Social And Emotional Development Test Bank Answers Ch9

Chapter 9

Social and Emotional Development

Total

Assessment

Guide

Chapter 9

Social and Emotional Development

Total

Assessment

Guide

Chapter 9

Social and Emotional Development

MULTIPLE CHOICE

9-1. How do developmentalists conceptualize attachment?

a) parental attention devoted toward a specific child, but that differs from sibling to sibling in a family

b) a loving connection that develops between any two people

c) the positive emotional bond that develops between a child and a particular individual

d) a feeling of “belonging” that develops among family members

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-2. When a child experiences pleasure with a person, or experiences comfort from that person when in distress, it is said that the child has __________.

a) made a friend

b) formed an attachment

c) found a parental figure

d) learned not to be lonely

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-3. Newborn goslings have an innate tendency to follow the first moving object they see after being hatched. Which researcher observed this behavior that takes place during a critical period for the gosling?

a) Mary Ainsworth

b) Harry Harlow

c) John Bowlby

d) Konrad Lorenz

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-4. What conclusion did Harry Harlow reach based on his research with infant monkeys?

a) Monkeys will seek food at any cost, illustrating an innate tendency for survival.

b) When deprived of a caregiver, monkeys will die within an average of six weeks.

c) Contact comfort was more important than food for monkeys during this developmental stage.

d) Availability of food is the basis for forming attachment with a caregiver.

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-5. What is the term for a sequence of staged episodes that reveals the strength of attachment between a child and a caregiver?

a) Secure Attachment Assessment

b) Harlow Comfort Comparison

c) Ainsworth Strange Situation

d) Bowlby Caregiver Analysis

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-6. When a child demonstrates the kind of attachment in which the mother is used as a “home base” and the child is at ease when she is present, but the child gets upset when she leaves, it is called the __________.

a) Bowlby safety pattern

b) Ainsworth attachment pattern

c) secure attachment pattern

d) strange situation response

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-7. A child who does not seek proximity to the mother and, after she leaves the room, does not look distressed, is exhibiting __________.

a) avoidant attachment

b) secure attachment

c) Bowlby regression

d) anxious attachment

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-8. Romeo seems indifferent to the presence or absence of his mother as he plays. When she leaves the room to answer the telephone, Romeo barely notices and doesn’t seem particularly distressed. What attachment style has Romeo developed with his mother?

a) disorganized

b) avoidant

c) secure

d) ambivalent

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-9. Which attachment style is characterized by high degrees of distress and agitation under a variety of circumstances?

a) ambivalent attachment pattern

b) avoidant attachment pattern

c) secure attachment pattern

d) disorganized-disoriented attachment pattern

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-10. Alex is playing in a room with his mother nearby. Alex becomes distressed when a stranger enters the room and rushes to his mother’s side. When his mother and the stranger leave the room for a moment, Alex wails and cries. However, when his mother returns, he runs to her, and instead of giving her a hug, he punches her in the arm. What type of attachment pattern is Alex demonstrating?

a) avoidant attachment pattern

b) secure attachment pattern

c) ambivalent attachment pattern

d) disorganized-disoriented attachment pattern

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-11. What percentage of 1-year-olds fall into the ambivalent attachment classification?

a) 5 to 10 percent

b) 5 to 15 percent

c) 10 to 15 percent

d) 15 to 20 percent

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-12. Children who show the __________ attachment pattern show inconsistent, contradictory, and confused behavior, such as approaching the mother when she returns but not looking at her.

a) ambivalent

b) disorganized-disoriented

c) avoidant

d) secure

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-13. Which term refers to psychological problems that arise when the development of attachment has been severely disrupted?

a) disorganized-disoriented attachment pattern

b) ambivalent attachment pattern

c) reactive attachment disorder

d) avoidant attachment pattern

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-14. What is considered the hallmark of secure attachment?

a) The child never cries and is stable enough to not demand face-to-face interactions with the caregiver.

b) The caregiver responds to the child constantly, to the point of being overly responsive.

c) The caregiver is sensitive to the child’s needs, is aware of the child’s moods, can discriminate the infant’s signals, and is responsive, warm, and affectionate.

d) The child has no fear of strangers and demonstrates that she or he is equally comfortable with unfamiliar adults as with the caregiver.

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-15. When a caregiver responds appropriately to an infant, and the caregiver and the child’s emotional states match, it is called __________.

a) secure attachment

b) ambivalent attachment

c) face-to-face interaction

d) interactional synchrony

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-16. Why has the role of fathers been given comparatively little attention in the research literature of attachment theory?

a) It was determined early in the process of investigating attachment that fathers play an insignificant role in childrearing.

b) Fathers have historically been unwilling to participate in research studies involving children.

c) Mothers have been shown to consistently evoke secure attachment from infants, whereas fathers have been shown to consistently evoke disorganized attachment from infants.

d) Attachment theory was developed at a time when traditional views assigned a much more important role to mothers in the caregiving process.

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-17. Nine-month-old Todd and ten-month-old Roy are sitting in the play area together at their daycare center. They smile at each other and present and accept toys from each other. Their behavior is an example of __________.

a) modeling

b) infant sociability

c) interactional synchrony

d) mutual regulation

Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants’ Sociability with Their Peers: Infant–Infant Interactions

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-18. The propensity of 10-month-old Chester to tug at the straps on his beanie, remove his hat, and inspire the other children at the daycare center to repeat the same actions is an example of __________.

a) early manifestation of a behavior problem

b) the immaturity level of his development, which may require special intervention

c) an “expert” baby who is able to teach skills and information to other infants

d) a distressed attachment pattern

Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants’ Sociability with Their Peers: Infant–Infant Interactions

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-19. Which structures in the brain are activated when a person observes someone performing a behavior?

a) neural ganglia

b) medulla oblongata

c) cerebellar glia

d) mirror neurons

Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants’ Sociability with Their Peers: Infant–Infant Interactions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-20. The dysfunction of __________ may be related to the development of disorders involving theory of mind, such as autism.

a) interactional synchrony

b) mirror neurons

c) the basal ganglia

d) the cerebellum

Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Topic: Infants’ Sociability with Their Peers: Infant–Infant Interactions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-21. Basic facial expressions of emotion, called nonverbal __________, are fairly consistent among people of all ages.

a) emergence

b) discrimination

c) encoding

d) communication

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Easy

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-22. One-month-old Jerry is upset, and his facial expression shows that he is in distress. This is an example of __________.

a) nonverbal emergence

b) nonverbal expression of emotion

c) normative communication

d) cultural interpretation

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-23. Mothers of 1-month-old infants have reported that __________.

a) they observed little nonverbal expression in their children

b) only joy was observed in their children by that age

c) they felt their child had shown expressions of interest and joy

d) their children had experienced no recognizable emotions during the first month of life

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-24. Which term describes the wariness displayed by infants when they encounter an unfamiliar person?

a) nonverbal decoding

b) separation anxiety

c) stranger anxiety

d) social anxiety

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-25. Rhonda’s mother is dropping her off at preschool for the first time, and Rhonda’s behavior changes from a calm, happy baby, to a crying, cranky youngster who will not let go of her mother. Rhonda is demonstrating __________.

a) caregiver decay

b) stranger anxiety

c) separation anxiety

d) activation synthesis

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-26. Four-month-old Jermaine is playing and smiling at his father. Jermaine is demonstrating __________.

a) social smiling

b) stranger anxiety

c) nonverbal decoding

d) random neural activity

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-27. Which term refers to an infant’s ability to interpret others’ facial and vocal emotional expressions?

a) nonverbal encoding

b) nonverbal decoding

c) social smiling

d) communication detachment

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-28. By what age has an infant first begun to understand the emotions that lie behind the facial and vocal expressions of others?

a) 2 months

b) 4 months

c) 6 months

d) 12 months

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-29. Which term describes a child’s intentional search for information about others’ feelings to help explain the meaning of uncertain circumstances and events?

a) social smiling

b) nonverbal decoding

c) social referencing

d) nonverbal encoding

Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child’s cognitive development.

Topic: Social Referencing: Feeling What Others Feel

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-30. At approximately what age does a baby begin to demonstrate social referencing?

a) 4 to 6 months

b) 8 to 9 months

c) 12 to 14 months

d) 18 months

Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child’s cognitive development.

Topic: Social Referencing: Feeling What Others Feel

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-31. Which term refers to knowledge and beliefs about how the mind works and how the mind affects behavior?

a) learning theory

b) social referencing

c) theory of mind

d) self-awareness

Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child’s cognitive development.

Topic: Social Referencing: Feeling What Others Feel

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-32. __________ can be used to demonstrate the limits to a 3-year-old child’s theory of mind.

a) Learning theory

b) Social referencing

c) The false belief task

d) The concept of other-awareness

Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child’s cognitive development.

Topic: Social Referencing: Feeling What Others Feel

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-33. The __________, located in the brain’s temporal lobes, is central to the experience of emotions and provides a link between the perception of an emotion-producing stimulus and a later memory of that stimulus.

1. hippocampus
2. amygdala
3. prefrontal cortex
4. lateral cortex

Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Topic: Emotional Development in Middle Childhood and Adolescence

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-34. Being able to adjust one’s emotions to achieve a desired state is a hallmark of which activity?

1. emotional instability
2. empathy
3. adolescent identity
4. emotional self-regulation

Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Topic: Emotional Development in Middle Childhood and Adolescence

Difficulty Level: Moderate
Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-35. Which factor is an important influence on whether an adolescent suffers from major depressive disorder?

a) having more than four siblings

b) having an alcoholic or depressed parent

c) feeling popular and pressure to maintain a particular image

d) divorce or breakup of the nuclear family

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-36. Which attribute is a likely cause of major depressive disorder in adolescent females?

a) genetically linked depression is more prevalent on the X chromosome

b) hormonal imbalance in females

c) traditional gender roles for girls produce multiple and conflicting demands

d) girls’ tendency to react to stress by turning it outward, toward aggression

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-37. The rate of adolescent suicide in the United States has __________ over the past 30 years.

a) doubled

b) tripled

c) quadrupled

d) remained the same

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-38. Why do adolescent boys succeed in committing suicide more often than adolescent girls?

a) Boys attempt suicide at a greater rate than girls.

b) Boys experience more serious episodes of major depressive disorder than girls.

c) Boys experience more social stigma for attempting suicide than girls.

d) Boys tend to use more violent means to attempt suicide.

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-39. According to a review of telephone calls to suicide hotlines, the predominant adolescent difficulty that leads to a suicide attempt is __________.

a) an eating disorder

b) pregnancy

c) psychological disorders

d) family problems

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-40. Which developmental theory focuses on how people gradually withdraw from the world on multiple levels?

a) disengagement theory

b) activity theory

c) continuity theory

d) compensational theory

Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-41. What factor led to the development of activity theory as an explanation for successful aging?

a) lack of support for continuity theory

b) lack of correlational factors

c) too little data in longitudinal studies

d) lack of support for disengagement theory

Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-42. Which theory proposes that successful aging occurs when people maintain the interests, activities, and social interactions with which they were involved during middle age?

a) disengagement theory

b) activity theory

c) continuity theory

d) compensational theory

Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-43. Which theory of aging proposes that people need to maintain their desired level of involvement in society in order to maximize their sense of well-being and self-esteem?

a) disengagement theory

b) activity theory

c) continuity theory

d) compensational theory

Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-44. Which factor is essential in determining happiness in late adulthood, according to continuity theory?

a) autonomy, independence, and control over one’s life

b) physical flexibility

c) having grandchildren

d) maintaining a relationship with a long-time committed partner

Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Topic: Emotions in Adulthood: Fulfilling Psychological Needs

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-45. Patterns of arousal and emotionality that are consistent and enduring characteristics of an individual are called __________.

a) personality

b) temperament

c) genetic predispositions

d) inherited characteristics

Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child’s environment.

Topic: Temperament: Stabilities in Infant Behavior

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-46. What is the term that Thomas and Chess used to describe babies who have a positive disposition, whose bodily functions operate regularly, and who are adaptable?

a) difficult babies

b) easy babies

c) slow-to-warm babies

d) low intensity babies

Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child’s environment.

Topic: Temperament: Stabilities in Infant Behavior

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-47. What is the term that Thomas and Chess used to describe babies who have negative moods, are slow to adapt to new situations, and tend to withdraw when confronted with a new situation?

a) slow-to-warm babies

b) easy babies

c) difficult babies

d) high intensity babies

Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child’s environment.

Topic: Temperament: Stabilities in Infant Behavior

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-48. Which characteristic is an example of temperament in babies?

a) how well-attached the baby is to its mother

b) the baby’s appetite

c) the quality of the baby’s mood

d) the presence of both parents in the household

Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child’s environment.

Topic: Temperament: Stabilities in Infant Behavior

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-49. Erikson’s theory of psychosocial development considers __________.

a) how an adult can maintain memories from when she or he was an infant that affect life as an adult

b) how an infant’s perception of self can best be assessed

c) how children develop independence from their parents

d) how individuals come to understand themselves and the meaning of others’ and their own behavior

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson’s Theory of Psychosocial Development

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-50. Joyce is planning to take a year and a half leave from her job because she wants to stay home and care for her newborn child. Joyce believes that during the first 18 months of a child’s life, it is critical that she make herself available to meet her child’s needs and provide needed attention. Erik Erikson would say that Joyce’s decision comes at a good time to address what stage of her child’s development?

a) critical attachment stage

b) trust-versus-mistrust stage

c) autonomy-versus-shame-and-doubt stage

d) temperament behavior stage

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson’s Theory of Psychosocial Development

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-51. The preschool years largely encompass what Erikson called the __________ stage of psychosocial development.

a) self-awareness

b) autonomy-versus-shame

c) individualistic orientation

d) initiative-versus-guilt

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson’s Theory of Psychosocial Development

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-52. According to Erik Erikson, between roughly ages 6 to 12 years, children go through a period characterized by a focus on efforts to meet the challenges presented by parents, peers, school. This challenge is called __________ .

a) inferiority-versus-superiority

b) industry-versus-inferiority

c) social comparison

d) puberty

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson’s Theory of Psychosocial Development

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-53. According to Erikson, the developmental focus during young adulthood is __________.

a) career success

b) providing for self and family

c) developing close, intimate relationships with others

d) taking care of physical health

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson’s Theory of Psychosocial Development

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-54. The ego-integrity-versus-despair stage of psychosocial development is characterized by which process?

a) reexamining one’s accomplishments and making future goals

b) looking back over one’s life, evaluating it, and coming to terms with it

c) preparing for death

d) making personality changes

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson’s Theory of Psychosocial Development

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-55. According to psychologist George Vaillant, what is the significance of “keeping the meaning?”

a) Adults seek to extract the meaning from their lives, and accept the strengths and weaknesses of others.

b) Adults seek to distinguish truths from non-truths in their lives.

c) Adults seek to maintain the history of their family as a legacy for their offspring.

d) Adults seek to make significant changes in their world before they become too old to make a difference.

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-56. According to Daniel Levinson, people around the ages of 40 or 45 move into a period of questioning called __________, and focus on the finite nature of life.

a) fulfillment seeking

b) midlife transition

c) stagnation

d) crisis

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.2 Develop a working knowledge of psychology’s content domains.

9-57. Mollie is 68 years old and has been retired for 2 years. She is discussing with her daughter plans to pursue different activities with each of her grandchildren now that she is no longer working. According to Robert Peck, Mollie is in what developmental stage?

a) ego-integrity-versus-despair

b) ego transcendence versus ego preoccupation

c) body transcendence versus body preoccupation

d) redefinition of self versus preoccupation with work role

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-58. According to gerontologist Robert Butler, what triggers a life review?

a) being hospitalized

b) the obvious prospect of one’s death

c) confinement to a nursing home

d) dementia

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-59. Which traits comprise the “Big Five” dimensions of personality?

a) selfishness, shyness, aggressiveness, neuroticism, and self-confidence

b) neuroticism, extroversion, openness, agreeableness, and conscientiousness

c) likeability, extroversion, aggressiveness, self-confidence, and trustworthiness

d) loyalty, self-confidence, openness, deceptiveness, and aggression

Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Topic: Trait Approaches to Personality

Difficulty Level: Moderate

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

9-60. Which of the “Big Five” personality traits pertains to the degree to which a person is moody, anxious, and self-critical?

a) extroversion

b) openness

c) conscientiousness

d) neuroticism

Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Topic: Trait Approaches to Personality

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.

ESSAY QUESTIONS

9-61. Describe the four attachment styles identified by researchers, and apply each style to Margo, a 1-year-old in Ainsworth’s Strange Situation.

• Children with secure attachment use their caregiver as a “home base.” They are at ease when the caregiver is present, upset when the caregiver leaves, and approachful when the caregiver returns. In the Strange Situation, Margo would cry when her caregiver left the room, then go to the caregiver upon return.
• Avoidant attachment describes children who do not seek to be near to a caregiver when present, and avoid the caregiver upon return. If Margo had this attachment style, she would play wherever she felt like it in the caregiver’s presence, and continue doing so upon the caregiver’s return.
• Ambivalent attachment occurs when a child displays a combination of positive and negative reactions to a caregiver. In this case, Margo might show distress when her caregiver leaves, but then also show both approach and avoidance behaviors upon the caregiver’s return.
• Disorganized-disoriented attachment is an inconsistent style, characterized by low levels of security. With this attachment style, Margo might approach the caregiver but not look at her or him, or seem calm but then suddenly start weeping.

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Topic: Attachment: Forming Social Bonds

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-62. Describe emotions that a child can express from birth to about age 2 years. What does the developmental sequence of emotional expressions indicate about the nature of emotional experience?

• At birth, children can display expressions of interest, distress, and disgust.
• Over time, expressions for anger, surprise, sadness, and fear emerge, usually within the first 6 months of life
• After that, expressions of shame, contempt, and guilt are displayed through age 2.
• This developmental sequence makes evolutionary and social sense. An infant needs to display basic states (such as interest or distress) in order to receive attention from a caregiver.
• Emotions such as fear or sadness take time to develop; a newborn isn’t likely to have the cognitive apparatus necessary for encoding a stimulus as fearful or angering.
• More sophisticated emotions, such as contempt or guilt, require greater amounts of cognitive processing, and so appear much later in the developmental sequence.

Learning Objective: LO 9.3 Identify the emotions infants experience and their ability to decode the emotions of others.

Topic: Emotions in Infancy: Do Infants Experience Emotional Highs and Lows?

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-63. Describe what you should do if you suspect someone is contemplating suicide.

• Talk to the person, listen without judging, and talk specifically about suicide.
• Take charge of finding help for that person. For immediate help, contact a suicide hotline.
• Evaluate the situation to determine if the person has made plans, and if she or he has, do not leave that person alone.
• Make the environment safe by removing all potential weapons and other hazards.
• Get a promise or commitment, preferably in writing, from the person that they will not attempt suicide until you have talked further.
• Remember that a change to a better mood does not necessarily mean the crisis has passed.

Learning Objective: LO 9.6 Identify the causes of adolescent anxiety and depression, and explain the role gender plays in both depression and suicide rates.

Topic: Emotional Difficulties in Adolescence: Anxiety, Depression, and Suicide

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.3 Describe applications of psychology.

9-64. Describe the stages of Erik Erikson’s theory of psychosocial development during the early years of a child’s life.

• The first 18 months of life involve resolving the psychosocial stage of trust vs. mistrust. Infants learn whether to trust that their needs will be met by caregivers.
• If their needs are met, infants often experience a sense of hope, but if mistrust develops, there can be difficulties in forming close bonds with others.
• Between 18 months and 3 years, children enter the autonomy-versus-shame and doubt stage. During this stage, children develop independence and autonomy so long as parents encourage exploration and freedom.
• However, children who are overly protected often feel shame, self-doubt, and unhappiness.

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Topic: Erikson’s Theory of Psychosocial Development

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

9-65. Explain why the “midlife crisis” is a myth.

• For most people, passage into middle age is relatively tranquil and particularly rewarding, for a variety of reasons.
• Children have left home, allowing more time for parents to rekindle intimacy.
• Careers are established, and people feel content to concentrate on the present rather than the future.
• Only when turmoil is evident in a middle-aged person’s life do they tend to notice it and give it more weight than necessary.
• Vivid examples are also more memorable than mundane ones. A 40-year-old happily puttering in the garden doesn’t stick out as much as a 40-year-old dating an 18-year-old and driving a flashy sports car. The salience of extreme examples makes them seem more typical than they actually are.

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Topic: Moving Beyond Erikson: Personality Development During Adulthood

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 2.1 Use scientific reasoning to interpret psychological phenomena.

REVEL QUIZZES

The following questions appear at the end of each module and at the end of the chapter in Revel for Life Span Development, Fourth Edition.

Quiz: Forging Early Social Relationships

EOM Q9.1.1

One-year-olds show four major attachment patterns: secure, avoidant, __________ and disorganized-disoriented.

a) diverse

b) stable

c) ambivalent

d) dependent

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Difficulty: Easy

Skill: Remember

EOM Q9.1.2

Communication that involves __________, in which the mother and child experience matching emotional states, helps to produce a beneficial attachment pattern.

a) interactional synchrony

b) intermittent reinforcement

c) secure attachment

d) mutual symmetry

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Difficulty: Moderate

Skill: Understand

EOM Q9.1.3

In situations where the development of attachment has been severely disrupted, children may suffer from __________, usually as the result of abuse or neglect.

a) attachment confusion disorder

b) ambivalent attachment syndrome

c) reactive attachment disorder

d) disoriented detachment syndrome

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Difficulty: Moderate

Skill: Understand

EOM Q9.1.4

At __________ months of age, infants generally learn to present and accept toys.

a) 4–6

b) 6–9

c) 9–12

d) 12–15

Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Difficulty: Easy

Skill: Remember

EOM Q9.1.5

__________ fire not only when a child enacts a particular behavior but also when the child simply observes another person carrying out the same behavior.

a) Attachment neurons

b) Sensitivity neurons

c) Twin neurons

d) Mirror neurons

Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Difficulty: Easy

Skill: Remember

Quiz: Emotional Development

EOM Q9.2.1

__________, the wariness displayed by infants when encountering an unfamiliar person, arises as an infant’s capacity for memory increases.

a) Separation anxiety

b) Environmental anxiety

c) Stranger anxiety

d) Emotional anxiety

Learning Objective: LO 9.3 Identify the emotions infants experience and their abilities to decode the emotions of others.

Difficulty: Easy

Skill: Understand

EOM Q9.2.2

At 8 to 9 months, infants begin to use __________, the intentional search for information about others’ feelings, to help clarify the meaning of uncertain situations.

a) social gauging

b) emotional decoding

c) self-assessment

d) social referencing

Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child’s cognitive development.

Difficulty: Easy

Skill: Understand

EOM Q9.2.3

The ability to genuinely experience the emotions of others, known as __________, develops in middle childhood.

a) empathy

b) self-regulation

c) sympathy

d) social awareness

Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Difficulty: Moderate

Skill: Understand

EOM Q9.2.4

Being unpopular, having few close friends, and rejection are all associated with adolescent __________.

a) neurology

b) identity

c) anxiety

d) depression

Learning Objective: LO 9.6 Identify the causes of adolescent depression, and explain the role gender plays in both depression and suicide rates. 

Difficulty: Moderate

Skill: Understand

EOM Q9.2.5

__________ theory suggests that happiness in late adulthood involves a gradual withdrawal from the world on physical, psychological, and social levels.

a) Stability

b) Independence

c) Disengagement

d) Self-fulfillment

Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Difficulty: Moderate

Skill: Understand

Quiz: Personality Development Across the Life Span

EOM Q9.3.1

__________ describes the relationship between a child’s particular temperament and the nature and demands of the child’s environment.

a) Adaptability

b) Goodness of fit

c) Social stability

d) Quality of mood

Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child’s environment.

Difficulty: Easy

Skill: Understand

EOM Q9.3.2

Erikson’s theory is built on the __________, which suggests that unconscious influences affect our behavior.

a) environmental hypothesis

b) personal initiative theory

c) psychodynamic perspective

d) generativity approach

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Difficulty: Easy

Skill: Remember

EOM Q9.3.3

According to Erikson, we pass through the __________ stage in the first 18 months of life, the outcome of which largely depends on how well our caretakers have met our needs.

a) approach-versus-withdrawal

b) dependency-versus-autonomy

c) intimacy-versus-isolation

d) trust-versus-mistrust

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Difficulty: Moderate

Skill: Understand

EOM Q9.3.4

Most research has not found support for Levinson’s theory that adults in their 40s experience a __________, a stage of uncertainty and indecision as they realize that their time on earth is finite.

a) course correction

b) reality check

c) midlife crisis

d) countdown period

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Difficulty: Moderate

Skill: Understand

EOM Q9.3.5

Which of the following are some of the Big Five personality traits?

a) calmness and anger

b) conscientiousness and extroversion

c) moodiness and stability

d) happiness and sadness

Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Difficulty: Moderate

Skill: Apply

Chapter Quiz: Social and Emotional Development

EOC Q9.1

__________ is the positive emotional bond that develops between a child and a particular, special individual.

a) Security

b) Recognition

c) Dependency

d) Attachment

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Difficulty: Easy

Skill: Understand

EOC Q9.2

The attachment style where infants appear indifferent to their mother’s behavior is known as __________.

a) avoidant

b) reactive

c) disoriented

d) independent

Learning Objective: LO 9.1 Identify the four major patterns of infant attachment, and give examples of how the nature of attachment in infancy may influence relationships later in life.

Difficulty: Easy

Skill: Understand

EOC Q9.3

__________ is one example of 14-month-old infants’ social interactions with peers.

a) Imprinting

b) Hide-and-seek

c) Imitation

d) Synchrony

Learning Objective: LO 9.2 Describe how infants interact with peers, and explain the implications this has for their own development.

Difficulty: Easy

Skill: Remember

EOC Q9.4

2-month-old Robyn has been smiling a lot lately. This is an example of __________.

a) theory of mind

b) nonverbal encoding

c) theory of body

d) nonverbal decoding

Learning Objective: LO 9.3 Identify the emotions infants experience and their abilities to decode the emotions of others.

Difficulty: Difficult

Skill: Apply

EOC Q9.5

By the age of 4 months, infants use __________ to interpret others’ facial expressions.

a) emotional regulation

b) metalinguistic encoding

c) theory of mind

d) nonverbal decoding

Learning Objective: LO 9.3 Identify the emotions infants experience and their abilities to decode the emotions of others.

Difficulty: Moderate

Skill: Understand

EOC Q9.6

As children grow and the brain matures, they develop __________ as they become more insightful about the motives and reasons behind people’s behavior.

a) theory of mind

b) stranger awareness

c) social referencing

d) separation anxiety

Learning Objective: LO 9.4 Define social referencing and theory of mind, and explain how they are related to a child’s cognitive development.

Difficulty: Moderate

Skill: Understand

EOC Q9.7

Trying to think differently about a situation you’ve encountered to make it feel less troubling is a strategy used in __________.

a) emotional preservation

b) behavioral self-examination

c) reverse psychology

d) emotional self-regulation

Learning Objective: LO 9.5 Summarize emotional development in middle childhood and adolescence, and give examples of emotional self-regulation.

Difficulty: Difficult

Skill: Analyze

EOC Q9.8

Girls’ higher rates of depression in adolescence may reflect gender differences in coping with __________.

a) sex

b) anger

c) stress

d) empathy

Learning Objective: LO 9.6 Identify the causes of adolescent depression, and explain the role gender plays in both depression and suicide rates. 

Difficulty: Moderate

Skill: Understand

EOC Q9.9

Carla, 70, enjoys swimming laps at the city pool, traveling to new foreign countries, and having lunch with friends each week. Carla’s lifestyle is an example of __________ theory.

a) activity

b) engagement

c) gradual retreat

d) stability

Learning Objective: LO 9.7 Summarize how the determinants of happiness change throughout adulthood, and identify the three major theories regarding happiness in late adulthood.

Difficulty: Difficult

Skill: Analyze

EOC Q9.10

__________ refers to how children behave rather than what they do or why they do it.

a) Personality

b) Attitude

c) Moodiness

d) Temperament

Learning Objective: LO 9.8 Identify the major dimensions of temperament, and explain how temperament is affected by a child’s environment.

Difficulty: Moderate

Skill: Understand

EOC Q9.11

Erikson’s theory of psychosocial development suggests that developmental change occurs throughout life in __________ distinct stages, starting in infancy.

a) four

b) six

c) eight

d) ten

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Difficulty: Easy

Skill: Remember

EOC Q9.12

In Erikson’s __________ stage, preschoolers face conflicts between their desire to act independently of their parents and the guilt that comes from the unintended consequences of their actions.

a) initiative-versus-guilt

b) independence-versus-regret

c) industry-versus-shame

d) generativity-versus-dependence

Learning Objective: LO 9.9 Differentiate the eight stages of Erikson’s theory of psychosocial development, and explain what factors determine the outcome at each stage.

Difficulty: Easy

Skill: Remember

EOC Q9.13

Which of the following, according to Peck, is one of the developmental tasks of late adulthood?

a) redefinition of self versus preoccupation with work role

b) retirement planning versus enjoying success

c) redefinition of goals versus acceptance of achievement

d) building relationships versus maintaining relationships

Learning Objective: LO 9.10 Summarize the contributions of Vaillant, Gould, Levinson, and Peck to our understanding of personality development in adulthood, and discuss the research on midlife crisis.

Difficulty: Moderate

Skill: Apply

EOC Q9.14

__________ are enduring dimensions of personality characteristics along which people differ.

a) Genes

b) Stabilities

c) Seasons

d) Traits

Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Difficulty: Easy

Skill: Understand

EOC Q9.15

__________ suggests that personality traits that were beneficial to the survival and reproductive success of our ancestors were likely to have been maintained and passed on.

a) Personality mapping

b) The evolutionary approach

c) Genetic encoding

d) The stability theory

Learning Objective: LO 9.11 Describe the Big Five personality traits, and summarize how genetics and environment interact in shaping personality.

Difficulty: Easy

Skill: Understand