Social Development – Ch10 | Complete Test Bank 9e - Infants and Children 9e | Test Bank with Answer Key by Laura E. Berk by Laura E. Berk. DOCX document preview.
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Chapter 10
Emotional and Social Development
in Early Childhood
MULTIPLE CHOICE
1) Four-year-old Rayna says, “I’m Rayna. I’m a girl. I can run fast. I like yellow.” Her statements show that Rayna is beginning to develop ________.
A) a moral self
B) self-regulation
C) emotional competence
D) a self-concept
Topic: Self-Understanding
Content Ref: p. 355; screen 10.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Apply
Difficulty Level: Easy
2) Preschoolers’ self-concepts largely consist of ________.
A) typical emotions and attitudes
B) personality traits promoted by their parents
C) observable characteristics
D) their goals for the future
Topic: Self-Understanding
Content Ref: p. 356; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Remember
Difficulty Level: Easy
3) Preschoolers’ earliest descriptions of themselves are more likely to include accounts of their ________ than their ________.
A) typical emotions; possessions
B) attitudes; observable characteristics
C) personality traits; name
D) physical appearance; psychological characteristics
Topic: Self-Understanding
Content Ref: p. 356; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Moderate
4) By age 3½, children describe themselves in terms of ________, suggesting ________.
A) typical emotions and attitudes; a beginning understanding of their unique psychological characteristics
B) typical emotions and attitudes; they understand their caregiver’s expectations of them
C) observable characteristics; the formation of metacognition and executive function
D) observable characteristics; an awareness of parental goals for their personality formation
Topic: Self-Understanding
Content Ref: p. 356; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Difficult
5) By age 5, children's responses to statements about themselves ________ with maternal reports of their personality traits, indicating that older preschoolers ________.
A) coincide; adjust their opinions of themselves to conform to parental expectations
B) coincide; have a sense of their own positive or negative affect
C) conflict; behave differently when they think their parents are observing them
D) conflict; behave in an inconsistent way that is difficult for caregivers to understand
Topic: Self-Understanding
Content Ref: p. 356; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Moderate
6) When given the trait label “nice,” 4-year-olds can ________ but are unlikely to ________.
A) appropriately describe the actions of others as nice; describe themselves as nice
B) describe themselves as nice; appropriately describe the actions of others as nice
C) describe themselves as nice; predict how a nice person would act
D) predict how a nice person would act; appropriately describe the actions of others as nice
Topic: Self-Understanding
Content Ref: p. 356; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Apply
Difficulty Level: Difficult
7) Which statement about the development of self-concept is true?
A) Preschoolers with a secure attachment to a caregiver are less likely than those with other forms of attachment to describe themselves in favorable terms.
B) Children understand themselves better when reflecting on their experiences by themselves.
C) By age 3, most children have come to view themselves as persisting through time.
D) By age 5, children are likely to understand that their future preferences are likely to differ from their current ones.
Topic: Self-Understanding
Content Ref: p. 356; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Moderate
8) A study comparing the storytelling practices of Irish-American families in Chicago and Chinese families in Taiwan found that ________ parents were more likely to ________.
A) Irish-American; discuss pleasurable holidays and family excursions
B) Irish-American; convey their expectations of the child in the story’s conclusion
C) Chinese parents; tell stories about the child’s misdeeds
D) Chinese parents; attribute their child’s misdeeds to assertiveness
Topic: Self-Understanding
Content Ref: p. 357 360 Box: Cultural Influences: Cultural Variations in Personal Storytelling: Implications for Early Self-Concept; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Moderate
9) Whereas most Americans believe that favorable self-esteem ________, Chinese adults generally see it as ________.
A) is crucial for healthy development; unimportant or even negative
B) impedes a child’s willingness to be corrected; important for cultivating a child’s individuality
C) is beneficial when balanced by healthy criticism; essential for the development of self-concept
D) helps the child develop into an autonomous individual; enhancing maturity and family cohesion
Topic: Self-Understanding
Content Ref: p. 357 360 Box: Cultural Influences: Cultural Variations in Personal Storytelling: Implications for Early Self-Concept; screen 10.1.1
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Moderate
10) Which statement about the emergence of self-esteem is true?
A) At age 4 most preschoolers lack the cognitive ability to make self-judgments.
B) The self-appraisals of young children tend to form integrated, consistent wholes.
C) Young children lack the cognitive ability to develop a global sense of self-esteem.
D) Young children tend to underestimate their skill and overestimate task difficulty.
Topic: Self-Understanding
Content Ref: p. 357; screen 10.1.2
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Difficult
11) Because preschoolers have difficulty distinguishing between their desired and their actual competence, they ________.
A) tend to overestimate the difficulty of tasks
B) suffer from a constant fluctuation in self-esteem
C) usually rate their own ability as extremely high
D) give up easily when faced with a challenging task
Topic: Self-Understanding
Content Ref: p. 357; screen 10.1.2
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Remember
Difficulty Level: Easy
12) During the preschool years, high self-esteem ________.
A) is self-defeating, because children cannot yet adequately complete tasks
B) is rare, because preschoolers fail at so many new tasks
C) leads to an exaggerated sense of self-importance that persists into adolescence
D) contributes greatly to children’s initiative
Topic: Self-Understanding
Content Ref: p. 357; screen 10.1.2
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Moderate
13) By age 3, children whose parents criticize their worth and performance ________.
A) give up easily when faced with challenges
B) are usually unemotional after failing at a task
C) remain enthusiastic and highly motivated to achieve
D) seek approval and anticipate receiving it
Topic: Self-Understanding
Content Ref: pp. 357-8; screen 10.1.2
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Understand
Difficulty Level: Easy
14) To some extent, adults can avoid promoting self-defeating reactions in children by ________.
A) adjusting their expectations to children’s capacities
B) withholding positive feedback and raising standards for success
C) always giving children positive feedback, regardless of their performance
D) limiting the tasks they introduce to those that are easy to accomplish
Topic: Self-Understanding
Content Ref: p. 358; screen 10.1.2
Objective: 10.1 Describe the development of self-concept and self-esteem in early childhood.
Skill: Remember
Difficulty Level: Easy
15) During the preschool years, children ________.
A) offer explanations for emotions that emphasize internal states over external factors
B) lack the ability to infer how others are feeling based on their behavior
C) refer to causes, consequences, and behavioral signs of emotion
D) do not realize that thinking and feeling are interconnected
Topic: Emotional Development
Content Ref: p. 358; screen 10.2.1
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Remember
Difficulty Level: Moderate
16) Preschoolers have particular difficulty interpreting ________.
A) behavior that suggests an emotional state, such as clapping and smiling
B) actions that consistently lead to effects, such as ringing a doorbell
C) the belief that thoughts and feelings are connected, such as believing that positive thoughts help a person feel better
D) situations that offer conflicting cues, such as a smiling child holding a broken toy
Topic: Emotional Development
Content Ref: p. 359; screen 10.2.1
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Apply
Difficulty Level: Moderate
17) Which statement about emotional understanding is true?
A) Preschoolers whose mothers negotiate during conflicts with them show delayed emotional understanding.
B) Attachment security is related to more elaborate parent–child discussions that highlight the emotional significance of past events.
C) With age, preschoolers engage in less emotion talk with siblings and friends.
D) The less preschoolers refer to feelings when interacting with peers, the better they are liked by their peers.
Topic: Emotional Development
Content Ref: p. 359; screen 10.2.1
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Easy
18) At a parade, 3-year-old Kyle, who is scared of loud noises, puts his fingers in his ears when he hears the fire trucks coming down the street. Kyle is displaying ________.
A) scaffolding
B) situational empathy
C) social problem solving
D) emotional self-regulation
Topic: Emotional Development
Content Ref: p. 359; screen 10.2.2
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Apply
Difficulty Level: Easy
19) Which statement accurately describes the relationship between effective management of emotion and emotional understanding?
A) Emotional self-regulation enhances emotional understanding, but emotional understanding does not affect emotional self-regulation
B) Emotional understanding enhances emotional self-regulation, but emotional self-regulation does not affect emotional understanding
C) Emotional self-regulation and emotional understanding mutually support one another.
D) Emotional self-regulation and emotional understanding are distinct and unrelated abilities.
Topic: Emotional Development
Content Ref: p. 360; screen 10.2.2
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Remember
Difficulty Level: Easy
20) When portraying an emotion they do not feel, children of all ages find it easier to act ________ than ________.
A) sad; pleased
B) pleased; angry
C) disgusted; angry
D) angry; pleased
Topic: Emotional Development
Content Ref: p. 360; screen 10.2.2
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Easy
21) Which statement about emotional self-regulation is true?
A) Children who experience negative emotions intensely find it easier to inhibit their feelings.
B) Emotionally reactive children typically do not develop emotion-regulation strategies by observing their parents.
C) Emotionally reactive children are often the targets of poor parenting, which compounds their poor self-regulation.
D) Children who are effective at emotional self-regulation are unlikely to experience fears that are common in other children.
Topic: Emotional Development
Content Ref: p. 360; screen 10.2.2
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Easy
22) Which approach would be most effective in helping children who are afraid of monsters?
A) increasingly exposing the child to stories about monsters in order to acclimate him or her to thinking about monsters
B) reminding the child that adults do not believe in monsters, and therefore the child should not either
C) removing toys used for “protection,” explaining that they are not necessary
D) “searching” the child’s room for monsters and showing her or him that there are none
Topic: Emotional Development
Content Ref: p. 361; screen 10.2.3
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Remember
Difficulty Level: Easy
23) As their self-concepts develop, preschoolers become ________.
A) less sensitive to blame but more responsive to feedback
B) less likely to experience self-conscious emotions
C) increasingly sensitive to praise and blame
D) more likely to feel shame after success
Topic: Emotional Development
Content Ref: p. 361; screen 10.2.3
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Moderate
24) By age 3, ________.
A) self-conscious emotions are clearly linked to self-evaluation
B) children no longer depend on adults to know when to feel self-conscious emotions
C) children are not yet sensitive to praise and blame
D) children have not yet developed the capacity to feel guilty or ashamed
Topic: Emotional Development
Content Ref: p. 361; screen 10.2.3
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Remember
Difficulty Level: Easy
25) As Chandra pours herself some juice, she misses the cup and spills juice on the table. Her parents chide her for being a bad girl and making a mess. If her parents regularly give her this kind of feedback, Chandra is likely to ________.
A) show moderate, adaptive levels of shame and pride
B) experience self-conscious emotions intensely
C) be more persistent on difficult tasks
D) show decreased rates of shame as she grows older
Topic: Emotional Development
Content Ref: p. 361; screen 10.2.3
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Apply
Difficulty Level: Moderate
26) When 4-year-old Katherine throws a beanbag, her dad comments, “You stood still as you were throwing. Now try taking a step toward me as you throw.” If Katherine’s dad regularly gives this sort of feedback, Katherine is likely to experience ________.
A) low levels of shame and pride and less persistence on difficult tasks
B) extreme pride after a success and extreme shame after a failure
C) no pride after a success and no shame after a failure
D) moderate levels of shame and pride and greater persistence on difficult tasks
Topic: Emotional Development
Content Ref: p. 361; screen 10.2.3
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Apply
Difficulty Level: Difficult
27) Among children from Western cultures, when guilt occurs in appropriate circumstances and is neither excessive nor accompanied by shame, it is related to ________.
A) inflated self-esteem
B) insecure attachment with a caregiver
C) poor emotional self-regulation
D) good adjustment
Topic: Emotional Development
Content Ref: p. 361; screen 10.2.3
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Remember
Difficulty Level: Easy
28) Which statement about empathy is true?
A) It is more often expressed during toddlerhood than during the preschool years.
B) Preschoolers are more likely to display empathic concern when another’s emotional reaction is clearly justified.
C) Feelings of empathy must always precede feelings of sympathy.
D) Feelings of sympathy are necessary in order to have feelings of empathy.
Topic: Emotional Development
Content Ref: p. 362; screen 10.2.4
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Difficult
29) A child who feels empathy but not sympathy would ________.
A) be capable of acting to help a distressed person but would feel no strong emotions while doing so
B) have feelings similar to those of a distressed person but would not feel sorrow for that person’s plight
C) have feelings of concern for another person but would lack the motivation to act on those feelings
D) be capable of action that helps another person, but only when those actions help himself or herself as well
Topic: Emotional Development
Content Ref: p. 362; screen 10.2.4
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Difficult
30) Empathy ________ a sympathetic, prosocial behavior because ________.
A) always prompts; feeling the emotions of others creates the motivation to act
B) always prompts; prosocial behavior provides a way to alleviate the distress associated with the experience of empathy
C) does not always prompt; poor emotion regulators can be overwhelmed by their feelings when faced with someone in need
D) does not always prompt; even a secure parent–child attachment relationship does not affect children’s likely reactions when faced with someone in need
Topic: Emotional Development
Content Ref: p. 362; screen 10.2.4
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Difficult
31) Angry, punitive parenting ________.
A) has less of an effect on children who are poor emotion regulators than on other children
B) causes children to compensate in response, developing a heightened sense of sympathy
C) disrupts a child’s development of empathy from an early age
D) is linked to a decrease in prosocial behavior among adolescents but not among preschoolers
Topic: Emotional Development
Content Ref: p. 362; screen 10.2.4
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Understand
Difficulty Level: Easy
32) Four-year-old Christopher has authoritarian parents who sometimes physically abuse him. When his friend Joaquin has a bad day and cries, Christopher is most likely to respond by ________.
A) showing sympathetic concern but not empathy
B) showing strong feelings of empathy but not sympathy
C) withdrawing from the situation or reacting with verbal and physical attacks
D) exhibiting his own distress due to his increased sensitivity to the suffering of others
Topic: Emotional Development
Content Ref: p. 362; screen 10.2.4
Objective: 10.2 Identify changes in understanding and expressing emotion during early childhood, citing factors that influence those changes.
Skill: Apply
Difficulty Level: Moderate
33) Parallel play differs from nonsocial activity in that during parallel play, children ________.
A) play with similar materials, exchange toys, and comment on one another’s behavior
B) play with similar materials but do not try to influence each other’s behavior
C) orient toward a common goal but do not try to influence each other’s behavior
D) play near each other but do not use similar materials.
Topic: Peer Relations
Content Ref: p. 363; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
34) Twins Jillian and Wesley, 11 months old, play near each other with similar materials. However, they do not try to direct each other’s activities. They are engaged in ________.
A) parallel play
B) cooperative play
C) associative play
D) nonsocial activity
Topic: Peer Relations
Content Ref: p. 363; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Apply
Difficulty Level: Easy
35) During associative play, ________.
A) a child plays alone or watches other children while they play
B) a child plays near other children with similar materials but does not try to influence their behavior
C) children engage in separate activities but exchange toys and comment on one another’s behavior
D) children orient toward a common goal, such as acting out a make-believe theme
Topic: Peer Relations
Content Ref: p. 363; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Remember
Difficulty Level: Moderate
36) In the sandbox, Amelia makes a pie while Franklin pours sand from one container into another. The children talk and pass tools back and forth. They are engaged in ________.
A) parallel play
B) cooperative play
C) associative play
D) nonsocial activity
Topic: Peer Relations
Content Ref: p. 363; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Apply
Difficulty Level: Moderate
37) Unlike associative play, cooperative play involves ________.
A) playing with similar materials
B) trying to influence another child’s behavior
C) engaging in separate activities
D) orienting toward a common goal
Topic: Peer Relations
Content Ref: p. 363; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
38) Four children in LaShonda’s preschool class act out a make-believe theme during their preschool’s dramatic play period. They are engaging in ________.
A) nonsocial activity
B) parallel play
C) associative play
D) cooperative play
Topic: Peer Relations
Content Ref: p. 363; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Apply
Difficulty Level: Easy
39) Longitudinal research indicates that the forms of play emerge in which order?
A) associative play, nonsocial activity, parallel play, cooperative play
B) nonsocial activity, parallel play, cooperative play, associative play
C) nonsocial activity, associative play, cooperative play, parallel play,
D) nonsocial activity, parallel play, associative play, cooperative play
Topic: Peer Relations
Content Ref: pp. 363-4; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Easy
40) Longitudinal evidence regarding play styles indicates that ________.
A) play forms do not emerge in a universally ordered sequence
B) later-appearing play forms do not replace earlier ones
C) children who spend many hours in nonsocial activity are at risk for developing behavior problems
D) most children master either associative or cooperative play, but not both
Topic: Peer Relations
Content Ref: p. 364; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
41) __________ is the most frequent form of play among 3- to 4-year-olds.
A) Cooperative play
B) Associative play
C) Parallel play
D) Nonsocial activity
Topic: Peer Relations
Content Ref: p. 364; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
42) Which play behavior is a cause for concern with respect to a child’s development?
A) spending long periods of time in solitary play
B) aimless wandering and hovering near peers
C) preferring associative play to parallel play
D) kneading clay with no intent to make something
Topic: Peer Relations
Content Ref: p. 364; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Remember
Difficulty Level: Moderate
43) Larissa, age 3, often plays alone. Her parents should be concerned if she ________.
A) talks to imaginary friends
B) prefers to work with art materials by herself instead of with others
C) only assembles puzzles or builds with blocks
D) engages in functional play involving repetitive motor actions
Topic: Peer Relations
Content Ref: p. 364; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
44) Which statement about peer sociability and ostracism is true?
A) Reticent children often face peer ostracism, but impulsive children do not.
B) Impulsive children often face peer ostracism, but reticent children do not.
C) Both reticent children and impulsive children experience peer ostracism, with girls at greater risk for rejection than boys.
D) Both reticent children and impulsive children experience peer ostracism, with boys at greater risk for rejection than girls.
Topic: Peer Relations
Content Ref: p. 364; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
45) Which statement about gender differences in play is true?
A) Girls are more likely than boys to be ostracized as a result of engaging in solitary play.
B) Girls are more likely than boys to engage in sociodramatic play.
C) Boys are less likely than girls engage in parallel play.
D) Boys are less likely than girls to engage in associative play.
Topic: Peer Relations
Content Ref: p. 365; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Easy
46) Which statement about cultural differences in play is true?
A) Preference for solitary activities is associated with poor academic development in cultures that value independence over interdependence.
B) Preference for solitary activities is associated with poor academic development in cultures that value interdependence over independence.
C) Children in industrialized, urban contexts more often engage in play themes that are interpretive of daily life.
D) Children in village and tribal cultures are more likely to be encouraged by their parents to engage in inventive play.
Topic: Peer Relations
Content Ref: p. 365; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
47) Caregivers who view play as mere entertainment are ________ likely to ________.
A) more; provide children with props to play with than caregivers who value play’s cognitive benefits
B) more; have children with rich imaginations than caregivers who view play as developmentally beneficial
C) less; encourage associative play than to encourage parallel play
D) less; encourage pretend play than caregivers who value the cognitive and social benefits of play
Topic: Peer Relations
Content Ref: p. 365; screen 10.3.1
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
48) Four- to 7-year-olds regard friendship as ________.
A) an understanding of thoughts and feelings
B) pleasurable play and sharing of toys
C) based on mutual trust
D) long-term and enduring
Topic: Peer Relations
Content Ref: p. 365; screen 10.3.2
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Remember
Difficulty Level: Easy
49) Research on preschool friendships reveals that ________.
A) preschoolers’ ideas about friendship are mature and complex
B) preschoolers interact in essentially the same ways with both friends and nonfriends
C) more than one-third of young children mention the same best friend from one year to the next
D) preschoolers are not capable of describing the difference between friends and nonfriends
Topic: Peer Relations
Content Ref: p. 366; screen 10.3.2
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
50) Research on friendships shows that __________.
A) preschoolers give the same amount of praise to nonfriends as to friends
B) preschoolers receive the same amount of praise from nonfriends as they do from friends
C) most friendships during the preschool years are based on mutual trust
D) children who begin kindergarten with friends in their class adjust to school more favorably
Topic: Peer Relations
Content Ref: p. 366; screen 10.3.2
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Easy
51) Research in which identical-twin pair members’ kindergarten experiences differed tends to show that ________ academic performance.
A) genetic differences affect
B) genetic differences have little influence on
C) environmental differences affect
D) environmental differences have little influence on
Topic: Peer Relations
Content Ref: p. 366; screen 10.3.3
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Difficult
52) Crick and Dodge’s circular model showing the steps of social problem solving takes a(n) __________ approach.
A) Piagetian
B) information-processing
C) Vygotskian
D) ethological
Topic: Peer Relations
Content Ref: p. 367; screen 10.3.4
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Remember
Difficulty Level: Easy
53) Which statement about interventions designed to teach social problem solving is true?
A) They tend to focus on preschoolers from financially secure homes.
B) They are effective for economically disadvantaged children but not for other children.
C) They yield consistent gains in children’s social competence.
D) Improvements in social competence have little effect on behavior problems such as aggression.
Topic: Peer Relations
Content Ref: p. 368; screen 10.3.4
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Moderate
54) Which statement about parental influences on early peer relations is true?
A) Preschoolers whose parents frequently arrange informal play dates are likely to be more socially skilled.
B) Collaborative parent–child play interferes with children’s ability to form peer relations on their own.
C) Parents tend to play more with children of the opposite sex.
D) Parents tend to play with children of the same sex as much as they play with children of the opposite sex.
Topic: Peer Relations
Content Ref: p. 368; screen 10.3.5
Objective: 10.3 Describe peer sociability, friendship, and early problem solving in early childhood, along with cultural and parental influences on early peer relations.
Skill: Understand
Difficulty Level: Easy
55) Most theories of moral development agree that initially a child’s morality is ________.
A) regulated by inner standards
B) motivated by a fear of retribution
C) driven by compassionate concern
D) externally controlled by adults
Topic: Foundations of Morality and Aggression
Content Ref: p. 370; screen 10.4
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Easy
56) According to Freud’s psychoanalytic perspective on morality, children ________.
A) follow the desires of the id to avoid feeling shame and doubt
B) obey the superego to avoid feelings of guilt
C) obey the ego to avoid feelings of mistrust
D) behave morally when adults point out the effects of their misbehavior on others
Topic: Foundations of Morality and Aggression
Content Ref: p. 370; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Moderate
57) Which statement about the psychoanalytic perspective on the development of morality is true?
A) Freud believed that young children form a superego by internalizing the other-sex parent’s moral standards.
B) Most researchers today agree with Freud’s view of how the conscience develops.
C) In psychoanalytic theory, fear of punishment and loss of parental love motivate moral behavior.
D) Freud believed that moral development is largely complete by 10 to 12 years of age.
Topic: Foundations of Morality and Aggression
Content Ref: p. 370; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Moderate
58) The fact that children __________ provides evidence that Freud’s account of conscience development is inaccurate.
A) whose parents frequently use threats or physical force tend to feel little guilt following transgressions
B) whose parents frequently use threats or physical force tend to feel overwhelming guilt when they violate standards
C) who feel little guilt frequently have loving and nurturing parents
D) who grow up in abusive households tend to violate standards infrequently
Topic: Foundations of Morality and Aggression
Content Ref: p. 370; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Difficult
59) The type of discipline called induction ________.
A) fails to provide children with information about how to behave in future situations
B) encourages children to comply with rules to avoid the loss of parental love
C) discourages the development of empathy and sympathy
D) involves helping make the child aware of feelings by pointing out the effects of the child’s misbehavior on others
Topic: Foundations of Morality and Aggression
Content Ref: p. 370; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Easy
60) Discipline that relies heavily on threats of punishment or withdrawal of love ________.
A) motivates children to confess and repair their transgressions
B) has a calming effect on impulsive children
C) is ineffective in getting children to internalize moral rules
D) supports the development of empathy and prosocial responding
Topic: Foundations of Morality and Aggression
Content Ref: p. 371; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Moderate
61) Which statement about tailoring disciplinary strategies is true?
A) With fearless, impulsive children, gentle discipline is most effective.
B) Children who are very low in anxiety are unlikely to feel discomfort when parents express disapproval.
C) Power assertions are sufficient to produce guilt reactions in anxious, inhibited preschoolers.
D) When induction is ineffective, power assertions usually work well.
Topic: Foundations of Morality and Aggression
Content Ref: p. 371; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Difficult
62) Three-year-old Cassandra has very low anxiety and is rarely uncomfortable with parental disapproval. What advice would you give her parents regarding strategies to discipline her?
A) Cassandra needs to be punished for every transgression.
B) Power assertion is the best method to teach Cassandra morality.
C) A close parent–child bond motivates children to listen to parents.
D) Teaching Cassandra to feel shame will lead to the fastest moral development.
Topic: Foundations of Morality and Aggression
Content Ref: p. 371; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Apply
Difficulty Level: Easy
63) Current research indicates that Freud was correct in concluding that ________.
A) children tend to reject their parents’ moral standards
B) guilt is an important motivator of moral action
C) children’s fear of punishment leads to the development of a conscience
D) fear of loss of parental love motivates conscience formation
Topic: Foundations of Morality and Aggression
Content Ref: p. 371; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Moderate
64) When Erin takes her brother’s book away and makes him cry, Erin’s father says, “Your brother is crying because you took his book away. Your behavior disappointed me.” Erin’s father is using __________ as a means of influencing Erin.
A) coercion
B) empathy-based guilt
C) authoritarian parenting
D) permissive parenting
Topic: Foundations of Morality and Aggression
Content Ref: p. 371; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Apply
Difficulty Level: Moderate
65) Which statement about moral development is true?
A) Guilt is the only force that compels us to act morally.
B) Moral development is complete by the end of early childhood.
C) There is little evidence that guilt motivates moral action.
D) Moral development is a gradual process that extends into adulthood.
Topic: Foundations of Morality and Aggression
Content Ref: p. 371; screen 10.4.1
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Easy
66) According to social learning theory, ________.
A) morality has a unique course of development
B) reinforcing young children with praise is necessary to induce them to help others
C) moral behavior is acquired through modeling
D) guilt is the only force that compels children to act morally
Topic: Foundations of Morality and Aggression
Content Ref: p. 371; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Easy
67) Warmth and responsiveness, competence and power, and consistency between assertions and behavior are all ________.
A) characteristics of a model that increase a child’s willingness to imitate the model’s behavior
B) characteristics of emotional development that are necessary for moral behavior to occur
C) important characteristics that are necessary for inductive discipline to be effective
D) characteristics of a prosocial child who has learned empathy-based guilt
Topic: Foundations of Morality and Aggression
Content Ref: p. 372; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Moderate
68) Parents are most likely to use forceful methods of discipline when ________.
A) they want to foster long-term obedience in a child
B) mild transgressions occur
C) immediate obedience is necessary
D) children are verbally aggressive toward others
Topic: Foundations of Morality and Aggression
Content Ref: p. 372; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Easy
69) Frequent harsh punishment promotes ________.
A) immediate compliance but not lasting changes in behavior
B) emotional well-being throughout early and middle childhood
C) more efficient emotion-regulation strategies
D) strong internalization of moral rules
Topic: Foundations of Morality and Aggression
Content Ref: p. 372; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Easy
70) Which statement about the effects of harsh punishment is true?
A) Children who are punished frequently develop a more conflict-ridden parent–child relationship.
B) Individuals whose parents used corporal punishment are less accepting of such discipline.
C) Corporal punishment is most commonly used in economically advantaged homes.
D) Harsh punishment causes children to be overly sensitive and empathetic.
Topic: Foundations of Morality and Aggression
Content Ref: p. 373; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Moderate
71) The frequency and harshness of corporal punishment are elevated among ________.
A) more educated, economically advantaged parents
B) more educated, economically disadvantaged parents
C) less educated, economically advantaged parents
D) less educated, economically disadvantaged parents
Topic: Foundations of Morality and Aggression
Content Ref: p. 373; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Easy
72) The link between consistently using physical punishment to discipline a child and that child’s later aggression ________.
A) demonstrates that physical punishment is an effective disciplinary technique
B) illustrates why physical punishment reduces aggression in preschoolers
C) disappears after controlling for other factors that might otherwise account for the relationship
D) remains even after controlling for child, parenting, and family characteristics
Topic: Foundations of Morality and Aggression
Content Ref: p. 373; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Easy
73) Which statement about the views of U.S. adults regarding disciplinary practices is true?
A) Support for corporal punishment is declining, though the majority of both men and women endorse spanking.
B) Support for corporal punishment is declining, and the majority of both men and women oppose spanking.
C) The majority of men oppose spanking, but the majority of women endorse it.
D) The majority of men endorse spanking, but the majority of women oppose it.
Topic: Foundations of Morality and Aggression
Content Ref: p. 373; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Difficult
74) Which statement about research on physical punishment is true?
A) Among all U.S. parents, spanking is the most common approach to discipline.
B) Among African-American parents, but not European-American parents, spanking is the most common approach to discipline.
C) In adolescence, ethnic differences in physical punishment fade.
D) It is a more effective form of discipline than time out and withdrawal of privileges.
Topic: Foundations of Morality and Aggression
Content Ref: p. 374 Box: Cultural Influences: Ethnic Differences in the Consequences of Physical Punishment; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Moderate
75) Research on corporal punishment shows that African-American and European-American parents ________.
A) consider physical punishment to be wrong
B) report meting out physical punishment differently
C) culturally disapprove of physical discipline
D) are usually highly agitated when they use physical punishment
Topic: Foundations of Morality and Aggression
Content Ref: p. 374 Box: Cultural Influences: Ethnic Differences in the Consequences of Physical Punishment; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Easy
76) For children, the meaning and impact of physical discipline ________.
A) is consistently negative, regardless of ethnicity, context, or intensity
B) is consistently manifested in problem behaviors, depressive symptoms, and negative self-esteem
C) can vary sharply with its intensity level, context of warmth and support, and cultural approval
D) varies little from culture to culture within the United States
Topic: Foundations of Morality and Aggression
Content Ref: p. 374 Box: Cultural Influences: Ethnic Differences in the Consequences of Physical Punishment; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Easy
77) After Mia bit her brother, her father would not let her watch TV. This technique, known as withdrawal of privileges, ________.
A) gives Mia’s father a cooling-off period to consider what other punishment options he might use
B) allows Mia’s father to avoid administering harsh punishment and then dealing with its side effects
C) results in a hostile parent–child relationship that is likely to persist through adolescence
D) is not as effective as corporal punishment in stopping the immediate behavior
Topic: Foundations of Morality and Aggression
Content Ref: p. 374; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Apply
Difficulty Level: Easy
78) The most effective forms of discipline encourage good conduct by ________.
A) building a mutually respectful bond between a parent and a child
B) convincing children that they will be punished if they act inappropriately
C) intervening after misbehavior has occurred in order to encourage independence
D) combining firm intervention with a temporary withdrawal of affection
Topic: Foundations of Morality and Aggression
Content Ref: p. 375; screen 10.4.2
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Easy
79) The cognitive-developmental perspective regards children as ________.
A) passive learners of moral standards
B) active thinkers about social rules
C) blank slates with regard to morality
D) prewired with moral standards
Topic: Foundations of Morality and Aggression
Content Ref: p. 376; screen 10.4.3
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Remember
Difficulty Level: Easy
80) Which behavior is an example of a moral imperative?
A) practicing appropriate table manners
B) observing cultural politeness rituals
C) choosing enjoyable leisure activities
D) enforcing a prohibition on stealing
Topic: Foundations of Morality and Aggression
Content Ref: p. 376; screen 10.4.3
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Apply
Difficulty Level: Easy
81) Which statement about social conventions is true?
A) They are customs determined solely by consensus.
B) They are moral rules that protect people’s rights and welfare.
C) They include prohibitions on stealing and unprovoked hitting.
D) Preschoolers do not distinguish social conventions from moral imperatives.
Topic: Foundations of Morality and Aggression
Content Ref: p. 376; screen 10.4.3
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Apply
Difficulty Level: Easy
82) Three-year-old Madison is shown two pictures: one depicting a child stealing another child’s toy and the other showing a child eating spaghetti with her fingers. Madison is most likely to judge ________.
A) both actions as equally wrong
B) both actions as morally acceptable as long as they were not witnessed by an adult
C) the stealing as more wrong than the bad table manners
D) the bad table manners as more wrong than the stealing
Topic: Foundations of Morality and Aggression
Content Ref: p. 376; screen 10.4.3
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Apply
Difficulty Level: Moderate
83) Preschoolers have difficulty distinguishing between ________, which supports the conclusion that their moral reasoning is rigid.
A) moral imperatives and social conventions
B) moral imperatives and matters of personal choice
C) their transgressions and the transgressions of others
D) accidental and intentional transgressions
Topic: Foundations of Morality and Aggression
Content Ref: p. 376; screen 10.4.3
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Moderate
84) Preschoolers’ explanations for why hitting others is wrong tend to ________.
A) be simplistic and centered on physical harm
B) highlight the difference between intentional and accidental acts
C) focus on the social convention against hitting other people
D) recognize that hitting is wrong only in certain circumstances
Topic: Foundations of Morality and Aggression
Content Ref: p. 376; screen 10.4.3
Objective: 10.4a Identify the central features of psychoanalytic, social learning, and cognitive-developmental approaches to moral development.
Skill: Understand
Difficulty Level: Moderate
85) Which statement about the development of aggression is true?
A) Early in life, the most common type is proactive aggression.
B) Reactive aggression is used to obtain an object, privilege, space, or social reward.
C) Relational aggression is always reactive.
D) Physical aggression is always proactive.
Topic: Foundations of Morality and Aggression
Content Ref: p. 377; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Understand
Difficulty Level: Difficult
86) Elise hoped to be cast as the lead in the school play. When she learns that Nicole was chosen instead, Elise spreads a rumor about Nicole. This is an example of ________ aggression.
A) physical
B) proactive
C) reactive
D) verbal
Topic: Foundations of Morality and Aggression
Content Ref: p. 377; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Apply
Difficulty Level: Easy
87) Emily is chosen as Student of the Day. Annie is angry that she was not selected, and she spreads a mean rumor about Emily. This is an example of __________ aggression.
A) physical
B) instrumental
C) proactive
D) relational
Topic: Foundations of Morality and Aggression
Content Ref: p. 377; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Apply
Difficulty Level: Easy
88) Which conclusion is supported by research on aggression?
A) By age 17 months, girls are more physically aggressive than boys.
B) In early childhood, verbal aggression gradually replaces physical aggression.
C) Boys are more likely than girls to use indirect relational tactics that extend for hours, weeks, or even months
D) Parents respond far more negatively to physical fighting in boys than they do in girls.
Topic: Foundations of Morality and Aggression
Content Ref: p. 377; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Understand
Difficulty Level: Moderate
89) Which statement is true about sex differences in aggression?
A) Girls concentrate most of their aggressive acts in the relational category.
B) Boys are more physically aggressive than girls, but have lower overall rates of aggression.
C) Boys concentrate most of their aggressive acts in the physical category.
D) Girls display overall rates of aggression that are much higher than those of boys.
Topic: Foundations of Morality and Aggression
Content Ref: p. 378; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Understand
Difficulty Level: Moderate
90) Gary, who is extremely active and impulsive, is difficult for his parents to control. His parents, in turn, are emotionally negative toward Gary and tend to use harsh, inconsistent discipline. As a result of this pattern of interaction, Gary is likely to ________.
A) be more aware of his siblings’ needs than his own
B) show less aggression as he ages
C) see hostile intent where it does not exist
D) overestimate the impact of his aggressive behavior
Topic: Foundations of Morality and Aggression
Content Ref: p. 379; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Apply
Difficulty Level: Moderate
91) Which statement about aggression is true?
A) Children high in reactive aggression believe that there are benefits to engaging in destructive acts.
B) Children high in reactive aggression often fail to see hostile intent even when it is present.
C) Reactive aggression is associated with deficiencies in forming social goals.
D) Proactive aggression is associated with deficiencies in recognizing social cues.
Topic: Foundations of Morality and Aggression
Content Ref: p. 379; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Understand
Difficulty Level: Moderate
92) The most violent television programs are ________.
A) reality programs
B) adult medical dramas
C) children’s cartoons
D) adult legal dramas
Topic: Foundations of Morality and Aggression
Content Ref: p. 379; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Remember
Difficulty Level: Easy
93) Reviewers of thousands of studies have concluded that exposure to violent screen media ________.
A) decreases the likelihood of hostile emotions but increases the likelihood of aggressive behavior in viewers
B) has a negative impact on preschool children but does not increase aggression in older children
C) encourages children to believe that perpetrators are almost always punished
D) increases the likelihood of hostile thoughts and emotions and aggressive behavior in viewers
Topic: Foundations of Morality and Aggression
Content Ref: p. 379; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Remember
Difficulty Level: Moderate
94) Which statement is supported by research on media violence?
A) Children’s programming contains less violent content than most other forms of programming.
B) Watching violence on TV does not increase the likelihood of aggressive behavior enacted by the viewers
C) Older children are more likely than preschoolers and young school-age children to imitate media violence.
D) Even in nonaggressive children, media violence sparks hostile thoughts and behavior.
Topic: Foundations of Morality and Aggression
Content Ref: p. 380; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Understand
Difficulty Level: Moderate
95) Which statement about the V-chip is true?
A) It allows parents to prevent children from accessing adult-oriented websites.
B) It is an optional feature that increases the cost of new television sets.
C) It is mandated in all new TV sets sold in the United States.
D) It is designed to make offensive television programs less appealing to children.
Topic: Foundations of Morality and Aggression
Content Ref: p. 380; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Understand
Difficulty Level: Easy
96) Treatment for aggressive children is best begun ________.
A) early, before their behavior becomes well-practiced and difficult to change
B) in mid- to late elementary school, after its impact on academic achievement is verifiable
C) during middle school, after their inability to inhibit impulses has been documented
D) during mid- to late adolescence, after their behavior patterns have solidified
Topic: Foundations of Morality and Aggression
Content Ref: p. 380; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Understand
Difficulty Level: Easy
97) Evaluations of the program Incredible Years revealed that it ________.
A) improved parenting and reduced child behavior problems in families with aggressive children
B) initially helped families with aggressive children, but the effects of the parent training component did not endure
C) was somewhat helpful for parenting of mildly aggressive children but did not improve parenting of children with conduct problems
D) did not have any lasting impact on children with serious conduct problems
Topic: Foundations of Morality and Aggression
Content Ref: pp. 380-1; screen 10.4.4
Objective: 10.4b Describe the development of aggression in early childhood, including family and media influences and effective approaches to reducing aggressive behavior.
Skill: Remember
Difficulty Level: Easy
98) In Mr. Kapur’s preschool classroom, girls spend more time in the housekeeping, art, and reading corners, while boys gather more often in the areas devoted to blocks, woodworking, and active play. This conformity to cultural stereotypes is known as gender ________.
A) typing
B) identity
C) segregation
D) conflict
Topic: Gender Typing
Content Ref: p. 382; screen 10.5
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Apply
Difficulty Level: Moderate
99) During early childhood, children’s gender-stereotyped beliefs ________.
A) emerge slowly, because parents treat boys and girls in similar ways
B) strengthen so much that many children apply them as blanket rules that should not be violated
C) are highly flexible with respect to clothing and hairstyle but less so with respect to types of play
D) are flexible until about age 5, after which they become more rigid
Topic: Gender Typing
Content Ref: p. 382; screen 10.5.1
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Understand
Difficulty Level: Easy
100) Preschoolers typically do not realize that ________.
A) characteristics associated with one’s sex do not determine whether a person is male or female
B) girls and boys tend to prefer different kinds of play activities
C) certain toys, clothing, and personality traits are associated with one gender or the other
D) their parents are likely to have opinions about the expected behavior of boys and girls
Topic: Gender Typing
Content Ref: p. 383; screen 10.5.1
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Understand
Difficulty Level: Difficult
101) Research on biological influences on gender typing reveals that ________.
A) sex differences in play and personality traits only appear in Western cultures
B) aggression and preference for same-sex playmates are widespread among mammalian species
C) preschool girls prefer to play in larger-group play with other girls
D) prenatally administered androgens decrease active play
Topic: Gender Typing
Content Ref: p. 383; screen 10.5.2
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Understand
Difficulty Level: Easy
102) Girls exposed prenatally to high levels of androgens show a preference for ________.
A) girls as playmates
B) quiet play over active play
C) creating art over rough-and-tumble play
D) trucks and blocks over dolls
Topic: Gender Typing
Content Ref: p. 383; screen 10.5.2
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Understand
Difficulty Level: Easy
103) Research on gender typing reveals that ________.
A) beginning at birth, parents have different expectations of sons than of daughters
B) parents tend to list achievement and warmth as important characteristics for their sons
C) parents actively reinforce closeness and independence in boys and dependency in girls
D) fathers are more insistent that girls rather than boys conform to gender roles
Topic: Gender Typing
Content Ref: p. 384; screen 10.5.3
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Understand
Difficulty Level: Easy
104) Parents typically give their sons toys that emphasize ________.
A) cooperation
B) nurturance
C) competition
D) physical attractiveness
Topic: Gender Typing
Content Ref: p. 384; screen 10.5.3
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Remember
Difficulty Level: Easy
105) ________, especially, are more insistent that ________ conform to gender roles.
A) Mothers; boys
B) Mothers; girls
C) Fathers; girls
D) Fathers; boys
Topic: Gender Typing
Content Ref: p. 384; screen 10.5.3
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Remember
Difficulty Level: Easy
106) Research on gender typing collected in diverse countries demonstrates that teachers ________.
A) give more overall attention (both positive and negative) to boys than to girls
B) use more disapproval and controlling discipline with girls than with boys
C) are likely to encourage boys to participate in adult-structured activities
D) expect girls to misbehave more often than boys
Topic: Gender Typing
Content Ref: p. 385; screen 10.5.3
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Understand
Difficulty Level: Moderate
107) Children’s same-sex peer associations ________.
A) make the peer context an especially potent source of gender-role learning
B) serve to reduce gender stereotypes emphasized by parents
C) increase their tolerance for gender-inappropriate activities
D) increase curiosity about activities associated with the opposite sex
Topic: Gender Typing
Content Ref: p. 386; screen 10.5.3
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Understand
Difficulty Level: Easy
108) In gender-segregated peer groups, girls are more likely than boys to use ________ to get their way.
A) commands and threats
B) requests and persuasion
C) physical aggression
D) reactive aggression
Topic: Gender Typing
Content Ref: p. 386; screen 10.5.3
Objective: 10.5a Discuss biological and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior.
Skill: Remember
Difficulty Level: Easy
109) Androgynous children and adults ________.
A) are less adaptable than those with traditional gender identities
B) score low on both masculine and feminine personality characteristics
C) score high on both masculine and feminine personality characteristics
D) show less sensitivity than stereotypically masculine individuals
Topic: Gender Typing
Content Ref: p. 387; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Remember
Difficulty Level: Easy
110) Which statement about gender identity is true?
A) Androgynous individuals have lower self-esteem than stereotypically feminine individuals.
B) Gender identity is a good predictor of psychological adjustment.
C) Children with a masculine identity score high on research questions measuring cheerfulness.
D) Children with a feminine identity score high on research questions measuring self-sufficiency.
Topic: Gender Typing
Content Ref: p. 387; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Understand
Difficulty Level: Difficult
111) According to social learning theory, ________ come(s) before ________ in the development of gender identity.
A) behavior; self-perceptions
B) self-perceptions; gender awareness
C) self-perceptions; behavior
D) gender constancy; gender awareness
Topic: Gender Typing
Content Ref: p. 388; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Remember
Difficulty Level: Moderate
112) Six-year-old Tiana recognizes that she is still a girl even when she cuts her hair short, wears overalls, and plays with toy cars. Tiana has developed ________.
A) gender appropriateness
B) a gender identity
C) gender dysphoria
D) gender constancy
Topic: Gender Typing
Content Ref: p. 388; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Apply
Difficulty Level: Easy
113) Four-year-old Cain watches an adult dress a boy doll in girl’s clothing. Cain is likely to insist that the doll is ________.
A) a boy wearing a dress
B) androgynous
C) now a girl
D) neither a boy nor a girl
Topic: Gender Typing
Content Ref: p. 388; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Apply
Difficulty Level: Difficult
114) Full attainment of gender constancy is strongly related to the ability to master Piagetian ________ tasks.
A) conservation
B) perspective taking
C) class inclusion
D) transitive inference
Topic: Gender Typing
Content Ref: p. 388; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Remember
Difficulty Level: Difficult
115) Gender ________ theory is an information-processing approach that combines social learning and cognitive-developmental features.
A) typing
B) schema
C) constancy
D) identity
Topic: Gender Typing
Content Ref: p. 388; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Remember
Difficulty Level: Easy
116) If Opal is a gender-schematic child, she ________.
A) seldom views the world in gender-linked terms
B) applies a gender-salience filter to her experiences
C) will play with “gender-inappropriate” toys
D) will play with a toy she likes, whether or not girls typically play with it
Topic: Gender Typing
Content Ref: p. 388; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Apply
Difficulty Level: Difficult
117) When Francine sees a dump truck in the sandbox, she wonders, “Do I like this toy?” She then decides to play with the truck. Francine ________.
A) is a gender-schematic child
B) is using her gender-salience filter
C) is a gender-aschematic child
D) has gender dysphoria
Topic: Gender Typing
Content Ref: p. 388; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Apply
Difficulty Level: Moderate
118) In a study involving puzzle solving, boys performed ________ when the puzzles were labeled “for boys.” In the same study, girls performed ________ when the puzzles were labeled “for girls.”
A) better; better
B) better; worse
C) worse; better
D) worse; worse
Topic: Gender Typing
Content Ref: p. 389; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Remember
Difficulty Level: Moderate
119) Which situation illustrates how children’s gender schemas are likely to affect memory?
A) When shown a picture of a female wearing a dress, children may later remember her as a male.
B) When shown a picture of a male firefighter, children may later remember him as a female.
C) When shown a picture of a female cooking, children may later remember her as a male.
D) When shown a picture of a male nurse, children may later remember him as a doctor.
Topic: Gender Typing
Content Ref: p. 389; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Apply
Difficulty Level: Moderate
120) Four-year-old Nancy, whose birth sex is female, strongly identifies as a boy and has experienced substantial distress related to gender identity. Nancy is experiencing ________.
A) gender dysphoria
B) gender discrimination
C) gender constancy
D) an androgynous gender identity
Topic: Gender Typing
Content Ref: p. 390 Box: Biology and Environment: Transgender Children; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Apply
Difficulty Level: Easy
121) Which statement about transgender children is true?
A) When questioned about their peer preferences, transgender children respond very differently from nontransgender agemates who share their expressed gender.
B) Transgender preschoolers and school-age children are not pretending, confused, or delayed in gender understanding.
C) Gender dysphoria typically disappears in early adolescence as young people who were previously dissatisfied with their birth sex encounter their first feelings of sexual attraction.
D) Current evidence suggests that the best approach for gender-dysphoric children is to lessen their cross-gender behavior and increase their comfort with their birth sex.
Topic: Gender Typing
Content Ref: p. 390 Box: Biology and Environment: Transgender Children; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Understand
Difficulty Level: Moderate
122) By middle childhood, children who hold flexible beliefs about what boys and girls can do ________.
A) are more likely to be gender schematic
B) are less likely to have an androgynous gender identity
C) show more in-group favoritism
D) are more likely to notice instances of gender discrimination
Topic: Gender Typing
Content Ref: p. 391; screen 10.5.4
Objective: 10.5b Describe and evaluate major theories that explain the emergence of gender identity.
Skill: Understand
Difficulty Level: Easy
123) The most successful approach to child rearing is a(n) __________ style.
A) permissive
B) authoritarian
C) uninvolved
D) authoritative
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 392; screen 10.6.1
Objective: 10.6a Describe the impact of child-rearing styles on development, and explain why authoritative parenting is effective.
Skill: Remember
Difficulty Level: Easy
124) DeShawn’s parents frequently interrupt him, ridicule his ideas, and withdraw their affection when DeShawn makes choices they disagree with. These tactics are typical of the ________ style of child rearing.
A) permissive
B) authoritarian
C) uninvolved
D) authoritative
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 393; screen 10.6.1
Objective: 10.6a Describe the impact of child-rearing styles on development, and explain why authoritative parenting is effective.
Skill: Apply
Difficulty Level: Easy
125) Compared to other parenting styles, children of ________ parents are more likely to react with hostility when frustrated and use force to get their way.
A) permissive
B) authoritarian
C) uninvolved
D) authoritative
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 393; screen 10.6.1
Objective: 10.6a Describe the impact of child-rearing styles on development, and explain why authoritative parenting is effective.
Skill: Remember
Difficulty Level: Easy
126) Ugo’s parents are warm but overindulgent and inattentive. They make few demands that Ugo show mature behavior, and they permit him to make many decisions before he is cognitively ready. Ugo’s parents have a(n) ________ style of child rearing.
A) permissive
B) authoritarian
C) uninvolved
D) authoritative
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 393; screen 10.6.1
Objective: 10.6a Describe the impact of child-rearing styles on development, and explain why authoritative parenting is effective.
Skill: Apply
Difficulty Level: Easy
127) Compared with Western parents, Chinese parents describe their parenting as ________.
A) more permissive
B) more controlling
C) less affectionate
D) less inductive
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 395; screen 10.6.3
Objective: 10.6a Describe the impact of child-rearing styles on development, and explain why authoritative parenting is effective.
Skill: Remember
Difficulty Level: Easy
128) ________ accounts for about 75 percent of reported cases of child maltreatment.
A) Physical abuse
B) Emotional abuse
C) Sexual abuse
D) Neglect
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 396; screen 10.6.4
Objective: 10.6b Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.
Skill: Remember
Difficulty Level: Easy
129) __________ commit the vast majority of acts of child abuse.
A) Nonparental family members
B) Child-care workers
C) Parents
D) Stepparents and foster parents
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 396; screen 10.6.4
Objective: 10.6b Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.
Skill: Remember
Difficulty Level: Easy
130) Research on child maltreatment shows that ________.
A) abuse depends more strongly on parental characteristics than on characteristics of the child
B) the vast majority of parents who commit abusive incidents share a common personality type
C) parents who were abused as children inevitably become abusers themselves
D) sexual abuse is more common than physical abuse
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 397; screen 10.6.4
Objective: 10.6b Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.
Skill: Understand
Difficulty Level: Moderate
131) Which statement about cultural values, laws, and customs and their effect on child maltreatment is true?
A) Many countries, including Austria, Germany, and Spain, allow corporal punishment in schools.
B) No industrialized nations have yet outlawed physical punishment in the home.
C) The U.S. Supreme Court rejects the right of school officials to use corporal punishment.
D) Corporal punishment of children by parents remains legal in all 50 U.S. states.
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 397; screen 10.6.4
Objective: 10.6b Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.
Skill: Remember
Difficulty Level: Moderate
132) Which statement about the consequences of child maltreatment is true?
A) Persistent abuse seems to blunt children’s normal physiological response to stress.
B) After months of abuse, children usually produce too much of the stress hormone cortisol.
C) Children who have experienced chronic abuse tend to develop compensatory behaviors that lower stress.
D) Cognitive and emotional problems caused by the stress of persistent abuse rarely endure into adolescence and adulthood.
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 398; screen 10.6.4
Objective: 10.6b Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.
Skill: Understand
Difficulty Level: Moderate
133) Because child maltreatment is embedded in families, communities, and society as a whole, ________.
A) efforts to prevent it must be directed at each of those levels
B) it is almost impossible to prevent
C) strengthening parent competencies is an ineffective approach
D) providing social support to families is an ineffective strategy
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 398; screen 10.6.4
Objective: 10.6b Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.
Skill: Understand
Difficulty Level: Easy
134) Which statement about the judicial system and child maltreatment is true?
A) Fewer cases of child maltreatment currently reach the courts than in decades past.
B) Child maltreatment is a crime that is relatively easy to prove.
C) In the United States, government intervention into family life is viewed as a last resort.
D) In the past several decades, little progress has been made in understanding and preventing child maltreatment.
Topic: Child Rearing and Emotional and Social Development
Content Ref: p. 399; screen 10.6.4
Objective: 10.6b Discuss the multiple origins of child maltreatment, its consequences for development, and prevention strategies.
Skill: Understand
Difficulty Level: Moderate
ESSAY
135) Discuss the emergence of self-esteem in early childhood. How can adults promote high self-esteem in children?
136) Discuss parental influences on children’s early peer relations.
137) What is inductive discipline, and how does it motivate children’s active commitment to moral standards?
138) Describe some of the undesirable consequences of frequent harsh punishment.
139) Discuss some ways to reduce gender stereotyping in young children.
Content Ref: p. 391; screen 10.5.5
140) Compare and contrast authoritative and authoritarian child-rearing styles.
141) Discuss factors within the family that heighten the risk of child maltreatment.
Document Information
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Infants and Children 9e | Test Bank with Answer Key by Laura E. Berk
By Laura E. Berk
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