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Full Test Bank Toddlerhood Ch.5

Arnett, Human Development: A Cultural Approach, First edition

Chapter 5: Toddlerhood

Section 1: Physical development

Multiple choice: Choose the one alternative that best completes the statement or answers the question.

1. During toddlerhood, children do not need as much of this to maintain a constant body temperature.

A. Warm clothes

B. Mother’s body

C. Body hair

D. Body fat

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

2. Your sister is very concerned about your toddler nephew. When they were at the paediatrician’s office, the doctor measured your nephew’s head circumference and his head is not growing as quickly as his body. What should you tell your sister?

A. She should find a good surgeon. The fontanels must have closed too soon.

B. You suggest that your nephew must have microcephaly.

C. This is to be expected, as the body grows faster than the head during toddlerhood.

D. You should remind her that she also has a very small head.

Difficulty: Complex

Learning Objective: 5.1

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

3. Infants in developing and developed countries grow at about the same rate from birth to six months. Why are they similar?

A. Infants from developed and developing countries consume breast milk.

B. Infants from developed and developing countries start eating solid foods at birth.

C. Infants from developed and developing countries do very little to expend calories.

D. All infants have access to nutritious and well-balanced foods.

Difficulty: Complex

Learning Objective: 5.1

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

4. Why do infants from developing countries lag behind in their growth compared to infants from developed countries?

A. They have reduced access to medical care.

B. Their mothers carry them more, which thwarts their growth.

C. Their fathers help the infants to walk as soon as they begin crawling.

D. They begin eating more solid food, but it is protein deficient.

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

5. You and your roommate are watching a documentary on developing countries and your roommate notices that children in developing countries seem to be small for their ages. What would you tell him about this situation?

A. The differences are just in his imagination.

B. Most children in developing countries eat a diet that is deficient in protein.

C. Most children in developing countries work so hard that they do not grow as fast as children from developed countries.

D. Being on television makes everyone look thinner; the children’s weights are actually fine

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

6. According to the World Health Organization, what percentage of children worldwide has diets that are deficient in protein?

A. 10%

B. 25%

C. 50%

D. 75%

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: Growth and change in years 2 and 3

7. By the time infants in developing countries reach their first birthday, their height and weight is as low as the bottom ____ of infants of the same age in developed countries.

A. 2%

B. 5%

C. 10%

D. 15%

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

8. Children who do not eat a balanced diet with enough protein are _________.

likely to develop the same as other children
more likely to have poorly functioning immune systems
always getting enough food
likely to have only temporary damage to their physical development

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Comprehension

A-head: Physical development: Growth and change in years 2 and 3

9. Protein deficiency not only limits the growth of children in developing countries, but also makes them vulnerable to ____.

A. anorexia and food addictions

B. disease and early death

C. low intelligence and behaviour disorders

D. autism spectrum disorder and Asperger’s syndrome

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

10. Which of the following is a protein deficiency that primarily affects toddlers in developing nations and leads to a range of symptoms such as lethargy, irritability and thinning of hair?

A. Kwashiorkor

B. Micronutrients

C. Eczema

D. Tuberculosis

Difficulty: Basic

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

11. What disease caused by a protein deficiency lowers the effectiveness of the immune system, making toddlers more vulnerable to disease and, over time, can lead to coma and death?

A. Marasmus

B. Cachexia

C. Kwashiorkor

D. Anaemia

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

12. Iron, zinc and vitamins A, B12, C and D are referred to as ____.

A. vitamins

B. micronutrients

C. macrovitamins

D. essential chemicals

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

13. Perhaps the most crucial micronutrient deficiency worldwide is ____.

A. vitamin C

B. fluoride

C. iodine

D. folic acid

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

14. Approximately one-third of the world’s population has a dietary deficiency of ____.

A. salt

B. iodine

C. iron

D. B-complex vitamins

Difficulty: Basic

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

15. For young children who lack iodine, what difficulties can be seen in their cognitive development?

A. They actually outperform developed countries due to their work ethic.

B. There are no differences in IQ.

C. They show IQ deficiencies of 10 to 15 points.

D. They show IQ gains of 5 to 10 points.

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

16. In young children, a lack of iodine inhibits cognitive development, resulting in an estimated IQ deficiency of ____ points.

A. 0–5

B. 5–10

C. 10–15

D. 15–20

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

17. Your roommate’s brother has a child who is 9 months old. He was watching a documentary concerning iodine deficiency. He was very concerned and was talking about what he could do to help his son. What did you tell your roommate to tell his brother?

A. There are injections that can retroactively help with iodine deficiency.

B. Provide the child with iodised salt.

C. Iodine deficiency is not that big of a deal and there is nothing that can be done.

D. Many infants who have iodine deficiencies have very high IQ scores later in life.

Difficulty: Complex

Learning Objective: 5.1

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

18. What is the solution to the dilemma of iodine deficiency in children?

A. Adding iodine to meat, which is a very costly process

B. Adding iodine to salt, which costs a few cents per person per year

C. Adding iodine to the local drinking supply

D. Injecting iodine into children subcutaneously every two months

Difficulty: Moderate

Learning Objective: 5.1

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

19. Which of the following is a micronutrient?

Iron
Zinc
Vitamin A
All of the above

Difficulty: Basic

Learning Objective: 5.1

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

20. How many neurons does the brain contain when the toddler is 2 years old?

A. Twice as many as at birth

B. Four times as many as at birth

C. Half as many as at birth

D. The same total number of neurons

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

21. Comparing the human brain at age two to the human brain at birth, it is clear that ____.

A. there are 50% more neurons

B. there are 50% fewer neurons

C. the number of neurons has not changed

D. there is no way to determine that change in the brain has occurred

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Understand

A-head: Physical development: Growth and change in years 2 and 3

22. Early brain development is distinguished by the steep increase in ____.

A. synaptic density

B. neuronal density

C. neuropathways

D. neuronal lipids

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

23. According to the text, ___________ is the number of synaptic connections among neurons.

synaptic pruning
synaptic density
synaptic space
synaptic network

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

24. During toddlerhood, where is the peak production of new synapses?

A. Temporal lobes

B. Occipital lobes

C. Frontal lobes

D. Parietal lobes

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: Growth and change in years 2 and 3

25. The ____ is the part of the brain that is the location of our most distinctively human qualities, such as reasoning, planning and creativity.

A. frontal lobe

B. parietal lobe

C. occipital lobe

D. temporal lobe

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

26. During toddlerhood, new synapses in the frontal cortex are produced at a rate of ____ per second.

A. 2 thousand

B. 2 million

C. 2 billion

D. 2 trillion

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

27. Synaptic density reaches its peak during which stage of development?

A. Toddlerhood

B. Childhood

C. Infancy

D. Early adulthood

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

28. Sophia’s grandmother is always saying that her 2-year-old granddaughter soaks up new information like a sponge. This statement is ______________.

just an old wives’ tale
true due to synaptic pruning
true due to an increase in synaptic density
not true because Sophia doesn’t even like water

Difficulty: Complex

Learning Objective: 5.2

Bloom’s Taxonomy Level: Application

A-head: Physical development: growth and change in years 2 and 3

29. About how many synapses will be removed in the frontal cortex from early childhood to adolescence?

A. 1/3

B. 1/4

C. 1/8

D. 1/20

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

30. The process of synaptic pruning occurs most often __________.

during early childhood into adolescence
during mid-late adolescence and into adulthood
after steep increases in synaptic density during toddlerhood and early adolescence
during toddlerhood and in late adulthood

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

31. An electroencephalograph (EEG) measures the electrical activity of the ____.

A. brain

B. heart

C. pancreas

D. liver

Difficulty: Basic

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

32. Every time a synapse fires, it emits a tiny burst of electricity. What technology measures this phenomenon?

A. Electrocardiogram

B. Electroencephalogram

C. Echocardiogram

D. Electromyogram

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: Growth and change in years 2 and 3

33. What have researchers found in measuring brain activity in toddlers?

A. Sharp decrease in cortical activity from 18 to 24 months

B. Steady decline in cortical activity after 12 months

C. Steady increase in cortical activity after 12 months

D. Sharp increase in cortical activity from 18 to 24 months

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

34. What technique of measuring brain responses requires that the individual lay still inside a machine that uses a magnetic field to record changes in blood flow and oxygen use?

A. EEG

B. fMRI

C. EKG

D. PET

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

35. A(n) ____ is to electrical activity as a(n) ____ is to magnetic field.

A. PET; ECG

B. ECG; PET

C. EEG; fMRI

D. fMRI; EEG

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Understand

A-head: Physical development: Growth and change in years 2 and 3

36. Dr. Syndai wants to assess real-time activity of lower brain structures and not just the cerebral cortex. Her patient is a girl in middle childhood who is old enough to understand that she must remain still for the test. Which of the following devices would Dr. Syndai use?

A. ECG

B. EEG

C. fMRI

D. CT

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

37. On average, a toddler sleeps ____ hours per day.

A. 13–14

B. 12–13

C. 10–11

D. 8–9

Difficulty: Complex

Learning Objective: 5.3

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

38. Compared to neonates, toddlers sleep ____ fewer hours per day.

A. 6–7

B. 5–6

C. 4–5

D. 3–4

Difficulty: Complex

Learning Objective: 5.3

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

39. After watching a news report that stated Australian children do not get enough sleep, you become worried because your son, who is 2 years old, is only sleeping 13 hours a day—12 at night and a one-hour nap. Which of the following statements is supported by research?

A. Your son sleeps less than the average amount and he needs more sleep.

B. Your son sleeps more than the average amount and you should speak to your paediatrician.

C. Your son sleeps the average amount and you should not be worried.

D. Sleep research is inconsistent; therefore, this news story is invalid.

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

40. According to the text, toddlers not only sleep less than infants, but they tend to ____.

A. sleep more during the day

B. sleep more at night

C. have more nightmares

D. have more REM sleep

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

41. The average infant takes ____ nap(s) per day, whereas the average toddler takes ____ nap(s) per day.

A. 2; 3

B. 3; 2

C. 2; 1

D. 1; 2

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

42. What is one of the reasons that toddlers who have been sleeping through the night start waking up again when they are between 18 and 24 months old?

A. They have more difficulties with digestion.

B. They begin having difficulties with insomnia.

C. They have a resurgence of teething.

D. They have a huge growth spurt that tends to be painful.

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

43. Your 18-month-old son has been sleeping through the night for the past two months. You and your spouse were very happy with this new development and were looking forward to many more months of it. But he has started waking up at night again and has been pretty fussy during the day. What is the likely reason that he is waking up now?

A. He has been drinking too much before bedtime.

B. His molars are coming in and he is teething.

C. He has been eating too much.

D. He is going through a growth spurt.

Difficulty: Complex

Learning Objective: 5.3

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

44. What is one reason that infants who have been sleeping through the night start waking up again when they are between 18 and 24 months old?

A. They become more aware that they are sleeping by themselves.

B. They have more nightmares.

C. They watch too much television.

D. They drink too many liquids before bedtime.

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

45. Two possible reasons why toddlers have an increased frequency of waking at night are ____.

A. teething and an increased sense of self

B. increased physiological response and increased hormone production

C. nocturnal enuresis and increased fidgeting

D. decreased autonomic nervous system and increased parasympathetic response

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

46. During toddlerhood, as a sense of self and the separation with others increase, one may see a higher rate of ____.

A. narcolepsy

B. waking at night

C. napping

D. enuresis

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

47. In many traditional cultures, when a mother becomes pregnant with another child, the toddler who is accustomed to sleeping with her may ____.

A. continue to sleep with their mother but be placed at the foot of the bed

B. continue to sleep with their mother until the birth of their sibling

C. be ousted from her bed to sleep with siblings or father

D. be ousted from her bed to sleep with grandmother and grandfather

Difficulty: Complex

Learning Objective: 5.3

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

48. In traditional cultures, sleeping alone is ____.

A. rare

B. common

C. common until age 2

D. common until adulthood

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

49. An infant who climbs up a set of stairs is displaying an example of ____.

A. gross motor movement

B. fine motor movement

C. ambidextrous motor movement

D. outward motor movement

Difficulty: Basic

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

50. Zachary loves to play with his little sister, Dayla. Zachary kicks a ball hoping Dayla will kick it back, but she is too young. She just started walking without support. How old are Zachary and Dayla?

At least 9 months and 15 months
About 10 months and at least 24 months
About 9 months and at least 18 months
At least 24 months and 36 months

Difficulty: Complex

Learning Objective: 5.4

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

51. When children first begin to walk, they spread their feet apart and take small, stiff-legged steps, shifting their weight from one leg to the other. These movements are where the ____ stage of development gets its name.

A. infancy

B. toddlerhood

C. adolescence

D. old age

Difficulty: Basic

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

52. On average, children begin to walk without the support of others around what age?

A. 9 months

B. 11 months

C. 13 months

D. 15 months

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

53. Your brother was hoping that his daughter would grow up to be a gifted soccer player. She is still not making much progress in learning to walk and she is 14 months old. What would you tell your brother?

A. He should probably give up on the notion that she will ever play soccer.

B. That there is considerable variation when children begin walking and it has nothing to do with later development of athletic ability.

C. Not to worry, children do not start walking until they are 18 months old.

D. The age when a toddler begins walking is negatively correlated with intelligence, so she is most likely gifted.

Difficulty: Complex

Learning Objective: 5.4

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

54. When can the average toddler first kick a ball or throw a small object?

A. 6 months

B. 12 months

C. 18 months

D. 24 months

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

55. You come from a family that is very athletic. You and several other family members had athletic scholarships in college and an uncle who played professional baseball. You have tried to get your 18-month-old interested in kicking a small soccer ball. Although he wants to play with you and approaches the ball, he has not been able to kick it. After taking a developmental course, you find that ____.

A. your son is very far behind in motor development

B. he is actually too young to be expected to kick a ball

C. if you work with him and make it fun, he will be able to kick the ball

D. your son is likely disabled

Difficulty: Complex

Learning Objective: 5.4

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

56. Mikael is a toddler who can stand on one leg, run with stiff legs and kick a ball. Mikael is at least ____.

A. 6 months old

B. 12 months old

C. 18 months old

D. 24 months old

Difficulty: Complex

Learning Objective: 5.4

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

57. Which of the following is a proper sequencing of gross motor development during toddlerhood?

A. Running with stiff legs, standing on one leg, kicking a ball, walking without support

B. Walking without support, standing on one leg, running with stiff legs, kicking a ball

C. Standing on one leg, walking without support, kicking a ball, running with stiff legs

D. Kicking a ball, standing on one leg, walking without support, running with stiff legs

Difficulty: Complex

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

58. Toddlers become better at using what perceptual system to adjust their walking and running in response to changes in surfaces?

A. Auditory system

B. Visual system

C. Tactile system

D. Vestibular system

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

59. In regards to gross motor development, toddlers in traditional cultures are allowed ____.

A. slightly more mobility

B. slightly less mobility

C. much more mobility

D. much less mobility

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

60. Toddlers in traditional cultures are still held and carried for about half their waking hours. What effect does this have on the development of their motor skills? Toddlers in traditional cultures ____.

A. are considerably behind toddlers in developed countries

B. are only slightly delayed compared to toddlers in developed countries

C. are equal to toddlers in developed countries

D. are actually more advanced than toddlers in developed countries because they experience fewer injuries associated with walking earlier

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

61. Many parents in developed countries remove sharp objects and other potentially harmful items when their toddlers become mobile. What is this called?

A. Baby safety

B. Baby proofing

C. Object protection

D. Compulsive behaviour

Difficulty: Basic

Learning Objective: 5.4

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

62. At 12 months, an infant will be able to ____.

A. hold a container while placing rocks into it

B. kick a ball while running

C. write their name with a crayon

D. brush their teeth

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

63. At what age do children show a definite handedness preference during self-feeding?

A. 24 months

B. 18 months

C. 12 months

D. 6 months

Difficulty: Basic

Learning Objective: 5.4

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

64. During the first year of toddlerhood, one would expect a toddler to be able to ____.

A. hold a cup and scribble with a crayon

B. use a fork and knife with coordination

C. stand on one foot, run and kick a ball

D. be potty-trained and able to brush their teeth

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

65. In regards to fine motor development, an infant who is 1-year-old can ____, and a toddler who is 3 years old can ____.

A. tie their shoes; draw a circle with a crayon

B. draw a circle with a crayon; tie their shoes

C. draw a semi-straight line; hold a cup

D. hold a cup; draw a semi-straight line

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

66. What is one fine motor skill that toddlers can do during their third year of life?

A. Climb a rope

B. Brush their teeth

C. Button their shirts

D. Tie their shoes

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

67. One would not expect a toddler to brush their own teeth, with a little assistance, until what age?

A. Second year of life

B. Third year of life

C. Fourth year of life

D. Fifth year of life

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

68. In the 1940s, the average Australian parents reported their child was toilet trained at ___ months old.

A. 3

B. 9

C. 12

D. 17

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

69. In the 1950s, the average Australian parents reported their child was toilet trained at ___ months old.

A. 3

B. 9

C. 12

D. 17

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

70. What percentage of Western toddlers is currently toilet trained by their third birthday?

A. 20%

B. 40%

C. 60%

D. 80%

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

71. Today, most paediatricians believe that it is best to be patient with toddlers and their progress toward toilet training. When do they recommend toilet training now?

A. When the toddler is 20 months old

B. When the toddler seems ready

C. Anytime before kindergarten

D. When the cost of diapers gets too expensive

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Understand

A-head: Physical development: toilet training and weaning

72. Most toddlers show signs of readiness to begin the process of toilet training between what ages?

A. 6–18 months

B. 12–24 months

C. 18–30 months

D. 24–48 months

Difficulty: Basic

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

73. Which of the following are signs that a toddler might be ready to begin toilet training?

A. Increased regular sleep–wake cycles, staying dry during naps and increased motions to remove a diaper

B. Staying awake during nap time, increased motions to remove a diaper and increased temper tantrums at bedtime

C. Increased motions to remove a diaper, increased crying when a diaper put on and increased regular feeding patterns

D. Staying dry for a few hours during the day, having regular bowel movements and increased anticipation of urine or bowel movement

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

74. What is a sign that your toddler is ready to be toilet trained?

A. She shows her dolly how to go ‘potty’.

B. She can hold her urine but has no control over bowel movements.

C. She asks for a dry diaper.

D. She is able to anticipate when she needs to use the toilet.

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

75. Your friend is frustrated because she has tried to toilet train her 24-month-old son for the past week, but progress is slow and taking longer than she would like. Which of the following statements is a proper response to your friend?

A. ‘I’m surprised he’s not potty trained yet. You might want to see a paediatrician.’

B. ‘Be patient, it is not going to happen overnight. Some children take months or even years to become potty trained.’

C. ‘Most toddlers learn how to use the potty in two weeks, so you’re almost there.’

D. ‘You really shouldn’t toilet train until the child stays dry throughout the night. So I don’t think he’s ready just yet.’

Learning Objective: 5.5

Bloom’s Taxonomy Level: Apply

A-head: Physical development: toilet training and weaning

76. By age _______, most toddlers in traditional cultures spend the majority of their waking hours in groups with children of mixed ages, and they learn controlled elimination from watching and imitating other children A. 6-12 months

B. 12-18 months

C. 18-24 months

D. 2 or 3 years

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

77. What percentage of five year olds has an occasional accident in toilet training, usually at night?

A. 10%

B. 25%

C. 50%

D. 80%

Difficulty: Basic

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

78. At age 5, about one-fourth of toddlers may occasionally ____.

A. refuse to wear a diaper

B. have delays in fine motor movement

C. wet their bed at night

D. have delays in gross motor movement

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

79. Who is likely to toilet train toddlers in traditional countries?

A. Parents

B. Grandparents

C. Older siblings

D. No one

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

80. In Kenya, Makena, who is 2 years old, is learning to control her elimination. Who is probably guiding her in this process?

Her mother
Her father
Her aunt
Her older sister

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Apply

A-head: Physical development: toilet training and weaning

81. Based on what we know of human history and practices today in traditional culture, most infants are breastfed until ____ year(s) of age.

A. 1

B. 1–2

C. 2–3

D. 3–4

Difficulty: Moderate

Learning Objective: 5.6

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

82. Based on what we currently know of human history and what we know of traditional cultures, what has been the typical human custom regarding breastfeeding? Infants were weaned ____.

A. before 12 months

B. by 18 months

C. by 24 months

D. between 24 and 36 months

Difficulty: Moderate

Learning Objective: 5.6

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

83. ____ is the term that describes when the mother decides the time has come for the child to stop breastfeeding.

A. Colicking

B. Weaning

C. Lactating

D. Latching

Difficulty: Basic

Learning Objective: 5.6

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

84. It is a greater challenge to wean a toddler from breast milk than to wean an infant because ____.

A. breastfeeding a toddler is more socially acceptable in many cultures

B. the toddler is more socially aware and has a greater capacity to exercise intentional behaviour

C. the toddler has developed teeth and might resist unconsciously with negative behaviours

D. the toddler has greater emotional instability than an infant

Difficulty: Moderate

Learning Objective: 5.6

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

85. For most cultures, initially weaning from breast milk is ____.

A. sudden and abrupt

B. gentle and gradual

C. harsh and punitive

D. non-existent and or absent

Difficulty: Basic

Learning Objective: 5.6

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

86. Your sister breastfed for 14 months and is now interested in weaning her daughter. It is obvious that your niece does not want to stop breastfeeding. She toddles around your sister holding her arms up and crying. Nothing seems to soothe her. Remembering your developmental course and what traditional cultures do, you suggest that your sister ____.

A. rub tomato paste on her nipples before breastfeeding

B. simply ignore your niece

C. shut your niece in her room between meals

D. give her a pacifier

Difficulty: Moderate

Learning Objective: 5.6

Bloom’s Taxonomy Level: Apply

A-head: Physical development: toilet training and weaning

Short

Difficulty: Moderate

Learning Objective: 5.2

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

88. Describe two milestones of gross motor development in toddlerhood.

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Remember

A-head: Physical development: growth and change in years 2 and 3

89. Describe a fine motor skill that a 3-year-old can do that a 1-year old would not yet be able to do.

Difficulty: Moderate

Learning Objective: 5.4

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

90. What does Arnett mean by ‘controlled elimination’?

Difficulty: Moderate

Learning Objective: 5.5

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

91. Give an example of how toddlers are weaned in traditional cultures if the gradual approach does not work.

Difficulty: Moderate

Learning Objective: 5.6

Bloom’s Taxonomy Level: Remember

A-head: Physical development: toilet training and weaning

Essay: Write your answer in the space provided or on a separate sheet of paper.

92. Describe common nutritional problems of toddlers in developing countries and consequences that are likely to result.

Difficulty: Complex

Learning Objective: 5.1

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

93. Compare and contrast the methods used to assess brain activity.

Difficulty: Complex

Learning Objective: 5.1

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

94. Explain how sleeping patterns differ between infancy and toddlerhood.

Difficulty: Moderate

Learning Objective: 5.3

Bloom’s Taxonomy Level: Understand

A-head: Physical development: growth and change in years 2 and 3

95. Is motor development more or less restricted in traditional cultures/developing countries as compared to developed countries? Why? How does this difference impact the growth of motor skills?

Difficulty: Complex

Learning Objective: 5.4

Bloom’s Taxonomy Level: Apply

A-head: Physical development: growth and change in years 2 and 3

Section 2: Cognitive development

Multiple choice: Choose the one alternative that best completes the statement or answers the question.

1. Piaget’s theory of cognitive development proposes that individuals move through ____ sensorimotor stages.

A. 4

B. 5

C. 6

D. 7

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

2. Piaget’s fifth sensorimotor stage is ____.

A. simple reflexes

B. secondary circular reactions

C. tertiary circular reactions

D. mental representations

Difficulty: Basic

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

3. In this Piagetian stage, toddlers intentionally try out different behaviours to see what the effects will be.

A. Simple reflexes

B. First habits and primary circular reactions

C. Secondary circular reactions

D. Tertiary circular reactions

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

4. Actions in tertiary circular reactions are ____.

A. intentional from the beginning

B. reflexive from the beginning

C. unconscious from the beginning

D. autonomic from the beginning

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

5. After work, you drive home to find that your toddler is pushing the garage door opener so that the garage door opens and then shuts. At first you were a little unhappy that she was doing this, but you remembered your training in development and realised that your daughter was engaged in what Piaget referred to as ____.

A. tertiary circular reactions

B. secondary circular reactions

C. primary circular reactions

D. reflexes

Difficulty: Complex

Learning Objective: 5.7

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

6. When toddlers think about the range of possibilities of an action before they perform the behaviour, they are engaging in what stage of sensorimotor development?

A. Primary circular reactions

B. Secondary circular reactions

C. Tertiary circular reactions

D. Mental representations

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

7. ____ is the basis of human language.

A. Deferred imitation

B. Mental representation

C. Unconscious symbolism

D. Object permanence

Difficulty: Basic

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

8. When can we say that toddlers have attained object permanence?

A. When they generally avoid the A-not-B error

B. When they remember where the object is

C. When they look for the object under sheet A

D. When they get irritated when they do not find the object

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

9. One-year-old Cindy was playing a hiding game with her father. He hid her toy under a blanket and then Cindy would try to find it. Later, he added a second blanket and she watched him hide the toy under it. Interestingly, Cindy still looked under the first blanket. She was _____________.

engaging in mental representation
making the A-not-B error
engaging in deferred imitation
making an categorisation error

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

10. Avoiding the A-not-B error is an indicator of whether a toddler has overcome ____.

A. categorisation

B. deferred imitation

C. object permanence

D. egocentrism

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

11. Interestingly, object permanence is not a uniquely human achievement. Who else can acquire object permanence?

A. Chimpanzees at 2 years of age

B. Dogs at 1 year of age

C. Cats at 2 years of age

D. Nearly all reptiles at any age

Difficulty: Basic

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

12. Object permanence is a mechanism that fosters attachment because ____.

A. it includes the realisation that the person you see on one occasion is the same person you saw on a previous occasion

B. it allows for a greater psychosocial bond

C. it mellows the temperament of both child and caregiver

D. attachment makes up Piaget’s final stage of sensorimotor development

Difficulty: Moderate

Learning Objective: 5.7, 5.16

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

13. The ability to repeat actions observed at an earlier time is ____.

A. secondary circular reactions

B. object permanence

C. action memory

D. deferred imitation

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

14. Deferred imitation is the ability to ____.

A. sort objects into categories

B. repeat actions observed at an earlier time

C. accomplish a task with little assistance

D. encode and decode social situations

Difficulty: Basic

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

15. You have been a lifelong smoker, but you quit at the end of last week because you know how damaging it is to your health and you do not want to be a bad influence on your son, who is a toddler. You walk into your son’s room and find him acting like he is smoking with a crayon. According to Piaget, what is your son doing?

A. Secondary circular reactions

B. Deferred imitation

C. Object permanence

D. Action memory

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

16. What part of the brain is especially important in long-term memory encoding and recall?

A. The corpus callosum

B. The amygdala

C. The hippocampus

D. The thalamus

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

17. Piaget believed that ____ in toddlerhood is the basis of categorisation.

A. object permanence

B. deferred imitation

C. mental representation

D. hindsight bias

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

18. At a recent birthday party that your daughter attended, she received a bag of colourful plastic toys. There were several animals, a few cars and people. After you opened the bag, your daughter started playing with them. After a few minutes, you noticed that she was putting them into groups (e.g., animals, cars and people). What was she doing?

A. Sorting

B. Categorising

C. Memorising

D. Practicing fine motor skills

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

19. What can be said regarding Piaget’s understanding of children’s early abilities?

A. He underestimated their abilities.

B. He overestimated their abilities.

C. He was completely wrong about their abilities.

D. He was exactly accurate about their abilities.

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

20. Quinn et al. (1993) examined the abilities of 3- and 4-month-old infants. After they looked at a series of photographs of cats, the infants were shown two new photos, one of a cat and one of a dog. They looked longer at the photograph of the dog. This indicated that infants this age ____.

A. like dogs better than cats

B. were bored with the cat photos

C. could categorise

D. were not sure what dogs were

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

21. You have a friend who has a 12-month-old son and you have an 18-month-old son. You have been getting together each week for a couple of months for them to socialise and so that you can talk. Your friend is concerned that his son is not very advanced because your son systematically and deliberately separates his various toys into categories while he plays and his son is oblivious to any categories. What would you tell your friend?

A. That his son should probably start going to a high-quality day care

B. That his son will most likely also categorise when he is 18 months old

C. That your son is very advanced since children generally do not categorise until they are at least 24 months old

D. That infants are very different in their development

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

22. Who was the psychologist who first began examining cognitive development within a cultural emphasis?

A. Jean Piaget

B. Lev Vygotsky

C. B. F. Skinner

D. R. J. Sternberg

Difficulty: Basic

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

23. Whose theory of cognitive development is often referred to as a sociocultural theory?

A. R. J. Sternberg

B. Jean Piaget

C. Lev Vygotsky

D. B. F. Skinner

Difficulty: Basic

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

24. Vygotsky’s view of cognitive development is very different from Piaget’s view of cognitive development in that Vygotsky’s emphasises ____.

A. The child’s interactions with the physical environment

B. Genetic inheritance from one’s parents

C. Cognitive development as both a social and cultural process

D. Neural plasticity

Difficulty: Complex

Learning Objective: 5.8

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

25. ____ is the difference between skills or tasks that children can accomplish alone and those they are capable of performing if guided by an adult or a more competent peer.

A. Self-efficacy

B. Animism

C. Zone of proximal development

D. Deferred imitation

Difficulty: Basic

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

26. According to Vygotsky, children learn best if the instruction they are provided is ____.

A. developed by an educational specialist

B. just beyond their ability to immediately grasp it

C. within the zone of proximal development

D. concrete in nature

Difficulty: Moderate

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

27. ____ refers to the degree of assistance provided to children in the zone of proximal development.

A. Deferred imitation

B. Animism

C. Scaffolding

D. Object permanence

Difficulty: Basic

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

28. What refers to the degree of assistance provided to the learner in the zone of proximal development, gradually decreasing as the learner’s skills develop?

A. Guided instruction

B. Framing

C. Scaffolding

D. Guided participation

Difficulty: Moderate

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

29. What concept would accurately describe teaching your daughter how to dress herself? You first dressed her, indicating what you were doing and why, then you had her help as you dressed her and lastly allowed her to dress herself as you watched and helped if needed.

A. Scaffolding

B. Framing

C. Guided instruction

D. Zone of proximal development

Difficulty: Moderate

Learning Objective: 5.8

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

30. ____ underscore the social nature of learning in Vygotsky’s theory of cognitive development.

A. Chromosome and genetic lineage

B. Maturation and neurological development

C. Scaffolding and the zone of proximal development

D. Equilibrium, disequilibrium and schemas

Difficulty: Complex

Learning Objective: 5.8

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

31. Vygotsky referred to the comments that children make to themselves while learning as _________.

private speech
private instruction
scaffolding
guided participation

Difficulty: Basic

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

32. After telling your 3-year-old to clean his playroom, you overhear him talking to himself. He said, ‘First, I have to put the toys in the box and then I have to put the box back on the shelf.’ This is an example of __________.

scaffolding
the zone of proximal development
guided participation
private speech

Difficulty: Complex

Learning Objective: 5.8

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

33. Barbara Rogoff extended Vygotsky’s theory. She discussed the teaching interaction between two people as they participate in a culturally valued activity. What did she call this concept?

A. Scaffolding

B. Cultural sensitivity

C. Zone of proximal development

D. Guided participation

Difficulty: Complex

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

34. Guided participation refers to ____.

A. the degree of assistance provided to children in the zone of proximal development

B. the teaching interaction between two people as they participate in a culturally valued activity

C. the difference between skills or tasks that a child can accomplish alone and those they are capable of performing if guided by an adult or a more competent peer

D. the ability to take word symbols of language and combine them in a variety of infinite ways

Difficulty: Moderate

Learning Objective: 5.8

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: cognitive development theories

35. Gavin’s aunt enjoys playing school with him. He likes to pretend he is an older, school aged child and she likes it because he is learning about school routines and how to be respectful to authority figures. This method of instruction is called _________.

the zone of proximal development
scaffolding
guided participation
private speech

Difficulty: Complex

Learning Objective: 5.8

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

36. What allows humans to communicate about not just what is observable in the present, but about an infinite range of things beyond the present moment?

A. Gestures

B. Thinking

C. Cognition

D. Language

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

37. When does language development have its most rapid and important advances?

A. Infancy

B. Toddlerhood

C. Early childhood

D. Adolescence

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

38. What famous chimpanzee learned to use approximately 100 signs, mostly involving requests for food?

A. Nim Chimpsky

B. Washoe

C. Ayumu

D. Viki

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

39. Chimpanzees lack the most important and distinctive feature of human language. What is that?

A. A pharynx

B. Broca’s area

C. Abstract word knowledge

D. Infinite generativity

Difficulty: Basic

Learning Objective: 5.9

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

40. ____ involve(s) the ability to take the word symbols of a language and combine them in a virtually infinite number of new ways.

A. Endless combinations

B. Unobstructed creativity

C. Unlimited possibility

D. Infinite generativity

Difficulty: Basic

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

41. Humans can produce a much wider range of sounds than other primates because the larynx is located lower in the throat. As a result, humans have a large sound chamber known as the ____.

A. vocal folds

B. sublarynx

C. pharynx

D. voice box

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

42. Which area of the brain in the left frontal lobe is specialised for language production?

A. Broca’s area

B. Wernicke’s area

C. Lashley’s area

D. Gazzaniga’s area

Difficulty: Basic

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

43. Which area of the brain is specialised for language comprehension?

A. Broca’s area

B. Wernicke’s area

C. Lashley’s area

D. Gazzaniga’s area

Difficulty: Basic

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

44. ____ is specialised for language production, whereas ____ is specialised for language comprehension.

A. Piaget’s area; Vygotsky’s area

B. Vygotsky’s area; Piaget’s area

C. Broca’s area; Wernicke’s area

D. Wernicke’s area; Broca’s area

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

45. Some linguists argue that the extraordinary size of the human brain in comparison to other species is largely due to the evolution of ____.

A. the human species

B. language

C. cognition

D. memory

Difficulty: Basic

Learning Objective: 5.9

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

46. ___________ is located in the left temporal lobe of the brain.

A. Broca’s area

B. Wernicke’s area

C. Parietal’s area

D. Vygotsky’s area

Difficulty: Basic

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

47. What are biological characteristics that humans possess that allow for language?

A. Strong facial muscles, predatory eyes and bilateral ears

B. Vocal apparatus, a specialised brain and genes

C. Lungs with elasticity, a strong visual cortex and a high need for social affiliation

D. A strong sense of smell, bipedal motion and a strong temporal lobe

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

48. Homo sapiens 200,000 years ago had a vocal apparatus that was not notably different from ____.

A. chimpanzees

B. ours

C. baboons

D. gorillas

Difficulty: Basic

Learning Objective: 5.9

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

49. Which of the following gave Homo sapiens a clear evolutionary advantage?

A. Sense of smell

B. Language

C. Keen vision

D. Strong hearing

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

50. Chomsky believed that children were born with a ___________ because they all seem to learn the basic rules of grammar in their language between 2 and 3 years of age.

learning acquisition device
language acquisition device
language ability device
learning ability device

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

51. During the time period of 12–18 months of age, a toddler learns to speak ____ new words per week.

A. 1–3

B. 6–9

C. 12–15

D. 18–24

Difficulty: Basic

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

52. On average, how many words does an 18-month-old toddler know?

A. 10

B. 50

C. 100

D. 200

Difficulty: Basic

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

53. Language development in the first 6 months of toddlerhood, between 12 and 18 months old, is best described as ____.

A. non-existent

B. a rapid explosion

C. slow to expand

D. infinitely generative

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

54. Your sister is worried that her 18-month-old toddler, who knows about 20 words, is way behind in learning new words. What should you tell her?

A. She should get a tutor for her toddler.

B. Her toddler will probably be language delayed.

C. There is a wide variability on when toddlers learn to speak new words and her child falls in the normal range.

D. Her toddler will most likely have reading problems, too.

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

55. When toddlers say ‘meh’ for milk, ‘na-na’ for banana and ‘dah’ for dog, they are using ____.

A. poor speech

B. partial words

C. holophrases

D. telegraphic speech

Difficulty: Basic

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

56. ____ are single words that a toddler uses that can represent different forms of whole sentences.

A. Underextension

B. Overextension

C. Holophrases

D. Fast mapping

Difficulty: Basic

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

57. Your neighbour’s 14-month-old toddler says things like ‘cup!’ when he means that he would like a cup of milk. Your neighbour thinks that his toddler is very lazy. What is happening? The toddler is ____.

A. language delayed and needs professional assistance

B. using holophrases, which is developmentally appropriate

C. trying to manipulate his father and needs to be disciplined

D. cognitively impaired and might have a genetic disorder

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

58. Your nephew loves cats. You have a large black cat that you named ‘Midnight’. Your nephew readily learned your cat’s name, but now calls all cats ‘Midnight’. Surely your nephew does not think that every cat’s name is ‘Midnight’. Why is this happening? Your nephew’s behaviour is an example of ____.

A. overextension

B. underextension

C. telegraphic speech

d. holophrases

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

59. When Ming, who is 18 months old, uses the word ‘kitty’ to describe any small furry animal regardless of whether or not it is a cat is an example of ____.

A. underapplication

B. overextension

C. underextension

D. overregulation

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

60. Underextension is ____.

A. learning language at a slower than normal pace

B. having a single word represent a variety of objects

C. applying a general word to a specific object

D. using a single word to represent different forms of whole sentences

Difficulty: Basic

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

61. During toddlerhood, as at all ages, ____ in language development.

A. comprehension lags behind production

B. production lags behind comprehension

C. comprehension and production are similar

D. comprehension and production improve similarly

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

62. During toddlerhood, what is a good predictor of later verbal intelligence?

A. Quantitative intelligence

B. Number of words spoken

C. Production

D. Comprehension

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

63. ____ is the process where toddlers learn and remember a word for an object after being told what the object is called just one time.

A. Overregulation

B. Fast mapping

C. Super quick learning

D. Exponential encoding

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

64. By what age do toddlers usually have a vocabulary of about 200 words?

A. 12 months

B. 15 months

C. 24 months

D. 30 months

Difficulty: Basic

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

65. By the age of 2, most toddlers will have a vocabulary of about ____.

A. 100 words

B. 200 words

C. 300 words

D. 400 words

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

66. What are two of the most notable words that toddlers between 18 and 24 months learn and use?

A. No and gone

B. Bye-bye and hi

C. Mommy and daddy

D. Here and go

Difficulty: Complex

Learning Objective: 5.10

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

67. You notice that your daughter, who is 22 months old, uses the word ‘no!’ fairly emphatically quite a lot. You were first concerned that your daughter might have oppositional-defiant disorder until you remembered that in your developmental class you learned that toddlers this age ____.

A. are actually trying to say ‘go’

B. like to see how irritated they can get their parents

C. say ‘no’ a lot because it reflects their budding sense of self

D. have no idea what the word ‘no’ means

Difficulty: Complex

Learning Objective: 5.10

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

68. At around 24 months of age, toddlers begin to combine spoken words into two word phrases for the first time. These combinations are called ____.

A. short sentences

B. instrumental speech

C. holophrases

D. telegraphic speech

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

69. Your neighbour’s daughter Kelley, who just turned 2, used to yell ‘doggie’ whenever you walked by with your golden retriever. Now when she sees you, she yells ‘doggie walk!’ According to linguists, what type of speech production has Kelley begun to use?

A. Holophrases

B. Telegraphic speech

C. Declarative speech

D. Short sentences

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

70. Syntax is also known as ____.

A. word order

B. language development

C. unlimited usage

D. sounds of speech

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

71. At what age do children generally learn to use prepositions?

A. 12–18 months

B. 18–24 months

C. 24–36 months

D. 36–48 months

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

72. Although their pronunciation of words is not as precise as it will become later, at what age can most toddlers speak clearly enough to make themselves understood about nearly anything they wish?

A. 1 year

B. 2 years

C. 3 years

D. 4 years

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

73. What is the term that indicates that toddlers apply grammatical rules even to words that are an exception to the rule, such as ‘mouses’ for mice and ‘foots’ for feet?

A. overregularisation

B. underregularisation

C. hypergeneralisation

D. hypogeneralisation

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

74. ‘Throwed’, ‘runned’ and ‘sleeped’ are examples of ____.

A. overusage

B. overregularisation

C. overextension

D. overapplication

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

75. Cameron is a toddler and describes his time on the playground to his mother: ‘I runned fast and throwed the ball’. Cameron’s uses of runned and throwed are examples of ____.

A. overusage

B. overregularisation

C. overextension

D. overapplied

Difficulty: Basic

Learning Objective: 5.10

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

76. How many different languages are there in the world?

A. 60

B. 600

C. 6,000

D. 60,000+

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: Language development

77. The concept that humans are built for learning language is a(n) ____ base, whereas the specific language they learn is a(n) ____ base.

A. conscious; unconscious

B. unconscious; conscious

C. sociocultural; biological

D. biological; sociocultural

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

78. It is clear that humans are built for learning language, but not for learning a specific language. The language that is learned is dependent upon ____.

A. the social and cultural environment

B. biological preparedness

C. genetic programming

D. chromosomal and anatomical differences

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

79. The Holy Roman Emperor Frederick II was interested in determining what language babies would learn to speak spontaneously if no one influenced them. He instructed caregivers not to speak to neonates in orphanages so that it could be determined which language was the ‘natural’ language. What was found?

A. German was the spontaneous language.

B. All of the infants died.

C. The infants grew up to speak a combination of all languages, which was reported to be gibberish.

D. No language emerged, just hand gestures.

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

80. As compared to other families, high-income parents talk to their children ____.

A. more words per minute

B. fewer words per minute

C. an equal amount of words per minute

D. more words per minute, but only in the afternoon hours

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

81. When variables are closely related and difficult to separate, they are known as ____.

A. confused variables

B. conflicted variables

C. confounded variables

D. compounded variables

Difficulty: Complex

Learning Objective: 5.11

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

82. The Gusii people of Kenya do not speak with their children directly, but it is clear that their children reach the same language milestones as Australian children. It has been demonstrated that Gusii children learn language from ____.

A. their DNA and biological preparedness

B. being in social groups where others are using language

C. the unfolding of their chromosomal and genetic lineage

D. having their language directly stimulated by their parents

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

83. A family from Japan moved into your neighbourhood a couple of months ago. The parents are working on a project and are only here for a short time before they move back to Japan. You were talking to another neighbour who was very upset with the Japanese family and was considering filing abuse charges. The mother would very rarely let the male toddler speak and rarely encouraged him to speak. What did you tell your neighbour?

A. She should call the authorities immediately.

B. The boy is probably mute, so there is no reason to encourage him to speak.

C. The boy’s mother is probably hoping that he will learn English while they are living here and is trying not to confuse him by also speaking Japanese.

D. This is a culturally based difference in parenting and is not abuse.

Difficulty: Complex

Learning Objective: 5.11

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

84. Japanese mothers often ____ their children to talk, whereas Canadian mothers often ____ their children to talk.

A. prepare; do not prepare

B. do not prepare; prepare

C. discourage; encourage

D. encourage; discourage

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Remember

A-head: Cognitive development: language development

Short

Difficulty: Basic

Learning Objective: 5.7

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

86. How have researchers tested categorisation among infants, proving that Piaget underestimated children’s early abilities?

Difficulty: Moderate

Learning Objective: 5.7

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

87. Define and give an example of scaffolding.

Difficulty: Basic

Learning Objective: 5.8

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: cognitive development theories

88. Which hemisphere (side) and lobes of the brain contain Broca’s area and Wernicke’s area? What is the function of each?

Difficulty: Moderate

Learning Objective: 5.9

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

89. Describe the language environment of a country other than Australia.

Difficulty: Moderate

Learning Objective: 5.11

Bloom’s Taxonomy Level: Apply

A-head: Cognitive development: language development

Essay: Write your answer in the space provided or on a separate sheet of paper.

90. How is Vygotsky’s theory of cognitive development different from Piaget’s theory?

Difficulty: Moderate

Learning Objective: 5.8

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: cognitive development theories

91. Outline how language develops from approximately 1 year of age to 2 years of age.

Difficulty: Moderate

Learning Objective: 5.10

Bloom’s Taxonomy Level: Understand

A-head: Cognitive development: language development

Section 3: Emotional and social development

Multiple choice: Choose the one alternative that best completes the statement or answers the question.

1. A toddler being comforted by a blanket or stuffed animal is an example of which of the following emotional regulation techniques?

A. Behavioural regulation of emotions

B. Language to regulate emotions

C. Internal stimuli to regulate emotions

D. Sociomoral regulation of emotions

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

2. In toddlerhood, parents begin to convey and enforce rules that require emotional regulation. This is an example of using ____ to extend toddlers’ capacities for emotional regulation.

A. external requirements

B. communication

C. language

D. speech

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

3. Learning to regulate their ____ helps toddlers to regulate their ____.

A. explicit emotions; subjective emotions

B. subjective emotions; explicit emotions

C. primary emotions; sociomoral emotions

D. sociomoral emotions; primary emotions

Difficulty: Complex

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

4. In Western countries it is widely accepted that toddlerhood tantrums are normal and even inevitable. What is the case for tantrums outside of Western countries?

A. Tantrums are much worse.

B. Tantrums are rare.

C. Children are severely punished if they have a tantrum.

D. Children are praised when then have tantrums, but they are still rare.

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

5. Tantrums during toddlerhood, also known as the ‘terrible twos’, are ____.

A. universal across the world

B. rarely seen in countries outside the West

C. only seen in developing nations

D. rarely seen in the United States

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

6. Anger, fear and happiness are examples of ____.

A. animal emotions

B. primary emotions

C. secondary emotions

D. tertiary emotions

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

7. Which of the following are primary emotions?

A. Sympathy, surprise and exhilaration

B. Anger, fear and happiness

C. Shame, guilt and embarrassment

D. Pride, envy and jealousy

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

8. In toddlerhood new emotions appear, such as guilt, shame, embarrassment, envy and pride. These are examples of ____.

A. animal emotions

B. primary emotions

C. secondary emotions

D. tertiary emotions

Difficulty: Complex

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

9. Which of the following are secondary emotions?

A. Sadness, disgust and joy

B. Anger, fear and happiness

C. Shame, guilt and embarrassment

D. Surprise, sadness and anger

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

10. Ginny fell down while running at the park. She quickly looked around and noticed that some other kids saw her. She felt embarrassed. The youngest that Ginny could be is __________.

1-year-old
2 years old
3 years old
4 years old

Difficulty: Complex

Learning Objective: 5.12

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: emotional development in toddlerhood

11. Because they are evoked based on what the toddler has learned about culturally based standards of right and wrong, secondary emotions are called ____.

A. content emotions

B. sociomoral emotions

C. guided emotions

D. cultural emotions

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

12. Secondary emotions are also known as sociomoral emotions because they ____.

A. are present for the lifespan, from birth to death, for many cultural groups

B. have been found to have universal meaning across cultures

C. are based upon cultural standards of right or wrong

D. are present at birth for all infants regardless of culture

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

13. When do most toddlers develop the internalised set of moral standards that guide their emotions and behaviour?

A. 18 months

B. 2 years

C. 3 years

D. 4 years

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

14. What is an internalised set of moral standards that guide toddlers’ emotions and behaviours?

A. A moral compass

B. An emotional dictum

C. A conscience

D. A cultural standard

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

15. ____ is the ability to understand and respond helpfully to another person’s distress.

A. Sadness

B. Thoughtfulness

C. Empathy

D. Apathy

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

16. Twenty-eight-month-old Nicole saw her friend crying and she responded by giving her friend a toy. Which emotion was Nicole expressing?

Thoughtfulness
Empathy
Apathy
Sadness

Difficulty: Complex

Learning Objective: 5.12

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: emotional development in toddlerhood

17. Hoffman (2000) found that toddlers responded to a researcher’s feigned distress by offering a hug, a comforting remark or a favourite stuffed animal or blanket. What concept describes this behaviour?

A. Socio-emotive balance

B. Conscience

C. Empathy

D. Emotional intelligence

Difficulty: Complex

Learning Objective: 5.12

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

18. What do Chinese mothers use to teach their toddlers to be considerate of others, which also prepares them for growing up in a collectivistic culture that emphasises the value of consideration for others?

A. Praise

B. Admiration

C. Reinforcement

D. Shame

Difficulty: Complex

Learning Objective: 5.12

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

19. Within the first few days of life, infants begin to ____.

A. have a well-developed sense of self

B. lose the rooting reflex and begin to feed on their own

C. recognise the smell of their mother’s breast and the sound of her voice

D. have regular sleep and wake cycles

Difficulty: Moderate

Learning Objective: 5.13

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

20. Lewis and Brooks-Gunn (1979) put a red spot on the noses of children who were 9, 12 and 18 months old. The children then viewed themselves in mirrors. At what age did the children rub their noses, recognising the image was their own?

A. 9 months

B. 12 months

C. 18 months

D. None of them did

Difficulty: Moderate

Learning Objective: 5.13

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

21. Most toddlers can self-recognise by ____.

A. 6 months

B. 12 months

C. 18 months

D. 24 months

Difficulty: Moderate

Learning Objective: 5.13

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

22. When do children begin to use personal pronouns for the first time (e.g. ‘I’, ‘me’) and refer to themselves by their own names?

A. 9 months

B. 12 months

C. 18 months

D. 24 months

Difficulty: Complex

Learning Objective: 5.13

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

23. What is the capacity to think about oneself as one would think of other persons and objects?

A. Self-reflection

B. Self-awareness

C. Self-esteem

D. Self-report

Difficulty: Moderate

Learning Objective: 5.13

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

24. Self-reflection is ____.

A. the ability to understand and respond helpfully to another person’s distress

B. the capacity to think about oneself as one would think about other persons or objects

C. an emotional bond that promotes the protection and survival of children

D. an individual’s readiness or disposal to respond to their environment in a particular way

Difficulty: Moderate

Learning Objective: 5.13

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

25. What cognitive ability helps toddlers to develop sociomoral emotions?

A. Self-awareness

B. Self-esteem

C. Self-report

D. Self-reflection

Difficulty: Basic

Learning Objective: 5.13

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

26. Self-reflection enables toddlers to develop ____.

A. the social metric scale

B. biological awareness

C. sociomoral emotions

D. self-recognition

Difficulty: Moderate

Learning Objective: 5.13

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

27. Between what ages are toddlers able to identify themselves and others as male or female?

A. 6 and 12 months

B. 13 and 17 months

C. 18 and 30 months

D. 32 and 36 months

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

28. At what age are toddlers able to apply gender terms like ‘boy’, ‘girl’, ‘woman’ and ‘man’ to others?

A. 1 year

B. 2 years

C. 3 years

D. 4 years

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

29. What term refers to the biological status of being male or female?

A. Femininity

B. Masculinity

C. Sex

D. Gender

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

30. Sex refers to ____.

A. an individual’s emotional and sexual desire to be with another person

B. the cultural categories of ‘male’ or ‘female’

C. the biological status of being male or female

D. an individual’s perception of oneself as being male or female

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

31. ____ refers to the cultural categories of ‘male’ and ‘female’.

A. Self-recognition

B. Sex

C. Gender

D. Sexual orientation

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

32. The term ‘gender’ implies that characteristics of males and females may be due to ____.

A. cultural and social beliefs

B. biological and genetic factors

C. physical and mental factors

D. density and weight factors

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

33. The term sex implies that the characteristics of males and females have ____; whereas, the term gender implies that characteristics of males and females may be due to ____.

A. a chromosomal basis; an individual’s genetics

B. an individual’s genetics; a chromosomal basis

C. a biological basis; cultural and social beliefs

D. social and cultural beliefs; a biological basis

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

34. Sidorowicz and Lunney (1980) asked adults to play with a 10-month-old infant they did not know. Some were told that the infant was female while others were told the infant was male. All were given a rubber football, a doll and a teething ring to play with. What did the researchers find with regard to how the adults played with the infant?

A. Adults played with the child using all of the toys regardless of the sex of the infant.

B. Adult males did not like to play with the infant.

C. Adults played with the child using the toys they thought were appropriate for their sex.

D. Adult females only played with the doll regardless of the sex of the infant.

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

35. Which individuals primarily convey cultural gender messages to infants?

A. The media

B. The parents

C. The preschool teachers

D. The infant’s siblings

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

36. ____ is the study of animal behaviour.

A. Ethnology

B. Ecology

C. Epidemiology

D. Ethology

Difficulty: Moderate

Learning Objective: 5.14

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: emotional development in toddlerhood

37. Sally is very physically active and she likes to play with trucks and airplanes and prefers males as playmates. Much of her play behaviour is masculine. One explanation for this is that ___________.

she was exposed to high levels of oestrogen in the womb during prenatal development
she was exposed to high levels of androgens in the womb during prenatal development
she was exposed to high levels of teratogens in the womb during prenatal development
she was exposed to high levels of cortisol in the womb during prenatal development

Difficulty: Complex

Learning Objective: 5.14

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: emotional development in toddlerhood

38. Students of development should _________ all human gender differences are primarily due to biology.

believe that
accept that
know that
be sceptical of thinking that

Difficulty: Complex

Learning Objective: 5.14

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: emotional development in toddlerhood

39. In terms of university enrolment across the world, __________.

the number of men exceed the number of women
the number of men and women enrolled is about equal
the number of non-traditional students exceeds the number of traditional students
the number of women usually exceeds the number of men

Difficulty: Complex

Learning Objective: 5.14

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

40. Which of the following best describes the findings by French psychiatrist René Spitz on the subject of attachment?

A. Well-fed infants raised in institutions suffered in their physical and emotional development.

B. All well-fed infants were closely attached to their caregivers.

C. Attachment depended on the infants seeing their caregivers.

D. Attachment seemed to be present at birth.

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

41. In his studies on infants, Spitz used the term anaclitic depression to describe babies who seemed listless and passive because the infants were depressed as a function of ____.

A. being in very over-crowded nurseries

B. sharing a crib with opposite-sexed infants

C. too much attention

D. having no one to help them or to ‘lean on’

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

42. In Harry Harlow’s (1958) classic study on attachment, which of the following ‘mothers’ did the baby monkeys prefer?

A. Terry cloth

B. Wire mesh

C. Cotton balls

D. Wood

Difficulty: Basic

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

43. According to the text, Harry Harlow placed baby monkeys in a cage with two types of artificial monkey ‘mothers’. Which type of ‘mother’ did the baby monkeys prefer?

A. The wire mother who dispensed milk

B. The soft terry cloth mother

C. The mother who held the sliced bananas

D. The mother who hummed

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

44. A gosling bonding to the first moving object it sees is an example of ____.

A. imprinting

B. engraining

C. attaching

D. locking

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

45. Lorenz and other ethologists believed that the foundation of the bond between the young of the species and their mothers was ____.

A. protection

B. nourishment

C. entertainment

D. warmth

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

46. ____ is an emotional bond that promotes the protection and survival of children during the years in which they are most vulnerable.

A. A secure base

B. Imprinting

C. Attachment

D. Home base

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

47. Who is the person who is sought out when a child experiences some kind of distress or threat in the environment?

A. The figure of strength

B. The primary attachment figure

C. The ethological mother

D. The older sibling

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

48. According to Bowlby, what loss would be catastrophic for children’s development?

A. The father

B. The mother

C. The primary attachment figure

D. The siblings

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

49. Stranger anxiety first appears at what age?

A. 3 months

B. 6 months

C. 1 year

D. 2 years

Difficulty: Basic

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

50. There is an evolutionary basis for the development of stranger anxiety. Learning to stay close to familiar persons helps infants to ____.

A. not be abducted by strangers

B. not follow unfamiliar people so that they become lost

C. be protected and safe

D. learn object discrimination

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

51. Under normal conditions, young children use their primary attachment figure as a ____.

A. source of nutrition

B. secure base

C. source of entertainment

D. source of education

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

52. Mary Ainsworth is best known for her research on attachment and her use of ____.

A. rhesus monkeys

B. goslings and geese

C. the Strange Situation

D. the Visual Cliff

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

53. What laboratory procedure did Mary Ainsworth develop to examine children’s attachment behaviours?

A. The attachment room

B. The Strange Situation

C. One-way mirrors

D. Robotic puppets

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

54. _____ is a series of introductions, separations and reunions involving the child, the mother and an unfamiliar person.

A. The Strange Situation

B. The Primary Attachment Figure

C. The Visual Cliff

D. The Stranger Anxiety Assessment Scale

Difficulty: Basic

Learning Objective: 5.15

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

55. In this type of attachment, toddlers use the mother as a secure base from which to explore when the mother and toddler are together. When separated from his or her mother, the toddler cries and then is very happy when she returns.

A. Secure attachment

B. Insecure–avoidant attachment

C. Insecure–resistant attachment

D. Disorganised–disoriented attachment

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

56. Which of the following best describes a toddler who securely attached during the Strange Situation test?

A. The toddler usually cries upon separation but when the mother returns they greet her happily and begin to smile.

B. The toddler shows little or no interaction when she is present and no response when she departs.

C. The toddler is less likely than others to explore the room and shows greater than normal distress when she leaves.

D. The toddler seems dazed and detached when the mother leaves the room and remains fearful upon her return.

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

57. In this type of attachment, toddlers show little or no interaction with the mother when she is present and no response to the mother’s departure or return.

A. Secure attachment

B. Insecure–avoidant attachment

C. Insecure–resistant attachment

D. Disorganised–disoriented attachment

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

58. In this type of attachment, these toddlers are less likely to explore any toys when the mother is present and they show greater distress when she leaves the room. When she returns they run to greet her, but then push away when she attempts to comfort or pick them up.

A. Secure attachment

B. Insecure–avoidant attachment

C. Insecure–resistant attachment

D. Disorganised–disoriented attachment

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

59. In this type of attachment, toddlers show extremely unusual behaviour. They seemed dazed and detached when the mother leaves the room, but with outbursts of anger. When the mother returns, they may seem fearful.

A. Secure attachment

B. Insecure–avoidant attachment

C. Insecure–resistant attachment

D. Disorganised–disoriented attachment

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

60. Toddlers with a disorganised–disoriented attachment most closely resemble which of the following?

A. When their mother returns, they greet her happily by smiling and going to her.

B. There is no response to their mother when she departs or when she returns.

C. When their mother returns, they show ambivalence by pushing her away when she attempts to comfort them.

D. They seem dazed and detached when their mother leaves the room and remain fearful when she returns.

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

61. At what point during the experimental situations did Ainsworth believe the best indicator of the quality of attachment occurred?

A. When the mother was not present in the room

B. When the mother was still in the room, so that the toddler’s exploration behaviours could be assessed

C. When the mother returned and the reunion behaviour could be assessed

D. Before the assessment began; the experimenters could measure toddler–mother behaviours before the mothers knew they were being assessed

Difficulty: Complex

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

62. Based on Ainsworth’s early research, what percentage of toddlers was securely attached?

A. One-quarter

B. One-third

C. One-half

D. Two-thirds

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

63. ____ is the most common attachment style, whereas ____ is the most rare.

A. Insecure–avoidant; secure attachment

B. Secure; insecure–avoidant attachment

C. Disorganised-disoriented; secure attachment

D. Secure; disorganised-disoriented attachment

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

64. Ainsworth concluded that the quality of attachment was based mainly on how ____ the mother was.

A. Demanding and responsive

B. Caring and tempered

C. Emotionally mature and intelligent

D. Sensitive and responsive

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

65. To be ____ means to be good at judging what the child needs at any given time.

A. demanding

B. responsive

C. sensitive

D. fruitful

Difficulty: Basic

Learning Objective: 5.16

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

66. To be ____ means to be quick to assist or soothe the child when they need it.

A. demanding

B. responsive

C. sensitive

D. fruitful

Difficulty: Basic

Learning Objective: 5.16

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

67. According to attachment theory, based on the degree of their mother’s sensitive and responsive behaviour over the first year of life, children develop ____.

A. a strong attachment

B. an internal working model

C. a sense of belongingness

D. a notion of what family is

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

68. According to attachment theory, what type of attachment leads to children who are able to love and trust others?

A. Secure attachment

B. Insecure–avoidant attachment

C. Insecure–resistant attachment

D. Disorganised–disoriented attachment

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

69. What attachment type was highly predictive of later problems and included toddlers who in early and middle childhood exhibited hostility and aggression?

A. Secure attachment

B. Insecure–avoidant attachment

C. Insecure–resistant attachment

D. Disorganised–disoriented attachment

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

70. What type of attachment was believed to be due to underlying problems in neurological development, not to the behaviour of the primary caregiver?

A. Secure attachment

B. Insecure–avoidant attachment

C. Insecure–resistant attachment

D. Disorganised–disoriented attachment

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

71. Which of the following is a major criticism of attachment theory?

A. It overstates the mother’s influence and understates the child’s influence on the quality of attachment.

B. It places too much emphasis on unconscious awareness and too little emphasis on the conscious state.

C. It overstates cultural influence and does not recognise how different attachments are across cultures.

D. It places too much emphasis on temperament and too much emphasis on the parent–child relationship.

Difficulty: Complex

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

72. There are two major criticisms of attachment theory. One of them has to do with ____.

A. expecting that toddlers want to play in a room with just a few toys

B. thinking that toddlers will become distressed if their mothers leave

C. failing to recognise that children are born with different temperaments

D. that the mother was not gone long enough from the room

Difficulty: Complex

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

73. There are two major criticisms of attachment theory. One of them has to do with ____.

A. the assumption that the direction of influence is one way, from parents to children

B. the fact that fathers were not considered

C. the fact that the theory was simply too complex

D. the requirement that toddlers were required to spend time in a small room with their mothers, which they generally do not like

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

74. In recent decades, researchers on attachment have emphasised that the parent–child relationship is ____.

A. reciprocal or bidirectional

B. only significant during toddlerhood

C. filled with storm and stress

D. unilateral or one way

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

75. Posada et al. (1995) examined mothers and toddlers from China, Columbia, Germany, Israel, Japan and the United States on what constitutes a securely attached child. How did these mothers describe an ‘ideally secure’ child?

A. In similar ways, particularly in how they viewed themselves as a secure base

B. From their mothers’ description, Japanese toddlers were more likely to be classified as insecure–avoidant rather than ‘ideally secure’

C. In different ways, as they differed in how they viewed themselves as secure bases

D. From their mothers’ description, Chinese toddlers were more likely to be classified as insecure–resistant rather than ‘ideally secure’

Difficulty: Complex

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

76. What is the name of the Japanese concept that describes the very close, physical, indulgent relationship between the mother and her young child?

A. Densah

B. Namae

C. Amae

D. Konnichiwa

Difficulty: Complex

Learning Objective: 5.16

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: attachment theory and research

77. The ability to provide ____ is a biological reason why mothers have historically been the primary caretaker.

A. Breast milk

B. A secure attachment

C. Co-sleeping

D. Amae

Difficulty: Basic

Learning Objective: 5.17

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

78. Which of the following are two reasons why mothers have historically been the primary caretakers of infants and toddlers?

A. Racism and discrimination

B. Biological and cultural bias

C. Gender oppression and social laws

D. Genetics and family expectations

Learning Objective: 5.17

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

79. In nearly all cultures, mothers play a central role in the care of infants and toddlers. What roles do fathers in traditional cultures play?

A. Fathers are heavily involved in the birth process and in early child care.

B. Fathers are heavily involved in the birth process, but do little in child care.

C. Fathers are often excluded entirely from the birth process, but are heavily involved in early child care.

D. Fathers are often excluded entirely form the birth process and are rarely involved in daily child care.

Difficulty: Moderate

Learning Objective: 5.17

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

80. How do fathers in China play a role in raising their children?

A. As the primary attachment figure

B. They do not interfere with the mother’s authority

C. As the provider and disciplinarian

D. As the main teacher and educator

Difficulty: Moderate

Learning Objective: 5.17

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

81. Many cultures in Africa have a tradition of polygyny. What is polygyny?

A. Men who have more than one wife

B. Women who have more than one husband

C. Parents who have children from more than one family

D. Children who live alternatively live in more than one family

Difficulty: Moderate

Learning Objective: 5.17

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

82. ____ is when men have more than one wife.

A. Polygyny

B. Polyandry

C. Monogamy

D. Polyamory

Difficulty: Moderate

Learning Objective: 5.17

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

83. When fathers in industrialised societies interact with their infants and toddlers, it tends to be ____.

A. very negative and harsh

B. educational in nature

C. disciplined based

D. in highly stimulating rough-and-tumble play

Difficulty: Basic

Learning Objective: 5.17

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: The social world of the toddler

84. In Australia, what percentage of mothers returns to work part time when they return to work?

A. 26%

B. 53%

C. 71%

D. 84%

Difficulty: Moderate

Learning Objective: 5.17

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

85. In traditional cultures, a(n) ____ sibling, usually a ____, often takes over the main responsibility for child care from the mother.

A. younger; brother

B. older; brother

C. younger; sister

D. older; sister

Difficulty: Moderate

Learning Objective: 5.18

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

86. Toddlers’ attachments to older siblings who care for them appear to be ____.

A. primary attachments

B. secondary attachments

C. tertiary attachments

D. primitive attachments

Difficulty: Moderate

Learning Objective: 5.18

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

87. Much of the research on toddlers’ relations with siblings has focused on how they respond ____.

A. to a twin

B. to an older sister

C. to the birth of a younger sibling

D. to an older brother

Difficulty: Basic

Learning Objective: 5.18

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

88. How do toddlers react to the birth of a younger sibling?

A. Generally negatively

B. Very excitedly

C. Equivocally

D. With great anticipation

Difficulty: Basic

Learning Objective: 5.18

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

89. When a younger sibling is born, what happens to the attachment between the toddler and his or her mother?

A. It remains the same.

B. It generally improves slightly.

C. It typically improves considerably.

D. It often changes from secure to insecure.

Difficulty: Complex

Learning Objective: 5.18

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

90. Gino is 3 years old and his mother just gave birth to another child. Just recently Gino has become increasingly aggressive toward the baby, and increasingly whiny, demanding and disobedient. To help the situation, Gino’s mother should ____.

A. use positive and negative punishment to condition Gino’s negative behaviours

B. explain the feelings and needs of the baby to him

C. separate Gino from the baby for a time of 2 weeks as a means to buffer the negative feelings

D. take Gino to see a child psychologist because his behaviours are extremely rare and disturbing

Difficulty: Moderate

Learning Objective: 5.18

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: the social world of the toddler

91. When the infant becomes a toddler, the relationship between the younger and older sibling changes. On the positive side, the relationship improves because ____.

A. the older sibling becomes interested in playing with the younger sibling

B. the toddler passively watches the older sibling play

C. the older sibling becomes the babysitter

D. the toddler does whatever the older sibling wants

Difficulty: Moderate

Learning Objective: 5.18

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

92. When the infant becomes a toddler, the relationship between the younger and older sibling changes. On the negative side, the relationship gets worse because ____.

A. the mother always takes the side of the toddler

B. the father is more interested in playing with the toddler

C. the toddler becomes good at annoying their older siblings

D. the toddler prefers to play with their younger siblings

Difficulty: Moderate

Learning Objective: 5.18

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

93. Recent research has found that toddlers engage not only in solitary and parallel play, but in ____.

A. complicated interpersonal play

B. scaffolded play

C. communal pretend play

D. simple social play

Difficulty: Basic

Learning Objective: 5.18

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

94. Nadia and Sasha are friends who are playing a skit and pretend to be superheroes. Nadia pretends to transform into a lion and Sasha pretends to transform into an icicle. These toddlers are engaging in what type of play?

A. Solitary play

B. Parallel play

C. Simple social play

D. Cooperative pretend play

Difficulty: Basic

Learning Objective: 5.18

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: the social world of the toddler

95. Toddlers choose friends based ____.

A. solely on height

B. partly on similarities such as activity level and social skills

C. on same gender

D. on family income

Difficulty: Moderate

Learning Objective: 5.18

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

96. ____ is a developmental disorder marked by a lack of interest in social relations, abnormal language development and repetitive behaviour.

A. Autism

B. Turner syndrome

C. Down syndrome

D. Fragile X syndrome

Difficulty: Basic

Learning Objective: 5.19

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

97. What is the approximate percentage of autism spectrum disorder in Australia?

A. 2.5%

B. 5%

C. 10%

D. 12%

Difficulty: Basic

Learning Objective: 5.19

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

98. When Aidan was 2 ½ years old, his parents became concerned about his frequent repetitive behaviours, his unusual use of language and his lack of social interest, including having no interest in interacting with them. Based on your knowledge of development, you explain that _________.

they have nothing to worry about with Aidan
Aidan may need to be around other children more
Aidan may need to be evaluated for autism
Aidan is just quirky and going through a phase

Difficulty: Complex

Learning Objective: 5.19

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: the social world of the toddler

99. When is autism or ASD usually diagnosed?

During infancy
During toddlerhood
During early childhood
During middle childhood

Difficulty: Basic

Learning Objective: 5.19

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

100. How many adults with autism in Australia are employed at least part time?

A. 1 in 2

B. 1 in 4

C. 1 in 7

D. 1 in 15

Difficulty: Basic

Learning Objective: 5.19

Bloom’s Taxonomy Level: Remember

A-head: Emotional and social development: the social world of the toddler

101. On a typical day, ___of 2-year-olds in New Zealand watch television or a DVD for a total average of 96 minutes.

A. 54%

B. 63%

C. 75%

D. 81%

Difficulty: Moderate

Learning Objective: 5.20

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

102. In Australia, children aged ______ watched the most television of all children, with an average of almost 2 hours per day.

A. 0–4

B. 3–4

C. 2-5

D. 4-6

Difficulty: Complex

Learning Objective: 5.20

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

Short

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: emotional development in toddlerhood

104. Give a specific example of a sociomoral emotion that you might see a toddler display.

Difficulty: Moderate

Learning Objective: 5.12

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: Emotional development in toddlerhood

105. Current research suggests that the claim that ‘early attachments are the foundation of later love relationships’ was overstated. Which of the four attachment types is most predictive of later outcomes? Name one outcome.

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

106. Why is attachment not assessed using the Strange Situation during infancy?

Difficulty: Moderate

Learning Objective: 5.16

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: attachment theory and research

107. Briefly describe one factor that is correlated with fathers providing near-equal care of their children as mothers do in developed countries?

Difficulty: Complex

Learning Objective: 5.17

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: the social world of the toddler

108. Although the diagnosis of autism is often not made until toddlerhood (between 18–30 months of age), there are often signs in infancy that the disorder is already present. What are two signs of autism that a caregiver might see in an infant as young as 8–10 months of age?

Difficulty: Moderate

Learning Objective: 5.19

Bloom’s Taxonomy Level: Apply

A-head: Emotional and social development: the social world of the toddler

Essay: Write your answer in the space provided or on a separate sheet of paper.

109. Briefly explain the red-nose test and what researchers were measuring when they gave this test to toddlers. What were the findings?

Difficulty: Moderate

Learning Objective: 5.13

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: emotional development in toddlerhood

110. Describe at least one research finding that refuted the claim that the reason babies were attached to their mothers was because she provided food.

Difficulty: Moderate

Learning Objective: 5.15

Bloom’s Taxonomy Level: Understand

A-head: Emotional and social development: attachment theory and research

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Created Date:

Aug 21, 2025

Chapter Name:

Chapter 5 Toddlerhood

Author:

Jensen Arnett

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Arnett, Human Development: A Cultural Approach, First edition

Chapter 5: Toddlerhood

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