growth spurt.
D. Sometimes there are just no reasons.
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
19. As described in the text, which of the following are appropriate methods to soothe an infant who is teething?
A. The use of a teething ring, a cold wet washcloth or topical pain relievers
B. The use of paediatric oral dentures
C. The use of children’s acetaminophen or ibuprofen
D. The use of a cotton ball that is soaked in whiskey
Difficulty: Moderate
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
20. Compared to other animals, the human brain is very large at birth, but it is also ____.
A. well developed
B. malformed
C. relatively immature
D. nearly adult-like
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
21. In animals, quite a bit of brain development occurs prenatally. When does this same brain development occur in human infants?
A. Prenatally as well
B. During the first year of life
C. Only during the foetal period
D. After the first year of life
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
22. During the second trimester of prenatal development, neurons are produced at the astonishing rate of 250,000 per _______.
A. second
B. minute
C. hour
D. day
Difficulty: Complex
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
23. Approximately how many neurons are there in the average infant’s brain?
A. 100,000 to 200,000
B. 100 million to 200 million
C. 100 billion to 200 billion
D. 100 trillion to 200 trillion
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
24. Neurons communicate between each other chemically across small gaps. What are these gaps called?
A. Synapses
B. Neuronal gaps
C. Transmitter nodes
D. Myelin
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
25. ____ is a tiny gap between neurons.
A. A neurotransmitter
B. The synapse
C. A dendrite
D. Myelin
Difficulty: Basic
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
26. Chemicals that are used to communicate between neurons are ____.
A. neurotoxins
B. neurocommunicators
C. neurotransmitters
D. neurochems
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
27. Neurotransmitters are ____.
A. the cell body of a neuron
B. a layer of insulation that surrounds axons
C. chemicals that are released into the synapse
D. tiny gaps between neurons
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
28. What part of a neuron releases the neurotransmitters?
A. Dendrites
B. Soma
C. Axons
D. Myelin
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
29. What part of a neuron receives the neurotransmitters?
A. Soma
B. Axons
C. Myelin
D. Dendrites
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
30. By age 2, the number of neurons in the brain ____.
A. decreases to a quarter as many as were present at birth
B. decreases to half as many as were present at birth
C. increases by twice as many as were present at birth
D. increases by four times as many as were present at birth
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
31. At birth, the neurons have only a few connections. By age 2, each neuron is connected to ____.
A. about as many as at birth
B. hundreds or thousands of other neurons
C. millions of other neurons
D. billions of other neurons
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
32. What is the name of the sheath that encases axons to protect them and increase the speed of communication between neurons?
A. Neuronal sheath
B. Dendritic sheath
C. Synaptic sheath
D. Myelin sheath
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
33. Myelination is especially active during the early years of life but continues at a slower rate past the age of ___.
A. 10
B. 25
C. 40
D. 65
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
34. When neuronal connections that are used become stronger and faster, and the neuronal connections that are not used wither away, what is happening?
A. Brain death
B. Axonal withering
C. Synaptic pruning
D. Intellectual development
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
35. Which of the following analogies is similar to synaptic pruning?
A. Stocking up on one of everything to make sure you always have the proper tool
B. Transplanting a tree to a place where there is more sunlight
C. Over-growing seedlings and then weeding out ones that are not needed
D. Watering a flower twice a day so it does not dry out
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
36. Synaptic pruning takes place during all of the following except?
A. Childhood
B. Adolescence
C. Emerging adulthood
D. Late adulthood
Difficulty: Basic
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
37. The _________ is the outermost portion of the forebrain, containing the four regions with distinct functions.
- frontal cortex
- cerebral cortex
- thalamus
- hypothalamus
Difficulty: Basic
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
38. The band of neural fibres that connects the two hemispheres of the brain is called the _________.
- cerebral callosum
- corpus connection
- corpus callosum
- neural connection
Difficulty: Basic
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
39. The _________ lobe is responsible for processing bodily sensations.
- frontal
- parietal
- occipital
- temporal
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
40. The _________ lobe is responsible for processing auditory information, including language.
- frontal
- parietal
- occipital
- temporal
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
41. What is the term that describes the brain’s high responsiveness to environmental circumstances?
A. Plasticity
B. Sensitivity
C. Growth
D. Pruning
Difficulty: Basic
Learning Objective: 4.2
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
42. While providing solace to a family who have just been told that their infant sustained brain damage in a car accident, Dr. Doofenschmirtz tells them that the good news is that the infant is young and his brain is not fully mature. As compared to an adult, the infant’s brain has not been shaped or formed but is still highly responsive to the environment and the prognosis is good. Which of the following describes the topic of Dr. Doofenschmirtz’s discussion?
A. Cognitive neurology
B. Brain plasticity
C. Biological physiology
D. Neural psychology
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
43. If the infant’s brain has been damaged due to injury or illness, what is likely to happen?
A. The functions that are associated with the damaged areas are permanently lost.
B. Other parts of the brain can assume the functions of the damaged area.
C. The affected areas will grow new neurons and then resume functioning.
D. The damaged areas will begin infecting other areas until complete brain death occurs.
Difficulty: Moderate
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
44. Your neighbour’s infant daughter has epilepsy. They are considering surgery to help with the seizures, but they are worried that permanent brain damage will result. What should you tell them?
A. At that age, the brain is ‘plastic’, so that a different part of the brain can likely take over the functioning of the damaged area.
B. They should carefully consider this option in that any damage will be permanent.
C. It will be difficult to tell if there will be brain damage because infants do not really do much.
D. They should proceed with caution in that, if there is any brain damage on the left hemisphere, their daughter might never learn to speak.
Difficulty: Complex
Learning Objective: 4.2
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
45. The text describes orphanages in Romania in which all of the infants had been seriously deprived. The children were later adopted and recovered dramatically in physical development. It was found that the recovery in cognitive development ____.
A. recovered rapidly for all children
B. was dependent on the age in which the children were adopted
C. did not occur for any of the children
D. not only recovered quickly, but the children outperformed other children very rapidly
Difficulty: Basic
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
46. The text describes orphanages in Romania in which all of the infants had been seriously deprived. What was found regarding cognitive development for the children who were adopted when they were older than 6 months of age?
A. They had a rate of cognitive impairment several times higher than the children adopted less than 6 months of age.
B. They recovered extremely quickly.
C. They were initially impaired, but recovered by the time they were 2 years old.
D. They recovered very slowly, but by the time they were 20 were similar to others of their age.
Difficulty: Complex
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
47. Neonates, on average, sleep ____ hours a day, and of that time, ____ is spent in REM.
A. 18–20; 40%
B. 16–17; 50%
C. 14–15; 60%
D. 12–14; 70%
Difficulty: Moderate
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
48. At 6 months of age, Australia infants sleep about 14 hours a day, whereas infants who are of the same age in Kenya sleep about 12 hours a day, and infants in the Netherlands sleep about 16 hours a day. This variation is best described by ____.
A. reflexive responses
B. cultural practice
C. innate preprograming
D. biological influence
Difficulty: Moderate
Learning Objective: 4.3
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
49. ____ describes when an infant who does not have any apparent illness or disease simply falls asleep and never wakes up.
A. Activation Synthesis
B. Sudden Infant Death Syndrome
C. Nocturnal Enuresis
D. Neurological Plasticity
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
50. What is the leading cause of death for infants between birth and 1 year of age in developed countries?
A. Accidents
B. SIDS
C. AIDS
D. Genetic disorders
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
51. What is a risk factor for SIDS?
A. Sleeping right-side-down
B. Sleeping left-side-down
C. Sleeping stomach-down
D. Sleeping back-down
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
52. Which of the following is a known factor that increases the probability of SIDS?
A. The family having pets
B. Sleeping stomach-down instead of flat on the back
C. Having average birth weight and a high Apgar score
D. The infant being born in the morning
Difficulty: Moderate
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
53. What is a risk factor for SIDS?
A. Maternal diabetes
B. Maternal smoking during pregnancy
C. Paternal asthma
D. Paternal chromosomal disorders
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
54. Which of the following are known factors related to Sudden Infant Death Syndrome?
A. A high Apgar score, low irritability and colic
B. A family history of SIDS and high irritability
C. Soft bedding, sleeping stomach down and low birth weight
D. Hard bedding, sleeping back down and low irritability
Difficulty: Moderate
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
55. Lipsitt (2003) extensively examined SIDS and found that infants were most vulnerable to succumb to SIDS between 2 and 4 months. Why?
A. They still have not fully developed their immune systems.
B. Many women stop breastfeeding at this time and the protection stops.
C. This time represents a transition from reflex behaviour to intentional behaviour.
D. Weight poses a problem for infants during this time.
Difficulty: Moderate
Learning Objective: 4.3
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
56. When you are visiting friends who just had a newborn, you notice that the baby is lying face-down in her crib. What do you tell your friends?
A. That their daughter looks peacefully asleep.
B. That this is the best position for an infant to be in.
C. That they need to have her on her back because lying face-down puts her at risk for SIDS.
D. Their daughter might grow up with a flat nose from being laid on her stomach.
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
57. During the early 1990s, ____________ launched a major ‘BACK to Sleep’ campaign to inform parents and health professionals of the importance of putting infants to sleep on their backs.
A. Australia
B. the United Kingdom
C. the United States
D. All of the above
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
58. What term describes the situation in which the infant sleeps with the parents?
A. Parental sleeping
B. Co-sleeping
C. Communal sleeping
D. Familial sleeping
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
59. You and your paediatrician get into an argument regarding where the infant should sleep. You strongly believe that she should sleep with you, while your paediatrician insists that it can be dangerous for her not to sleep in her own crib. What would be your argument?
A. There is no medical reason that your infant cannot sleep with you, it is just a cultural opinion.
B. Paediatricians do not care as much about infants as you do.
C. There is scientific evidence that infants who sleep in cribs in different rooms grow up developmentally deprived.
D. You love your infant too much to have him or her in a different room!
Difficulty: Moderate
Learning Objective: 4.3
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
60. How do non-Western cultures view the belief that infants should sleep in a crib in a room of their own?
A. They agree that this should be the way that infants sleep.
B. They view it as a form of child neglect.
C. They view it as way to increase independence.
D. They view it as punishment.
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
61. SIDS is almost unknown in cultures where ____.
A. co-sleeping is the norm
B. corporal punishment is discouraged
C. infants sleep in their own cribs in their own rooms
D. there are low rates of obesity
Difficulty: Basic
Learning Objective: 4.3
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
62. Infants need more ____ in their diets than at any later point in life, for the growth of their bodies and especially their brains.
A. fluoride
B. fat
C. folic acid
D. iron
Difficulty: Moderate
Learning Objective: 4.4
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
63. In addition to breast milk or formula, most infants begin to eat solid foods during their ____.
A. first year
B. second year
C. third year
D. fourth year
Difficulty: Complex
Learning Objective: 4.4
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
64. At 4–5 months old, infants still have a(n) ____ that causes them to spit out any solid item that enters their mouths.
A. aversion to solid foods
B. gag reflex
C. defiant temperament
D. preference for fat
Difficulty: Moderate
Learning Objective: 4.4
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
65. Cameron is an infant and has just recently begun to chew and swallow his food in a fashion that more closely resembles the true eating process and not infantile suckling. Cameron is probably close to ____ of age.
A. 2 months
B. 4 months
C. 5 months
D. 8 months
Difficulty: Moderate
Learning Objective: 4.4
Bloom’s Taxonomy Level: Apply
A-head: Physical development: infant health
66. Erika lives in Australia and takes her infant to the paediatrician’s office, where she is advised to begin introducing solid foods. It is safe to assume that Erika’s daughter is close to ____.
A. 5 or 6 months old
B. 9 or 10 months old
C. 11 or 12 months old
D. at least a year old
Difficulty: Complex
Learning Objective: 4.4
Bloom’s Taxonomy Level: Apply
A-head: Physical development: infant health
67. It is known that malnutrition leads to ____.
A. dyslexia and difficulty with mathematics
B. Munchausen and Stockholm syndrome
C. attention deficit hyperactive disorder and oppositional defiance
D. poorer cognitive development in both verbal and spatial intelligence
Difficulty: Moderate
Learning Objective: 4.4
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
68. Malnourished infants are at risk for ____, a disease in which the body wastes away from lack of nutrients.
A. HIV
B. marasmus
C. Stockholm syndrome
D. ADHD
Difficulty: Basic
Learning Objective: 4.4
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
69. What disease occurs in malnourished infants in which their bodies stop growing, muscles atrophy, and they become lethargic?
A. Failure to thrive
B. Human growth hormone deficiency
C. Marasmus
D. Progeria
Difficulty: Basic
Learning Objective: 4.4
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
70. Most infant mortalities occur during the ____.
A. first month of life
B. second month of life
C. third month of life
D. fourth month of life
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
71. ____ are the leading cause of neonatal mortality.
A. Parental neglect and abuse
B. Accidents and injuries
C. Accidental poisoning and drowning
D. Severe birth defects and low birth weight
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: Infant health
72. ____ is a major killer of infants, responsible for about one million infant deaths per year, mainly in Africa.
A. Malaria
B. Dysentery
C. Asthma
D. Eczema
Difficulty: Complex
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
73. ____ is the number one source of infant mortality beyond the first month but within the first year.
A. Diarrhoea
B. Dysentery
C. Cholera
D. Iron deficiency
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
74. ____ involves having infants with diarrhoea drink a solution of salt and glucose mixed with clean water.
A. Oral rehydration therapy
B. Hydro replacement therapy
C. Saline-based hydration
D. Electrolyte replenishment
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
75. What percentage of children typically gets the major infant vaccinations in Africa and South Asia?
- 40%
- 50%
- 60%
- 70%
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
76. Although rumours have circulated on the internet that some immunisations may actually cause harm to children, for example by triggering autism, scientific studies have found ____.
A. a link to ADHD
B. no basis for these claims
C. a link to boys
D. a link to girls
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: infant health
77. Throughout history, various cultural groups have attempted to protect infants from disease and illness; however, they know very little of the true causes. As a common practice, many cultural groups developed ____.
A. vaccinations and immunisations to protect their infants
B. practices to protect their infants
C. laws and codes to protect their infants
D. mechanical tools and safety devices to protect their infants
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Remember
A-head: Physical development: Infant health
78. In traditional Bali, it is believed that infants should be treated like gods, since they have just arrived from the spirit world, where the gods dwell. Consequently, infants should be held constantly and should never touch the ground, out of respect for their godly status. If an infant dies, this is often interpreted as indicating that the infant was not shown the proper respect and so decided to return to the spirit world. This describes how cultures developed ____.
A. biological explanations for their physical world
B. practices to protect their infants
C. a moral code that is incongruent with modern society
D. laws and values that are consistent with modern medicine
Difficulty: Moderate
Learning Objective: 4.5
Bloom’s Taxonomy Level: Understand
A-head: Physical development: infant health
79. What type of development includes balance and posture as well as whole-body movements?
A. Cephalocaudal motor
B. Whole-body motor
C. Fine motor
D. Gross motor
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
80. What type of development includes more skilled movements of the hands, such as grasping and manipulating objects?
A. Fine motor
B. Gross motor
C. Cephalocaudal motor
D. Whole-body motor
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
81. ____ describes a genetically based timetable that individuals are born with.
A. Human genome
B. Blank slate
C. Ontogenetic
D. Genetic loading
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
82. Ache babies are carried nearly every minute of the day and do not walk until around age 2. This is partly because Ache children prefer to be carried. What are the differences in gross motor development at age 6 between Ache children and children who are not carried exclusively for so long?
A. Ache children are much less active.
B. Ache children are considerably less coordinated.
C. There are no differences.
D. Remarkably, Ache children are more advanced.
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
83. From research that compares gross motor development of infants from various cultures, it is clear that environment has _____.
A. a large effect on gross motor development
B. no effect on gross motor development
C. a substantial effect on gross motor development
D. a relatively small effect on gross motor development
Difficulty: Moderate
Learning Objective: 4.6
Bloom’s Taxonomy Level: Understand
A-head: Physical development: motor and sensory development
84. One of the evolutionary developments that make humans anatomically distinctive among animals is the _____.
A. advanced brain stem
B. triple arch of the foot
C. mammary gland
D. opposable thumb
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
85. Which of the following is the basis of fine motor development?
A. Binocular vision
B. Fast speed
C. Opposable thumb
D. Muscular build
Difficulty: Moderate
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
86. ____ is the basis of fine motor development, the deft movements of our hands that enable us to make a tool, pick up a small object, throw a weapon or thread a needle.
A. Binocular vision
B. Bipedal motion
C. The opposable thumb
D. The vertical stance
Difficulty: Moderate
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
87. What is the term that describes the actions that neonates take when they extend their arms awkwardly towards an interesting object?
A. Primordial grasping
B. Pre-reaching
C. Plantar reflex
D. Palmar reflex
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
88. By 9 to 12 months of age, infants can hold a small object between their thumb and forefinger, such as marbles, coins and crayons. What is the name of this ability?
A. The plantar grasp
B. The pincer grasp
C. The drawing grasp
D. The palmar grasp
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
89. You have an infant who is 11 months old. She can hold small objects between her thumb and forefinger, such as marbles, coins and crayons. You are surprised at this ability and believe that she is highly advanced. What is your paediatrician likely to say?
A. She is highly advanced; children generally do not do this until 2 years of age.
B. She is engaging in the pincer grasp, which most children do around this age.
C. She should be doing quite a bit more, so she is actually less developed.
D. She is likely to be an artist.
Difficulty: Basic
Learning Objective: 4.6
Bloom’s Taxonomy Level: Apply
A-head: Physical development: motor and sensory development
90. The ability to discern the relative distance of objects in the environment is called ____.
A. binocular vision
B. distance vision
C. depth perception
D. far-sightedness
Difficulty: Basic
Learning Objective: 4.7
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
91. The key to depth perception is ____, the ability to combine the images of each eye into one image.
A. retinal disparity
B. myopic vision
C. monocular vision
D. binocular vision
Difficulty: Moderate
Learning Objective: 4.7
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
92. The ability to combine the images of each eye into one image is called ____.
A. distance vision
B. depth perception
C. binocular vision
D. far-sightedness
Difficulty: Basic
Learning Objective: 4.7
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
93. ____ in infants was first demonstrated in a classic experiment by Eleanor Gibson and James Walk (1960) with their use of a table called the ‘visual cliff’.
A. Depth perception
B. Fine motor skills
C. Attachment
D. Temperament
Difficulty: Basic
Learning Objective: 4.7
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
94. The integration and coordination of sensory information is called ____.
A. intermodal perception
B. binocular vision
C. depth perception
D. gross motor skills
Difficulty: Basic
Learning Objective: 4.7
Bloom’s Taxonomy Level: Remember
A-head: Physical development: motor and sensory development
95. In regards to the development of intermodal perception, which of the following is the most complex task an 8-month-old infant can perform?
A. An infant can walk, run, jump and kick a soccer ball.
B. An infant recognises objects it has put in its mouth but has not seen before.
C. An infant looks longer at a video of a puppet jumping up and down in time with music than at the same puppet when the jumping does not match the music.
D. An infant can match an unfamiliar person’s face with the correct voice when the faces and voices vary on the basis of age and gender.
Difficulty: Complex
Learning Objective: 4.7
Bloom’s Taxonomy Level: Understand
A-head: Physical development: motor and sensory development
Short
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
97. Are there sex differences in length and/or weight at birth? Does this pattern continue? Explain.
Learning Objective: 4.1
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
98. What is meant by plasticity? Give an example.
Learning Objective: 4.2
Bloom’s Taxonomy Level: Understand
A-head: Physical development: growth and change in infancy
99. Describe three risk factors for SIDS.
Learning Objective: 4.3
Bloom’s Taxonomy Level: Remember
A-head: Physical development: growth and change in infancy
Essay: Write your answer in the space provided or on a separate sheet of paper.
100. A childless couple interviewed on TV is just about to pick up their 3-year-old toddler from an orphanage in Romania known for its terrible conditions. They comment: ‘love conquers all,’ and go on to say, ‘by the time he goes to kindergarten, people will think he has grown up here all his life.’ Based on the research, is this an accurate prediction? Explain.
Learning Objective: 4.2
Bloom’s Taxonomy Level: Apply
A-head: Physical development: growth and change in infancy
101. In cultures where medical remedies for infant illness are scarce, parents and caregivers go to great lengths to protect them. Describe at least one of these practices used to ensure survival that is based on magic rather than medical evidence.
Learning Objective: 4.5
Bloom’s Taxonomy Level: Understand
A-head: Physical development: infant health
Section 2: Cognitive development
Multiple choice: Choose the one alternative that best completes the statement or answers the question.
1. The most influential theory of cognitive development from infancy through adolescence is the one developed by _____.
A. Lev Vygotsky
B. Jean Piaget
C. B. F. Skinner
D. Diana Baumrind
Difficulty: Basic
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
2. ____ proposed that changes in cognitive development proceed in distinct stages and that each stage involves a different way of thinking about the world.
A. Sigmund Freud
B. Jean Piaget
C. Eric Erickson
D. B. F. Skinner
Difficulty: Basic
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
3. Piaget’s work, and that of the individuals who followed in his tradition, is known as the ____.
A. cognitive-developmental approach
B. Piagetian approach
C. child-centred approach
D. cognitive-centred approach
Difficulty: Basic
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
4. Jean Piaget proposed that a person’s cognitive abilities are organised into coherent mental structures. Which of the following best describes his approach?
A. Psychosocial approach
B. Cognitive-developmental approach
C. Psychosexual approach
D. Neurobiological approach
Difficulty: Basic
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
5. According to Piaget, what is the driving force behind development from one state to the next?
A. Maturation
B. Learning
C. Environmental factors
D. Readiness
Difficulty: Basic
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
6. Along with maturation, Piaget emphasised that cognitive development is driven by ____.
A. information processing
B. the parents’ efforts in helping the child understand his or her world
C. the rewards and punishments that shaped the child
D. the child’s effort to understand and influence the surrounding environment
Difficulty: Moderate
Learning Objective: 4.8
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
7. According to Piaget, an individual’s cognitive development is driven by ____.
A. an effort to understand and influence the surrounding environment
B. an effort to satisfy the id while working with the superego
C. the need to satisfy a deficient cognitive state
D. the need for superiority due to innate deficiencies
Difficulty: Moderate
Learning Objective: 4.8
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
8. What did Piaget call the cognitive structures for processing, organising and interpreting information?
A. Active processing
B. Schemes
C. Assimilation
D. Accommodation
Difficulty: Basic
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
9. According to Piaget, when new information is altered to fit an existing scheme, what has occurred?
A. Active processing
B. Scheme change
C. Accommodation
D. Assimilation
Difficulty: Moderate
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
10. ____ is when new information is altered to fit an existing scheme, whereas ____ is when a scheme is changed to adapt to new information.
A. Accommodation; assimilation
B. Assimilation; accommodation
C. Retrieval; encoding
D. Encoding; retrieval
Difficulty: Moderate
Learning Objective: 4.8
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
11. An infant who has been breastfed may use mostly _____ and a slight degree of _____ when learning to suck from the nipple on a bottle.
A. assimilation; accommodation
B. accommodation; assimilation
C. accommodation; encoding
D. encoding; assimilation
Difficulty: Complex
Learning Objective: 4.8
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
12. An infant between the ages of birth and 2 would be in which of Piaget’s cognitive stages?
A. Sensorimotor
B. Preoperational
C. Concrete operations
D. Formal operations
Difficulty: Basic
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
13. Cognitive development in this stage involves changing from reflex behaviour to intentional action and the attainment of object permanence.
A. Sensorimotor
B. Pre-operations
C. Concrete operations
D. Formal operations
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
14. Because they are a way of processing and organising information, reflexes are a type of ____.
A. accommodation
B. scheme
C. assimilation
D. active processing
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
15. Infants in this sensorimotor substage learn to repeat bodily movements that occurred initially by chance; they then repeat this chance behaviour intentionally.
A. Substage 1: simple reflexes
B. Substage 2: first habits and primary circular reactions
C. Substage 3: secondary circular reactions
D. Substage 4: coordination of secondary schemes
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
16. Secondary circular reactions involve activity in relation to the ____.
A. infant’s own body
B. parent
C. external world
D. siblings
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
17. When an infant’s actions are intentional and goal-directed, he or she is in sensorimotor substage ____.
A. 1: simple reflexes
B. 2: first habits and primary circular reactions
C. 3: secondary circular reactions
D. 4: coordination of secondary schemas
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
18. Six-month-old Aisen is playing on his back. He accidentally grabs a toy when his hand touches a toy. He likes the noise that it makes, so he grabs the toy again and tries to shake the toy. According to Piaget, what substage of the sensorimotor stage is Aisen experiencing?
A. 1: simple reflexes
B. 2: first habits and primary circular reactions
C. 3: secondary circular reactions
D. 4: coordination of secondary schemas
Difficulty: Complex
Learning Objective: 4.9
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: Piaget’s theory of cognitive development
19. During what substage does the infant’s behaviour, for the first time, occur not as accidents but as intentional, goal-directed behaviour?
A. Substage 1: simple reflexes
B. Substage 2: first habits and primary circular reactions
C. Substage 3: secondary circular reactions
D. Substage 4: coordination of secondary schemes
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
20. ____ is our awareness that objects continue to exist even when we are not in direct sensory or motor contact with them.
A. A not B error
B. Object permanence
C. Egocentrism
D. Accommodation
Difficulty: Basic
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
21. It is between ____ months that most infants will show a developing awareness of object permanence.
A. 2 and 4
B. 4 and 8
C. 8 and 12
D. 12 and 16
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
22. What did Piaget call the error that infants made when an object was hidden under blanket B but the infants stopped looking for the object after they looked under blanket A?
A. The A-and-B error
B. The A-or-B error
C. The A-not-B error
D. The A, B, Cs of infant memory
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Piaget’s theory of cognitive development
23. The A-not-B error illustrates which of the following Piagetian principle?
A. Accommodation
B. Assimilation
C. Egocentrism
D. Object permanence
Difficulty: Moderate
Learning Objective: 4.9
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
24. Your niece loves to play peek-a-boo. The way that you like to play is to put your blanket over your face and after a few seconds abruptly remove the blanket. Each time that you remove the blanket, your niece acts like she is very surprised to see you. According to Piaget, what concept does your niece lack?
A. Object continuance
B. Object permanence
C. Object memory
D. Object discovery
Difficulty: Basic
Learning Objective: 4.9
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: Piaget’s theory of cognitive development
25. In recent decades, research has determined that Piaget’s theory was very useful in terms of ____.
A. its ability to completely understand infant cognitive development
B. its overall description of infant cognitive development
C. its theoretical explanation of infant cognitive development
D. its explanation of object permanence
Difficulty: Complex
Learning Objective: 4.10
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
26. Which of the following is a major criticism of Piaget’s theories of cognitive development?
A. He overestimated the cognitive abilities of children
B. His theories are not supported by modern research
C. His sample size was too large and over-representative
D. He underestimated the cognitive abilities of infants
Difficulty: Moderate
Learning Objective: 4.10
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
27. What is one criticism mentioned in the text regarding Piaget’s explanation of object permanence? Infants’ mistakes were due to ____.
A. difficulties with cognitive immaturity
B. methodological issues
C. a lack of understanding of the permanence of objects
D. memory development
Difficulty: Complex
Learning Objective: 4.10
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
28. Having only used his own children as subjects, Piaget greatly underestimated the influence of ____ on cognitive development.
A. culture
B. genetics
C. the id
D. school
Difficulty: Moderate
Learning Objective: 4.10
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Piaget’s theory of cognitive development
29. What approach that attempts to understand cognitive development views development as continuous?
A. Information-processing approach
B. Behavioural theory
C. Piaget’s cognitive developmental theory
D. Typological Advancement theory
Difficulty: Moderate
Learning Objective: 4.11
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
30. Piaget’s stages view cognitive growth as ____, whereas the information-processing approach views cognitive changes as ____.
A. external; internal
B. internal; external
C. discontinuous; continuous
D. continuous; discontinuous
Difficulty: Moderate
Learning Objective: 4.11
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
31. What was the original model for the information-processing approach?
A. The human brain
B. The computer
C. The internet
D. The cell phone
Difficulty: Moderate
Learning Objective: 4.11
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
32. What term refers to the gradual decrease in attention to a stimulus after repeated presentations?
A. Boredom
B. Sensitivity
C. Dishabituation
D. Habituation
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
33. Habituation is defined as ____.
A. an individual’s desire, but inability to quit using an active substance
B. the gradual decrease in attention to a stimulus after repeated presentations
C. an increased attention when a new stimulus is presented several times
D. a dwelling that a person occupies
Difficulty: Basic
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
34. You and your sister are watching your nephew. Initially he seems to be very interested in a recently appeared stimulus, but seems not to be very interested in it after a few seconds. Your sister thinks that he might not have a very long attention span. What do you tell her? Your nephew is actually displaying ____.
A. boredom
B. sensitivity
C. dishabituation
D. habituation
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: information processing in infancy
35. What term refers to the revival of attention when a new stimulus is presented following several presentations of a previous stimulus?
A. Boredom
B. Sensitivity
C. Dishabituation
D. Habituation
Difficulty: Basic
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
36. Dishabituation is defined as ____.
A. the knowledge that an object is still present even though sensory or behavioural information is no longer present
B. an overall measure of an infant’s developmental progress
C. the gradual decrease in attention to a stimulus after repeated presentations
D. the revival of attention when a new stimulus is presented following several presentations of a previous stimulus
Difficulty: Basic
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
37. What happens to an infant’s heart rate when a new stimulus is presented?
A. It remains the same.
B. It gradually rises.
C. It declines, then gradually rises.
D. It initially rises and then sharply decreases.
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
38. Other than using an infant’s gaze during a habituation-dishabituation study, researchers can also monitor an infant’s ____.
A. reflexes and fine motor movements
B. heart rate and the rate in which the infant sucks on a pacifier
C. blood pressure and capillary refill
D. fMRI and CT scan images
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
39. What happens to infant’s sucking rate during dishabituation?
A. It remains the same.
B. It increases.
C. It decreases.
D. It is erratic.
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
40. ____ is when infants begin to notice what others around them are attentive to and they focus their attention to the same event.
A. Social attention
B. Joint attention
C. Bilateral attention
D. Dual attention
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
41. Joint attention not only is the basis for an infant’s information-processing development, but it also fosters ____.
A. personality styles
B. temperamental well-being
C. physiological growth
D. language and emotional communication
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
42. What measure positively predicts memory ability on other tasks in infancy?
A. Speed of retention
B. Speed of responding
C. Speed of dishabituation
D. Speed of habituation
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
43. Which of the following correlates with an infant’s ability to habituate to a new stimulus very quickly?
A. Difficulties on other cognitive tasks
B. Difficulties with decoding social cues
C. Performance on intelligence tests
D. Performance on social-emotional scales
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
44. Between ____, an infant’s attention becomes more socially driven.
A. 6–12 months
B. 12–18 months
C. 18–24 months
D. 24–32 months
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
45. During the second half of an infant’s first year, he or she directs his or her attention not just to whatever is most stimulating, but also to ____.
A. what he or she is imagining
B. what other people around him or her are attending to
C. several stimuli at once
D. an auditory and a visual stimulus at the same time
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: Information processing in infancy
46. You are watching your next-door neighbour’s 8-month-old infant. You notice that he is getting quite a bit more mature. A few months ago, anytime a new stimulus was presented, he would take a close look at it. Now, he seems to be very interested in ____.
A. what he is imagining
B. what other people around him are attending to
C. several stimuli at once
D. an auditory and a visual stimulus at the same time
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: information processing in infancy
47. What is joint attention?
A. When two adults pay attention to an infant
B. When several infants look at the same stimulus
C. When an infant pays attention to what others are attending to
D. When an infant pays attention to another infant
Difficulty: Moderate
Learning Objective: 4.12
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: Information processing in infancy
48. As an infant’s short-term and long-term memory improve, he or she should also get better ____.
A. with the creation of personal fables
B. in their degree of egocentrism
C. at the task of object permanence
D. speaking to an imaginary audience
Difficulty: Moderate
Learning Objective: 4.13
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
49. Object permanence is not just a test of knowledge of the properties of objects, but also of ____.
A. short-term memory
B. long-term memory
C. episodic memory
D. semantic memory
Difficulty: Basic
Learning Objective: 4.13
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
50. You have been fortunate in that your nephew was born a few months before you began your developmental course. You remember some of your nephew’s interesting behaviours. He has now mastered object permanence, and as you watch him, you remember that in class you discussed that object permanence is also a good measure of ____.
A. short-term memory
B. long-term memory
C. episodic memory
D. semantic memory
Difficulty: Moderate
Learning Objective: 4.13
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: information processing in infancy
51. When studying the long-term memory of infants, researchers tied a string to an infant’s foot and taught them to move a ____ hanging above their cribs by kicking their foot.
A. mobile
B. doll
C. bell
D. teddy bear
Difficulty: Basic
Learning Objective: 4.13
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
52. In a study examining long-term memory, 2-month-old infants forgot the training within a week. How long did the 6-month-old infants remember the training?
A. 1 week
B. 2 weeks
C. 3 weeks
D. They never forgot it
Difficulty: Basic
Learning Objective: 4.13
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
53. The last time you visited your 6-month-old niece, you popped your head over the padding on her crib every time she kicked the mattress with her heel. She loved the game. It has been 2 weeks since your last visit; does she still remember the game?
A. No, infants have hardly any memory skills.
B. No, she is too young to remember something that long.
C. Yes, she will most likely remember the game.
D. It is very difficult to measure memory skills of infants.
Difficulty: Basic
Learning Objective: 4.13
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: information processing in infancy
54. ____ memory is when a clue is presented to help retrieve stored information.
A. Recognition
B. Recall
C. Aptitude
D. Achievement
Difficulty: Basic
Learning Objective: 4.13
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
55. ____ memory is when we attempt to retrieve memories without the help of a cue or clue.
A. Recognition
B. Recall
C. Aptitude
D. Achievement
Difficulty: Basic
Learning Objective: 4.13
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: information processing in infancy
56. Which of the following is true from infancy onward?
A. Recall memory is rarely used, whereas recognition memory is used heavily.
B. Recognition memory is rarely used, whereas recall memory is used heavily.
C. Recall memory comes easier than recognition memory.
D. Recognition memory comes easier than recall memory.
Difficulty: Moderate
Learning Objective: 4.13
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
57. Which of the following areas make up Arnold Gesell’s developmental quotient (DQ)?
A. Intelligence quotient, functional behavioural assessment rating and Apgar score
B. Muscular strength, lung capacity, language use and social-emotional rating
C. Reflexive index, score on a 16PF rating, Apgar score and adaptive functioning
D. Motor skills, language use, adaptive behaviours and personal–social behaviour
Difficulty: Moderate
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
58. What did Gesell name his overall measure of infants’ developmental progress?
A. Intelligence quotient
B. Developmental quotient
C. Growth quotient
D. Progress quotient
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
59. ____ is used as an overall measure of an infant’s development progress.
A. Developmental quotient
B. Apgar score
C. The Minnesota Multiphasic Personality Inventory
D. The Reflexive Inventory of Innate Responses
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
60. Gesell’s developmental quotient (DQ) is no longer used, but his approach was continued by Nancy Bayley, who produced the ____.
A. Bayley Scales of Infant Development
B. Stroop Test
C. Bayley Inventory Scale for Children
D. Bayley’s Internal Measures of Physiological Growth
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
61. What scale of infant development includes the Cognitive, Language and Motor Scales?
A. Gesell
B. Bayley-III
C. Piaget Scale
D. Arnett II
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
62. The Bayley Scales for Infant Development is made up of which of the following?
A. Expressive, receptive and long-term skills
B. Cognitive, language and motor skills
C. Psychomotor, cognitive and physiological skills
D. Adaptive, social-emotional and personality skills
Difficulty: Moderate
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
63. An infant who scores extremely low on the Bayley scales ____.
A. may need the intervention of a social psychologist and paediatric dietician
B. is predicted to do extremely well on an IQ test
C. may have serious development problems and needs immediate attention
D. is doing extremely well and above normal development milestones
Difficulty: Moderate
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
64. Longitudinal studies examining attention have found that, compared to ‘long-lookers’, ‘short-lookers’ in infancy tend to have ____.
A. lower IQ scores later in development
B. higher IQ scores later in development
C. lower attention scores later in development
D. higher attention scores later in development
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
65. Longitudinal studies have found that ____.
A. ‘short-lookers’ in infancy tend to have higher IQ scores later in development than ‘long-lookers’ do
B. ‘long-lookers’ in infancy tend to have higher IQ scores later in development than ‘short-lookers’ do
C. ‘short-lookers’ in infancy tend to have the same IQ scores later in development as ‘long-lookers’ do
D. ‘long-lookers’ in infancy tend to have more developmental problems later than ‘short-lookers’ do
Difficulty: Moderate
Learning Objective: 4.14
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: assessing infant development
66. In one study, short-lookers in infancy had higher IQs and _____ when they were followed up 20 years later, in emerging adulthood.
A. higher educational achievement
B. a higher rate of psychological problems
C. more stringent personalities
D. a more stringent temperament
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: assessing infant development
67. Fagan et al. (2007) examined attention abilities in infancy and then followed ‘short’ and ‘long’ lookers into adulthood. What did they find for short-lookers compared to long-lookers? The short-lookers had ____.
A. higher IQ and educational achievement
B. higher IQ, but did not apply it
C. lower IQ and educational achievement
D. lower IQ, but were better at applying themselves
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: assessing infant development
68. Your sister is concerned that your niece is not going to be a very good student when she goes to school because whenever she shows her something new, your niece only looks at it for a short time. Is she correct?
A. No, infants who are ‘short-lookers’ tend to have higher IQ and educational achievement later.
B. No, infants who are ‘short-lookers’ tend to have higher IQ, but usually do not apply it.
C. Yes, infants who are ‘short-lookers’ have lower IQ and educational achievement later.
D. Yes, infants who are ‘short-lookers’ have lower IQ, but were better at applying themselves.
Difficulty: Basic
Learning Objective: 4.14
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: assessing infant development
69. Which of the following describes the normal sequence of language development?
A. Words, gesturing, cooing, babbling
B. Gesturing, words, babbling, cooing
C. Babbling, cooing, words, gesturing
D. Cooing, babbling, gesturing, words
Difficulty: Moderate
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
70. What is the term that developmentalists use to describe the oo-ing, ah-ing and gurgling sounds that infants produce when they are 2 months old?
A. Telegraphic speech
B. Babbling
C. Cooing
D. Gesturing
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
71. What is the term that developmentalists use to describe repetitive consonant-vowel combinations such as ‘ba-ba-ba’ or ‘do-do-do’?
A. Telegraphic speech
B. Babbling
C. Cooing
D. Gesturing
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
72. Which is the best example of babbling?
A. Aaaahh oooohhh
B. Gamalanafa
C. Calling a pacifier a ‘bucky’
D. Give cookie
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
73. Infants across the world babble ____.
A. the same sounds initially
B. completely different sounds based on their language
C. completely different sounds based on how much their parents speak to them
D. at exactly the same age
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: the beginnings of language
74. What happens after infants have been babbling for a few months?
A. They begin making holophrases.
B. They cease to babble in sounds they have not heard used by the people around them.
C. They begin gesturing along with babbling.
D. They begin to make sounds to which they are not exposed.
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: the beginnings of language
75. When do infants generally produce their first words?
A. 8–10 months
B. 10–14 months
C. 12–16 months
D. 14–18 months
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
76. On average, most infants will use their first word ____.
A. a few months before or after their second birthday
B. a few months before or after their first birthday
C. toward the middle half of their first year
D. toward the second half of their second year
Difficulty: Moderate
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
77. Typical first words include ____.
A. ‘mama’ and ‘dada’
B. ‘go-go’ and ‘stop-stop’
C. ‘train’ and ‘house’
D. ‘sissy’ and ‘bubby’
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
78. Language comprehension refers to words that are ____.
A. used
B. understood
C. single syllables
D. multiple syllables
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
79. Language production refers to words that are ____.
A. used
B. understood
C. single syllables
D. multiple syllables
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
80. As early as 4 months of age, infants ____.
A. recognise their names
B. produce at least 10 words
C. understand 40 words
D. remember their parents’ names
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
81. Even though infants can speak only a few words by their first birthday, they understand ____.
A. fewer than 10 words
B. 20 words
C. 50 words
D. more than 100 words
Difficulty: Basic
Learning Objective: 4.16
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
82. In what type of speech do adults talk to infants by raising the pitch of their voices, exaggerating their intonation and repeating words?
A. Baby talk
B. Neuro-stimulating speech
C. Infant-directed speech
D. Slow-down speech
Difficulty: Basic
Learning Objective: 4.17
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
83. What is one of the reasons that adults talk to infants by raising the pitch of their voices, exaggerating their intonation, elongating vowels and repeating words?
A. Research has shown that it increases neurological development.
B. Infants understand it better.
C. Adults think that it is a good idea, but there is no practical purpose.
D. Infants seem to like it.
Difficulty: Basic
Learning Objective: 4.17
Bloom’s Taxonomy Level: Remember
A-head: Cognitive development: the beginnings of language
84. The Gusii, like people in many traditional cultures, are in contact with their children nearly constantly. How do they view talking to children?
A. They also speak to them constantly.
B. They only speak to them during the day, never at night.
C. They speak only to the upper caste infants.
D. They do not think that it is necessary or useful to speak to infants.
Difficulty: Moderate
Learning Objective: 4.17
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: the beginnings of language
85. When comparing cultures that use infant-directed (ID) speech to those who do not, it is clear that ____.
A. without infant-directed speech, one may see delays in language development
B. regardless of practice, language fluency develops for all infants within a few years
C. infant-directed speech greatly hampers language development
D. cultures that use infant-directed speech have an earlier onset of language development
Difficulty: Moderate
Learning Objective: 4.17
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: the beginnings of language
Short
Learning Objective: 4.9
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: Piaget’s theory of cognitive development
87. How do researchers determine whether babies can tell the difference between two stimuli, given that their young subjects are not able to tell them?
Learning Objective: 4.12
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
88. How have researchers tested memory in nonverbal infants?
Learning Objective: 4.13
Bloom’s Taxonomy Level: Understand
A-head: Cognitive development: information processing in infancy
89. Do the Bayley Scales of Infant Development, which yield an overall DQ, predict later IQ? Explain.
Learning Objective: 4.14
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: assessing infant development
90. Your neighbour tells you that she is going to buy her child the ‘Baby Einstein’ videos, saying, ‘even though they are really expensive, they are worth it.’ She asks you what you think. Provide a response based on research evidence.
Learning Objective: 4.15
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: assessing infant development
Essay: Write your answer in the space provided or on a separate sheet of paper.
91. A 5-year-old English child is given chopsticks when he sits down for dinner at a Chinese restaurant while on vacation. She proceeds to hit them at the table and wants to take them home to use with her drum set. How would Piaget explain this phenomenon?
Learning Objective: 4.9
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: Piaget’s theory of cognitive development
92. Describe at least one criticism of Piaget’s sensorimotor theory.
Learning Objective: 4.10
Bloom’s Taxonomy Level: Apply
A-head: Cognitive development: Piaget’s theory of cognitive development
Section 3: Emotional and social development
Multiple choice: Choose the one alternative that best completes the statement or answers the question.
1. ____ is comprised of personal attributes such as irritability, soothability, emotional reactivity and sociability.
A. Attachment
B. Temperament
C. Intelligence quotient
D. Developmental quotient
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
2. What does the text refer to as the biologically based raw material of personality?
A. Genetics
B. Temperament
C. Physiological set
D. Bio-personality
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
3. Thomas and Chess (1956) assessed infants on which of the following qualities, among others, to create their categories of temperament?
A. Activity level, adaptability, intensity of reaction and quality of mood
B. Psychosocial dynamics, physiological responses, anxiety level and adaptability
C. Irritability, quality of mood, attachment style and psychosocial dynamics
D. Attachment style, physiological responses, anxiety level and irritability
Difficulty: Complex
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
4. What was the concept that Thomas and Chess proposed in 1956?
A. Temperament
B. Physiological set
C. Bio-personality
D. Genetics
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
5. Which of the following are Thomas and Chess’s (1956) categories of temperament?
A. Happy, grumpy, angry
B. Calm, excited, agitated
C. Passive, aggressive, average
D. Easy, difficult, slow-to-warm-up
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
6. What percentage of babies did Thomas and Chess find met their definition of ‘easy’ babies?
A. 20%
B. 40%
C. 60%
D. 80%
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
7. In Thomas and Chess’s (1956) original study, most infants were categorised as having a temperament of ____.
A. easy
B. difficult
C. slow-to-warm-up
D. undifferentiated
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
8. Your friends have just had a baby. It is now 2 weeks old and you notice that its moods are generally positive, it adapts well to new situations and does not have extreme emotional reactions. What do you know about her personality? She is probably ____.
A. an easy baby
B. a difficult baby
C. a slow-to-warm-up baby
D. an undifferentiated baby
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament
9. Miriam has a regular sleep-and-eat pattern, is generally in a positive mood and adapts well to new situations. According to Thomas and Chess, what is her temperament style?
A. Easy
B. Difficult
C. Slow-to-warm-up
D. Undifferentiated
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament
10. What percentage of babies did Thomas and Chess find met their definition of ‘difficult’ babies?
A. 10%
B. 30%
C. 50%
D. 70%
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
11. You have just had your first child. You feel like a horrible parent because you try everything to help your infant, but nothing seems to be what he wants. He cries a lot and does not adapt well to new situations. You remember from when you took your developmental course that your child might be ____.
A. an easy baby
B. a difficult baby
C. a slow-to-warm up baby
D. an undifferentiated child
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament
12. What percentage of babies did Thomas and Chess find met their definition of ‘slow-to-warm-up’ babies?
A. 15%
B. 30%
C. 45%
D. 60%
Difficulty: Basic
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
13. If an infant is described as having a low activity level, reacts negatively to new situations and has few positive or negative emotions, he or she may be categorised as having what type of temperament?
A. Easy
B. Difficult
C. Slow-to-warm-up
D. Undifferentiated
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
14. Chess and Thomas (1984) classified the infants into their three categories and then followed these infants as they developed into adulthood. What did they find?
A. It was impossible to predict later development from infant temperament.
B. Infant personality factors were very important until adolescence.
C. Temperament in infancy predicted later development.
D. Infant personality factors were extremely important in late adulthood.
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: temperament
15. What babies in the Thomas and Chess study were at high risk for problems in children, including aggressive behaviour, anxiety and social withdrawal?
A. Easy
B. Difficult
C. Slow-to-warm-up
D. Unengaged
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
16. As a part of their longitudinal study, Thomas and Chess (1956) revisited subjects years after the original classifications of temperament. Years later, Subject ‘A’ is described as being ‘sometimes fearful, having problems academically, and at times, he lingers in his response to social cues’. Which of the following temperament categories does Subject ‘A’ fit?
A. Easy
B. Difficult
C. Slow-to-warm-up
D. Undifferentiated
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament
17. What babies in the Thomas and Chess study rarely seemed to have problems in early childhood, but once they entered school they were sometimes fearful and had problems academically and with peers?
A. Easy
B. Difficult
C. Slow-to-warm-up
D. Unengaged
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: temperament
18. What is a major difficulty with Thomas and Chess’s work?
A. It is not possible to classify infants into personality groups.
B. 35% of the infants could not be classified into any of the three groups.
C. Only 65% of the parents were willing to participate.
D. They failed to gain informed consent.
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: temperament
19. What did Thomas and Chess mean by the concept of ‘goodness of fit’? Children develop ____.
A. best when there is a good fit between their temperament and environmental demands
B. equally as well regardless of environmental demands
C. into their phenotype based mostly on their genotype
D. best when there is a fit between their temperament and their siblings’ temperaments
Difficulty: Moderate
Learning Objective: 4.18
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
20. ____ refers to positive or negative responses to social interactions.
A. Attachment
B. Temperament
C. Sociability
D. Social smile
Difficulty: Basic
Learning Objective: 4.19
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
21. ____ is a proper pairing between an individual’s temperament and environmental demands.
A. Social referencing
B. Temperament
C. Attachment
D. Goodness of fit
Difficulty: Moderate
Learning Objective: 4.19
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
22. If one were to pair a difficult tempered infant with a parental approach that is high in anger and frustration, one might predict which of the following outcomes?
A. A child who is defiant and disobedient
B. A child who is outgoing but shy in social situations
C. A child who is highly sociable and can self-regulate
D. A child who is high in self-confidence but low in sociability
Difficulty: Complex
Learning Objective: 4.19
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament
23. There appear to be cultural differences in personality. Compared to babies in the United States and Canada, Asian babies have been found to ____.
A. be much more demanding
B. fit into a group at a younger age
C. learn self-regulation earlier
D. act much more passively
Difficulty: Moderate
Learning Objective: 4.19
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: temperament
24. As compared to the Western countries, an attribute such as shyness is considered socially ____ in China.
A. desirable
B. unacceptable
C. repressed
D. undesirable
Difficulty: Moderate
Learning Objective: 4.19
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: temperament
25. Studies of Chinese children have shown that shyness is associated with ____.
A. being ridiculed and bullied by peers
B. academic success and being liked by peers
C. poor social adjustment
D. admiration by parents, but social isolation at school
Difficulty: Moderate
Learning Objective: 4.19
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: temperament
26. Studies have shown that Chinese children who possess a higher degree of shyness are more likely ____.
A. to have lower academic success and to be socially rejected by their peers
B. to have higher academic success and to be well liked by their peers
C. to have higher rates of depression and low social standing
D. to have higher rates of anxiety and lower rates of self-regulation
Difficulty: Complex
Learning Objective: 4.19
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: temperament
27. Who believed that human emotional expressions were part of a long evolutionary history?
A. Skinner
B. Thomas and Chess
C. Darwin
D. Rothbart
Difficulty: Basic
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
28. ______ emotions are emotions that require social learning.
A. learned emotions
B. secondary emotions
C. basic emotions
D. social emotions
Difficulty: Basic
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
29. According to Lewis, what type of emotions are the most basic, such as anger, fear, disgust, surprise and happiness?
A. Primary
B. Secondary
C. Elementary
D. Primitive
Difficulty: Basic
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
30. Which of the following are the five primary emotions?
A. Jealousy, joy, shame, lust and surprise
B. Guilt, joy, envy, embarrassment and happiness
C. Embarrassment, surprise, jealousy, joy and hurt
D. Anger, fear, disgust, surprise and happiness
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
31. ____ are emotions that require social learning.
A. Primary emotions
B. Secondary emotions
C. Reflexive emotions
D. Basic emotions
Difficulty: Basic
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
32. According to Lewis, what type of emotion requires social learning such as embarrassment, shame and guilt?
A. Primary
B. Secondary
C. Elementary
D. Primitive
Difficulty: Basic
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
33. What type of emotion is evident in the early weeks of life?
A. Primary
B. Secondary
C. Elementary
D. Primitive
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
34. In a study by Oster et al. (1992), 1-, 4- and 7-month-old infants were observed as their forearms were held down so that they could not move them. At what age did infants show a definite anger response?
A. 1 month
B. 4 months
C. 7 months
D. All of the infants showed an anger response.
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
35. You are playing with your 7-month-old nephew. You are wrestling with him and are holding his forearms down by his side so he can’t move them as he is lying on his back. What is emotion is your nephew likely to have?
A. Anger
B. Frustration
C. Happiness
D. Surprise
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: infants’ emotions
36. During the first few weeks of life, an infant may show the emotion of ____; but it is rare that he or she may show the emotion of ____ during the first year of life.
A. shame; interest
B. guilt; distress
C. pleasure; sadness
D. embarrassment; anger
Difficulty: Complex
Learning Objective: 4.20
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: infants’ emotions
37. Sadness is relatively rare in the first year of life except for ____.
A. infants who were born premature
B. infants with depressed mothers
C. infants with ‘difficult’ personalities
D. infants with parents who abuse substances
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
38. Your best friend had her baby 3 months ago. After visiting with them on a couple of occasions, it appears to you that her infant seems sad. You remember from your developmental course that infants can be sad. What else do you suspect?
A. Your friend’s marriage is not going well.
B. Your friend is likely depressed.
C. You are probably mistaken about your friend’s infant.
D. The sadness is just a temporary phase that all infants pass through.
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: infants’ emotions
39. When do infants begin to show ‘stranger anxiety’?
A. 2 months
B. 6 months
C. 10 months
D. 1 year
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
40. Your nephew was born in mid-June, so you had 2 months to play with him before you left for school. It seemed like your nephew really enjoyed when you rocked and held him. When you saw him next at Christmas, he was 6 months old. What was his likely reaction to seeing you again?
A. He acted overjoyed to see you because he remembered you.
B. He was afraid as if he had stranger anxiety.
C. He acted like he had no idea who you were, but smiled at you.
D. He was happy to see you because he was too young for stranger anxiety.
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: infants’ emotions
41. An infant’s development of stranger anxiety corresponds to the development of ____.
A. primary emotions
B. attachments
C. personality
D. the rooting reflex
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
42. Which of the following two emotions develop about halfway through the first year of life?
A. Fear and surprise
B. Sadness and fear
C. Anger and sadness
D. Happiness and sadness
Difficulty: Complex
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
43. When are infants likely to show surprise?
A. When something occurs that frightens the child
B. When something frightens the parent and is conveyed to the infant
C. When the infant has been physically abused
D. When something the infant sees is unexpected
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: infants’ emotions
44. When do infants first exhibit a social smile?
A. At birth
B. At the second or third month
C. At the sixth or seventh month
D. At a year
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
45. An expression of happiness in response to interacting with others is called ____.
A. social copycatting
B. social contagiousness
C. social with-it-ness
D. social smile
Difficulty: Basic
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
46. When do infants first laugh?
A. At about a month of age
B. About a month after the first smile
C. About a month after getting their first tooth
D. About a month after their first birthday
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
47. Even at just a few days old, neonates who hear another neonate cry often begin crying, too. What is this phenomenon called?
A. Group crying
B. Emotional release
C. Group protection
D. Emotional contagion
Difficulty: Moderate
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
48. In the early weeks of life, infants rely heavily on the sense of ____ to perceive the emotions of others.
A. hearing
B. vision
C. touch
D. smell
Difficulty: Moderate
Learning Objective: 4.21
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: infants’ emotions
49. It is not until ____ months that an infant’s visual acuity is strong enough to discriminate facial features and emotions at further distances.
A. 1–2
B. 2–3
C. 4–5
D. 5–6
Difficulty: Moderate
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
50. What happened when researchers told infants’ parents to show no emotion when they were around their infants? The infants ____.
A. laughed
B. smiled
C. were distressed
D. were happy
Difficulty: Moderate
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
51. Just for fun, you thought that it might be interesting to see how your 3-month-old stepbrother would act if you showed no emotion at all and simply looked at him for a few minutes. How did your stepbrother react?
A. He laughed and giggled
B. He slapped his hands together
C. He was distressed
D. He was happy and reached for you
Difficulty: Moderate
Learning Objective: 4.21
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: infants’ emotions
52. What is the still-face paradigm?
A. What happens when young infants have a stroke
B. A research method in which parents are to show no emotion
C. The facial expression of autistic spectrum disorder infants
D. The facial expression of infants when they are scared
Difficulty: Moderate
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
53. ____ occurs in the laboratory setting when parents are instructed to interact with their infant without showing any signs of emotions.
A. Artificial effect
B. Negative social modelling
C. Zero emotional reactivity
D. Still-face paradigm
Difficulty: Basic
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
54. In one study, infants examined two faces, each expressing different emotions. They also heard a vocal recording that matched only one of the faces. Which of the two faces were 7-month-old infants more likely to view?
A. The face that matched the vocal recording
B. Neither, they randomly viewed the two faces the same
C. The face that did not match the vocal recording
D. They looked away at both faces since they were strangers
Difficulty: Basic
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
55. Infants develop the ability to use social referencing within ____.
A. the first year
B. the second year
C. the third year
D. the fourth year
Difficulty: Basic
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
56. What is the concept that infants use to shape their emotional responses to ambiguous and uncertain situations?
A. Social-emotional development
B. Social development
C. Social imitation
D. Social referencing
Difficulty: Basic
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
57. Social referencing is when ____.
A. an individual with a shy personality engages in introspection to develop a greater awareness of their identity in relation to their social world
B. an individual observes the emotional responses of others and uses that information to shape their own emotional response
C. an individual may ask for help when a social situation is ambiguous
D. an individual has a disregard for social cues or etiquette
Difficulty: Basic
Learning Objective: 4.21
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: infants’ emotions
58. Baby Jaden is at the circus with her family when suddenly a clown appears. Not knowing what to make of it, she looks at her mother’s face. After noticing that her mother is smiling and laughing, she also begins to smile and laugh herself. Which of the following best describes Jaden’s situation?
A. Facial feedback modelling
B. Facial feedback hypothesis
C. Social paradigm
D. Social referencing
Difficulty: Moderate
Learning Objective: 4.21
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: infants’ emotions
59. Cross culturally, infants spend more time with their ______.
A. mothers
B. fathers
C. siblings
D. grandparents
Difficulty: Basic
Learning Objective: 4.22
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: the social world of the infant
60. Cross culturally, infants older than 6 months are cared for most often by their ______.
A. mothers
B. fathers
C. older female siblings
D. grandparents
Difficulty: Basic
Learning Objective: 4.22
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: the social world of the infant
61. Cross-cultural observations suggest that infants are likely to be carried for longer periods during the day and for months during infancy when
A. women marry at younger ages.
B. families live in extended family groups.
C. men help with childcare.
D. they need to be protected from dangers.
Difficulty: Moderate
Learning Objective: 4.22
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: the social world of the infant
62. For infancy, the central crisis in Erikson’s theory is ____.
A. trust vs. mistrust
B. autonomy vs. shame
C. initiative vs. guilt
D. industry vs. inferiority
Difficulty: Basic
Learning Objective: 4.23
Bloom’s Taxonomy Level: Remember
A-head: Emotional and social development: the social world of the infant
63. In reference to infancy, Bowlby believed that _____.
- Infant development is a contribution of genetics and environment.
- Infants do best by being raised by a family consisting of siblings, parents and grandparents.
- The relationship an infant has with his or her primary caregiver is most important.
- Infants are more likely to cry in response to the cry of another infant, compared to that of a chimpanzee.
Difficulty: Basic
Learning Objective: 4.23
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: the social world of the infant
Short
Learning Objective: 4.19
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament
65. Describe the development of one primary emotion during the first year of infancy.
Answers will vary to include anger, fear, disgust, surprise or happiness. In the first weeks after birth, babies show pleasure by smiling after feeding or being stroked. By 2 or 3 months, they show a social smile, a smile in response to social interaction; before this it could be ‘just gas’. They show more intense emotions of happiness over the first year and their smiles change in response to different stimuli.
Difficulty: Moderate
Learning Objective: 4.20
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: infants’ emotions
66. Give an example of how social referencing is adaptive for babies.
Learning Objective: 4.21
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: infants’ emotions
67. What is the still-face paradigm and what conclusions were drawn from it?
Learning Objective: 4.21
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: infants’ emotions
68. Describe two features of infants’ social worlds that occur frequently across cultures.
Learning Objective: 4.22
Bloom’s Taxonomy Level: Understand
A-head: Emotional and social development: the social world of the infant
Essay: Write your answer in the space provided or on a separate sheet of paper.
69. Give one advantage and one disadvantage of using parental reports to measure infant temperament. Describe an alternative measure.
Learning Objective: 4.18
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament
70. You see your cousin at a family party and he tells you how much trouble he is having with one of his twin sons, Blake. He says that he is completely different from their older daughter and his brother, who would sit still engaged in an activity and never hit (Blake hit his cousin when on vacation and your cousin was completely humiliated when his sister-in-law yelled at him). How would Thomas and Chess explain these differences in behaviour? What can you say to reassure him?
Learning Objective: 4.19
Bloom’s Taxonomy Level: Apply
A-head: Emotional and social development: temperament