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Test Bank Docx Chapter 7 Dunn Childhood Development Quiz 1

Name____________________________________

Chapter 7—Early Childhood: Personality and Sociocultural Development—Quick Quiz 1

1. The major way that anxiety is different from fear is that anxiety is:

a. much more intense emotionally

b. processed in the brain, whereas fear is processed in the spinal cord

c. more generalized and vague

d. innate, rather than learned

2. Based on research cited in the text, you would expect that 5-year-old Robby is most likely to fear:

a. monsters

b. strangers

c. falling

d. loud noises

3. When children are younger, they are more likely to engage in ________ aggression; as they grow older they are more likely to engage in __________ aggression.

a. physical; verbal

b. verbal; physical

c. instrumental; hostile

d. instrumental; intentional

4. As children grow older, they gain a greater ability to empathize. As a consequence, their tendency to behave aggressively:

a. first increases, but then decreases

b. first decreases, but then increases

c. generally decreases

d. generally increases

5. A 6-year-old child says, “I did this REALLY WELL! I am a SMART girl!” These statements best reflect Erik Erikson’s concept of:

a. autonomy

b. trust

c. initiative

d. independence

6. Compared to children who don’t have imaginary companions, those who do:

a. are less sociable

b. are more shy

c. have more friends

d. are less creative

7. The text describes a study in which young children watched a puppet show in which a puppet was described as either a friend or an acquaintance who gets in trouble. The children responded with more empathy when the person in trouble was __________ and showed a greater willingness to help ________.

a. a friend; an acquaintance

b. an acquaintance; a friend

c. an acquaintance; an acquaintance

d. a friend; a friend

8. The text reports a study in which female college students interacted with a 6-month-old infant who was either a boy or a girl, and who was dressed as either a boy or a girl. (For example, sometimes a boy was dressed as a boy, sometimes he was dressed as a girl.) Results demonstrate the importance of which of the following factors in the development of gender identity?

a. genetic forces, especially those coded on the X and Y chromosomes

b. brain development, which proceeds either in a “male” or “female” pattern

c. socialization

d. androgyny

9. Leo and Mary use firm control with their children but encourage communication and negotiation in rule setting within the family. Their parenting style would best be described as:

a. permissive

b. authoritative

c. authoritarian

d. indifferent

10. Which of the following statements is the most accurate description of the relationship between socioeconomic status and child maltreatment?

a. Children in low-income families are least likely to be abused because these families are most likely to be headed by women.

b. Children in high-income families are most likely to be abused, but the abuse is less likely to be reported due to the high social status of the parents.

c. Children in low-income families are most likely to be abused because poverty and unemployment involve stress and heighten risk for abuse.

d. Children in middle-class homes are most likely to be abused, but the abuse is less likely to be reported because one parent usually covers up the abuse for the other parent.

Name____________________________________

Chapter 7—Early Childhood: Personality and Sociocultural Development—Quick Quiz 2

1. A theorist who emphasizes the child's feelings, drives, and developmental conflicts in the study of development would most likely subscribe to which of the following theoretical perspectives?

a. social-learning perspective

b. cognitive development perspective

c. psychoanalytic perspective

d. family systems perspective

2. The text reports a study in which parents of Navajo children and parents of white children raised in Montana were asked about what the children were afraid of. The major finding of this study was that?

a. children in Montana were much better adjusted than the Navajo children

b. Navajo children were much better adjusted than the children in Montana

c. children in Montana were afraid of many more things, including imaginary things like supernatural beings

d. Navajo children were afraid of many more things, including imaginary things like supernatural beings

3. If Maria’s parents are concerned that her inability to cope with one of her emotions is disrupting her sense of identity, the emotion that is most likely to be involved would be:

a. guilt

b. anxiety

c. shame

d. fear

4. Megan sees her mother feeling and looking sad. This in turn makes Megan sad. She is experiencing which phenomenon?

a. empathy

b. frustration

c. assertiveness

d. egocentrism

5. According to the views of Erik Erikson, which of the following statements best reflects the developmental crisis for 2-year-old Tommy?

a. Who am I?

b. I want to do it MYSELF!

c. Why NOT?

d. I’m SCARED!

6. Mike and Molly are playing together. Their play involves each playing alone, without interacting with each other, but both children are in the same room, using toys from the same toy box. This type of play would best be described as:

a. associative play

b. cooperative play

c. parallel play

d. onlooker play

7. Which of the following factors is positively related to being popular in childhood:

a. having been the victim of child abuse

b. being aggressive

c. being “different” from peers in some significant way

d. being given lots of opportunities to play with other children

8. ________ is genetically determined and biological, whereas _______ is culturally based and acquired.

a. Sex, gender

b. Gender, sex

c. Masculinity, femininity

d. Femininity, masculinity

9. The various parenting styles that are discussed in the text are distinguished from each other primarily according to the degree that parents exhibit:

a. warmth and control

b. punishment and reinforcement

c. androgen versus gender-role stereotypes

d. love and liking

10. Suppose that 6-year-old Samantha (a girl) is sexually abused. Generalizing from statistics, which of the following people would be most likely to have committed this abuse?

a. Samantha’s father

b. Samantha’s stepfather

c. Samantha’s mother

d. a male neighbor who is gay

Quick Quiz Answers

Quick Quiz 7.1

1. c; 7.1

2. a; 7.1.3

3. a; 7.3.1

4. c; 7.3.1

5. c; 7.4.5

6. c; 7.5.1

7. d; 7.5.3

8. c; 7.6.3

9. b; 7.7.1

10. b; 7.7.1

Quick Quiz 7.2

1. c; 7.1

2. d; 7.1.3

3. c; 7.2.1

4. a; 7.4.1

5. b; 7.4.4

6. c; 7.5

7. d; 7.5.3

8. a; 7.6.2

9. a; 7.7.1

10. b, 7.8.1

Chapter 7

Early Childhood: Personality and Sociocultural Development

Learning Objectives

7.1: Contextualize fear and anxiety in children

7.2: Evaluate emotional control in early childhood development

7.3: Explain the factors that influence the development of aggressive behaviors in childhood

7.4: Analyze the processes through which prosocial behavior develops in early childhood

7.5: Assess the factors that affect social competence in early childhood development

7.6: Analyze the elements that affect a child’s sense of self

7.7: Evaluate the effect of family dynamics on early childhood development

7.8: Differentiate the causes and effects of the various types of child abuse on child development

Multiple Choice questions:

Fear and Anxiety

Learning Objective 7.1: Contextualize fear and anxiety in children

7.1. The period of early childhood is typically assigned to children between the ages of:

a. 2 and 6

b. 3 and 7

c. 3 and 8

d. 4 and 6

Module: Chapter Introduction

Learning Objective 7.1

Understand the Concept

Easy

7.2. Which of the following is an INCORRECT pairing of a theorist with the appropriate theoretical perspective?

a. Freud: social learning

b. Piaget: cognitive development

c. Erikson: psychodynamic

d. Vygotsky: cognitive-development

Module: Chapter Introduction

Learning Objective 7.1

Apply What You Know

Moderate

Rationale: Freud is associated with the psychodynamic perspective, not the social learning perspective.

7.3. A theorist who emphasizes the child's feelings, drives, and developmental conflicts in the study of development would most likely subscribe to which of the following theoretical perspectives?

a. social learning perspective

b. cognitive-development perspective

c. psychoanalytic perspective

d. family systems perspective

Module: Chapter Introduction

Learning Objective 7.1

Apply What You Know

Moderate

Rationale: The psychoanalytic (or psychodynamic) perspective emphasizes the child’s feelings, drives, and developmental conflicts. According to this perspective, young children must learn to cope with powerful emotions, such as anxiety, in socially acceptable ways.

7.4. Which theoretical perspective emphasizes the link between cognition, behavior, and the environment?

a. psychodynamic perspective

b. cognitive-development perspective

c. social learning perspective (there is a space missing between “social” and “learning”)

d. family systems perspective

Module: Chapter Introduction

Learning Objective 7.1

Understand the Concept

Easy

7.5. If you believe that children's thoughts and concepts organize their social behavior, you adhere to the:

a. social learning perspective

b. cognitive-development perspective

c. psychodynamic perspective

d. family systems perspective

Module: Chapter Introduction

Learning Objective 7.1

Evaluate It

Moderate

Rationale: The cognitive-developmental view emphasizes children’s thoughts and concepts as the organizers of their social behavior.

7.6. Albert Bandura, who studied how children learn and display aggression, is a theorist who is most closely associated with which theoretical perspective?

a. social learning perspective

b. cognitive-development perspective

c. psychodynamic perspective

d. family systems perspective

Module: Chapter Introduction

Learning Objective 7.1

Understand the Concept

Moderate

7.7. Which of the following theorists is typically associated with a psychoanalytic perspective?

a. Lev Vygotsky

b. Jean Piaget

c. Erik Erikson

d. Albert Bandura

Module: Chapter Introduction

Learning Objective 7.1

Apply What You Know

Moderate

Rationale: Erikson’s view emphasizes how individuals reconcile various developmental conflicts, such as establishing trust and a sense of identity. As such, his focus was on emotional development, which is consistent with a psychoanalytic perspective.

7.8. Which of the following theorists is typically associated with the cognitive-development perspective?

a. Lev Vygotsky

b. Sigmund Freud

c. Erik Erikson

d. Albert Bandura

Module: Chapter Introduction

Learning Objective 7.1

Apply What You Know

Moderate

Rationale: Vygotsky’s theory was one of cognitive development: he emphasized that much of children’s cognitive growth takes place through guided participation, in what he called the zone of proximal development.

7.9. A feeling of uneasiness, apprehension, or fear that has a vague or unknown source is a definition of:

a. anxiety

b. emotion regulation

c. jealousy

d. frustration

Module: 7.1: Fear and Anxiety

Learning Objective 7.1

Understand the Concept

Easy

7.10. Maria has a feeling of uneasiness, but doesn't know the source of her apprehension. Which of the following terms best describes Maria’s state?

a. arousal

b. defensiveness

c. fear

d. anxiety

Module: 7.1: Fear and Anxiety

Learning Objective 7.1

Apply What You Know

Moderate

Rationale: Anxiety is defined as a generalized emotional state that produces a feeling of uneasiness, apprehension, or fear that stems from a vague or unknown source.

7.11. The major way that anxiety is different from fear is that anxiety is:

a. much more intense emotionally

b. processed in the brain, whereas fear is processed in the spinal cord

c. more generalized and vague

d. innate, rather than learned

Module: 7.1: Fear and Anxiety

Learning Objective 7.1

Evaluate It

Moderate

Rationale: Fear is a state of arousal, tension, or apprehension caused by a specific, identifiable stimulus or situation. For example, a child may fear the dark, or lightning and thunder, or the child may have a phobia (an irrational fear) of big dogs or high places. In contrast, anxiety is a generalized emotional state that produces a feeling of uneasiness, apprehension, or fear that stems from a vague or unknown source.

7.12. According to research by Jerome Kagan and his colleagues, about what percent of children can be classified as being “behaviorally inhibited”?

a. 1–2%

b. 5–8%

c. 10–20%

d. 40–50%

Module: 7.1.2: Individual Differences in Fearfulness and Anxiety

Learning Objective 7.1

Understand the Concept

Moderate

7.13. According to classic research by Jerome Kagan, which of the following words best describes children who are “behaviorally inhibited?”

a. shy

b. stubborn

c. difficult

d. aggressive

Module: 7.1.2: Individual Differences in Fearfulness and Anxiety

Learning Objective 7.1

Evaluate It

Moderate

Rationale: Children classified by Kagan as “behaviorally inhibited” are typically withdrawn in unfamiliar situations and they experience higher levels of anxiety when they attempt new tasks or face unfamiliar challenges. They can also be described as shy.

7.14. According to Jerome Kagan, it is best to think of the characteristic of being “behaviorally inhibited” as being:

a. stable throughout life for most people

b. dependent on gender: girls are much more likely to have this characteristic than boys

c. more common when parenting is good and environments are non-threatening

d. a hallmark of healthy emotional development

Module: 7.1.2: Individual Differences in Fearfulness and Anxiety

Learning Objective 7.1

Understand the Concept

Easy

7.15. According to research cited in the text, Navajo parents believe that a child that has no fear is:

a. the ideal child

b. a foolhardy child

c. a typical child

d. a joyous child

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Understand the Concept

Moderate

7.16. In a study of children’s fears, white parents in Montana reported that their children had on average ___ different fears, whereas Navajo parents reported that their children had on average ___ different fears.

a. 20; 60

b. 60; 20

c. 22; 4

d. 4; 22

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Understand the Concept

Moderate

7.17. The text reports a study in which parents of Navajo children and parents of white children raised in Montana were asked about what the children were afraid of. The major finding of this study was that:

a. children in Montana were much better adjusted than the Navajo children

b. Navajo children were much better adjusted than the children in Montana

c. children in Montana were afraid of many more things, including imaginary things like supernatural beings

d. Navajo children were afraid of many more things, including imaginary things like supernatural beings

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Understand the Concept

Moderate

7.18. The text reports a study in which parents of Navajo children and parents of white children raised in Montana were asked about what the children were afraid of. The major finding of this study suggests that:

a. fears are biologically wired into human beings

b. fears are present from birth on

c. fears are influenced by culture

d. fears are seldom seen in children younger than 3 years of age, although anxiety is present from birth

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Evaluate It

Moderate

Rationale: In contemporary Western culture, showing fear is generally frowned upon. In contrast, traditional Navajo parents believe that it is healthy and normal for a child to be afraid. In one study, Navajo parents reported an average of 22 fears in their children, including fears of supernatural beings. In contrast, a group of white parents from rural Montana reported an average of only 4 fears in their children.

7.19. Suppose that Dan’s parents believe that it is normal and healthy for young children to have many fears. David’s parents, on the other hand, believe that a fearful child is unhealthy and that parents should worry if their child expresses many fears. Generalizing from research cited in the text, you would expect that:

a. Dan would express more fears than David

b. David would express more fears than Dan

c. Dan would be happier than David

d. David would be happier than Dan

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Analyze It

Difficult

Rationale: In a study of Navajo parents and white parents from Montana, Navajo parents reported that their children had on average 22 fears, whereas white parents reported that their children had on average 4 fears. Navajo believe that it is normal and healthy for children to be fearful, whereas the white parents believe children should be brave and not fearful. No differences were reported with respect to children’s happiness.

7.20. Jersild and Holmes’s classic study of children's fears found that, in comparison to older children, younger children are more likely to be afraid of:

a. specific things, such as strangers

b. imaginary things, such as monsters

c. abstract things, such as prejudice

d. general things, such as death

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Understand the Concept

Moderate

7.21. Linda is afraid of spiders, doctors, and snakes. Lauren is afraid of ghosts, of being alone, and of being teased. Generalizing from the results of a classic study described in the text, your best guess is that:

a. Linda is a Navajo child and Lauren is a white Midwestern child

b. Lauren is a Navajo child and Linda is a white Midwestern child

c. Linda is older than Lauren

d. Lauren is older than Linda

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Analyze It

Difficult

Rationale: A classic study of children’s fears (Jersild & Holmes, 1935) found that younger children were most likely to be afraid of specific objects or situations, such as strangers, unfamiliar things, the dark, loud noises, or falling. In contrast, children age 5 or 6 were more likely to fear imaginary or abstract things, such as monsters, robbers, death, being alone, or being ridiculed.

7.22. In contrast to older children, research would suggest that younger children would be more likely to be afraid of which of the following?

a. ghosts

b. monsters

c. the dark

d. death

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Evaluate It

Difficult

Rationale: Jersild and Holmes (1935) demonstrated that younger children were most likely to be afraid of specific objects or situations, such as strangers, unfamiliar things, the dark, loud noises, or falling. Older children were more likely to fear imaginary or abstract things, such as monsters, robbers, death, being alone, or being ridiculed.

7.23. In contrast to younger children, research would suggest that older children would be more likely to be afraid of which of the following?

a. death

b. the dark

c. loud noises

d. strangers

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Evaluate It

Difficult

7.24. Based on research cited in the text, you would expect that 5-year-old Robby is most likely to fear:

a. monsters

b. strangers

c. falling

d. loud noises

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Analyze It

Difficult

7.25. If Betsy is afraid of monsters under her bed at bedtime, what is most likely the best way her parents can help her overcome her fear?

a. They should look under the bed with Betsy watching and have her look with them.

b. They should assure her that nothing will happen to her and tell her to “be brave.”

c. They should ignore her fear and refuse to talk about monsters with her.

d. They should mildly punish her when she expresses the fear.

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Moderate

Rationale: When their fears are mild, children can be gently and sympathetically encouraged to confront and overcome them. Parents can help by demonstrating that there is little to fear.

7.26. Suppose that 5-year-old Mike’s parents are concerned that he is too fearful. To help him better cope with his fears, Mike’s parents would be advised to do all of the following EXCEPT:

a. punish him when he expresses fear

b. prevent him from watching violent TV shows

c. make sure that he is not being teased by siblings or friends

d. make his daily routine more predictable

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Moderate

Rationale: As the textbook notes, often the best way to help children cope with anxiety is to reduce unnecessary stress in their lives. When children show unusually high levels of tension or have frequent temper tantrums, it is often helpful to simplify their lives by maintaining daily routines; specifying clearly what is expected of them; and helping them anticipate special events, such as visits from friends and relatives. Other helpful strategies include reducing their exposure to parental fighting or violent television programs and protecting them from being teased or tormented by siblings or neighborhood bullies or gangs.

7.27. Suppose that a 3-year-old begins to ask his mother to check under the bad for wolves every night at bedtime. Generalizing from information presented in the text, the best response from the parent would be:

a. to refuse to do this checking, since it will likely lead to the development of a phobia about wolves

b. to refuse to do this checking, since it is irrational and might lead to the development of defense mechanisms

c. to refuse to do this checking, but instead to tell the child that there is no way a wolf could get into the house

d. to check under the bed every night so that the child can better deal with the anxiety he feels about going to bed

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Evaluate It

Moderate

Rationale: When their fears are mild, children can be gently and sympathetically encouraged to confront and overcome them. Parents can help by demonstrating that there is little to fear.

7.28. The primary goal of a defense mechanism is to:

a. reduce aggression

b. develop self-regulation

c. reduce anxiety

d. enhance prosocial behavior

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Evaluate It

Moderate

Rationale: As noted in the text, parents should understand that children sometimes rely on defense mechanisms, which are the psychodynamic tricks and behaviors used by individuals to disguise or reduce tensions that lead to fear or anxiety.

7.29. Five-year-old Jenny told her mother, “Kate doesn't like me,” when in actuality, Jenny doesn’t

like Kate. What defense mechanism is Jenny using?

a. projection

b. reaction formation

c. denial

d. identification

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Evaluate It

Difficult

Rationale: Projection refers to the process of attributing undesirable thoughts or actions to someone else and, in the process, distorting reality; “She did it, not me” is a projective statement. “He wants to hurt me” may seem more acceptable than “I want to hurt him.” Projection thus sets the stage for a distorted form of self-defense; for example, “If he wants to hurt me, I’d better do it to him first.”

7.30. Tyler was angry with his baby sister, but he could not hit her, so he went outside and

kicked a ball instead. This illustrates the use of the defense mechanism called:

a. denial

b. regression

c. displacement

d. projection

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Difficult

Rationale: Displacement is defined as substituting something or someone else for the real source of anger or fear; for example, a child may be angry with his baby sister, but he cannot hit her. Perhaps he cannot even admit to himself that he wants to hit her, so he torments the family dog or cat instead.

7.31. After Amy’s dog died, she pretended that it was still alive and called out for it by name and

pretended to play with it outside. What defense mechanism is Amy using?

a. denial

b. displacement

c. regression

d. identification

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Difficult

Rationale: Denial entails refusing to admit that a situation exists or that an event happened; for example, children may react to an upsetting situation such as the death of a pet by pretending that the pet is still living in the house and sleeping with them at night.

7.32. Jake was involved in a fight but he cannot remember any of it. This defense mechanism, in which he completely erased the fight from consciousness, is called:

a. regression

b. displacement

c. reaction formation

d. repression

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Difficult

Rationale: Repression is an extreme form of denial in which the person unconsciously erases a frightening event or circumstance from awareness; there is no need to rely on fantasy because the child literally does not consciously remember that the event ever occurred.

7.33. Seven-year-old Andy reacted to his newborn sister’s birth by sucking his thumb, a behavior he had

quit long ago. His way of coping with his anxiety is in the form of what defense mechanism?

a. displacement

b. identification

c. regression

d. repression

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Moderate

Rationale: Regression is defined as returning to an earlier or more infantile form of behavior as a way of coping with a stressful situation; for example, a frustrated 8-year-old suddenly reverts to sucking her thumb and carrying around her blanket, regressing to behaviors that were given up years before.

7.34. Bridget is very anxious about being independent from her parents. Although she would like to be with them, instead she pushes them away and behaves with exaggerated independence. What defense mechanism is she using?

a. displacement

b. repression

c. projection

d. reaction formation

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Difficult

Rationale: Reaction formation refers to behaving in ways opposite to your inclinations; when children have thoughts or desires that make them anxious, they may react by behaving in a contradictory way. For example, they might like to cling to their parents, but instead they push them away and behave with exaggerated independence and assertiveness.

7.35. According to the text, which of the following would NOT be advised as a means of helping a child cope with stress?

a. providing a warm, secure base to help the child become more confident

b. preventing the child from retreating to immature behavior by discouraging such things as thumb sucking or cuddling a blanket

c. allowing the child to discuss feelings and share fears with others

d. providing the child with explanations for the events that are causing stress

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Understand the Concept

Moderate

Emotional Regulation

Learning Objective 7.2: Evaluate emotional control in early childhood development

7.36. The process of dealing with emotions in socially acceptable ways is called:

a. compliance

b. emotion regulation

c. self-regulation

d. prosocial behavior

Module: 7.2: Emotional Regulation

Learning Objective 7.2

Understand the Concept

Easy

7.37. Alex’s parents are working very hard to help him learn to manage his feelings so that they don’t overwhelm him. In particular, they are helping him cope with the anxiety he feels when he is left alone. The term that best describes what Alex’s parents are trying to do is:

a. repression

b. displacement

c. emotion regulation

d. rationalization

Module: 7.2: Emotional Regulation

Learning Objective 7.2

Evaluate It

Moderate

Rationale: Emotional development requires that children learn to deal with a wide range of emotions, not just fear and anxiety, in socially acceptable ways—a process called emotion regulation.

7.38. The part of the brain that is most clearly associated with the developing child’s ability to regulate emotions is:

a. hypothalamus

b. temporal lobes

c. cerebellum

d. frontal lobes

Module: 7.2: Emotional Regulation

Learning Objective 7.2

Understand the Concept

Moderate

7.39. According to the text, the emotion regulation of which of the following feelings is especially important during early childhood?

a. fear

b. shame and guilt

c. anxiety

d. happiness

Module: 7.2.1: Shame and Guilt

Learning Objective 7.2

Understand the Concept

Moderate

7.40. If Maria’s parents are concerned that her inability to cope with one of her emotions is disrupting her sense of identity, the emotion that is most likely to be involved would be:

a. guilt

b. anxiety

c. shame

d. fear

Module: 7.2.1: Shame and Guilt

Learning Objective 7.2

Analyze It

Difficult

Rationale: Shame reflects negatively on one’s identity and is associated with the desire to undo aspects of the self. Guilt, on the other hand, is focus on changing behavior, rather than changing oneself. Anxiety and fear do not have a major impact on the person’s conception of their self. They might lead to the child’s development of shame if the child is embarrassed about being fearful or anxious, but in themselves they do not impact the self-concept.

7.41. The text reports the results of studies that track children who were still having temper tantrums at age 10 into adulthood. The major finding of these studies was that children who failed to learn to control their temper:

a. made a lot more money because they were more aggressive in business settings

b. were much less likely to be gay or lesbian

c. were much less likely to be divorced because they refused to allow their spouse to express negative emotions

d. were more likely to have trouble holding a job

Module: 7.2.2: Learning to Restrain Emotions

Learning Objective 7.2

Understand the Concept

Moderate

7.42. Generalizing from research cited in the text, if Tom was 12 years old and was still having frequent temper tantrums, as an adult you would expect that he would be at higher than normal risk for:

a. getting divorced

b. being elected to public office

c. marrying a younger woman

d. marrying an older woman

Module: 7.2.2: Learning to Restrain Emotions

Learning Objective 7.2

Evaluate It

Moderate

Rationale: In one longitudinal study, children who were still having temper tantrums at age 10 were tracked into adulthood (Caspi, 1998). The researchers found that these children tended to be unsuccessful as adults as a result of their continuing outbursts of anger. They had difficulty holding jobs, and their marriages often ended in divorce.

7.43. According to the text, at about what age do children begin to show a fascination with their genital regions of their bodies?

a. age 2

b. age 3–4

c. age 5–6

d. age 7–8

Module: 7.2.3: Sensuality and Sexual Curiosity

Learning Objective 7.2

Understand the Concept

Moderate

7.44. Recently, Janine has become very curious about her genitals and she has begun asking lots of questions about the “differences” between girls and boys. Generalizing from information presented in the text, your best guess is that Janine is about how old?

a. 2–3 years old

b. 3–4 years old

c. 4–5 years old

d. 5–6 years old

Module: 7.2.3: Sensuality and Sexual Curiosity

Learning Objective 7.2

Analyze It

Moderate

Rationale: The text states that fascination with the genital regions usually develops at about age 3 or 4, and that masturbation and curiosity about sex-related topics is common at this age.

7.45. Parents should expect that their children will develop a curiosity about their bodies and their sex organs, and may begin to masturbate, at about which of the following ages?

a. 2–3 years old

b. 3–4 years old

c. 4–5 years old

d. 5–6 years old

Module: 7.2.3: Sensuality and Sexual Curiosity

Learning Objective 7.2

Evaluate It

Moderate

Rationale: The text states that fascination with the genital regions usually develops at about age 3 or 4, and that masturbation and curiosity about sex-related topics is common at this age.

Childhood Aggression

Learning Objective 7.3: Explain the factors that influence the development of aggressive behaviors in childhood

7.46. Behavior that is intended to injure defines:

a. hostile aggression

b. assertive behavior

c. antisocial behavior

d. instrumental aggression

Module: 7.3.1: Aggression

Learning Objective 7.3

Understand the Concept

Moderate

7.47. Assertive behavior involves:

a. an intent to injure someone

b. blocking a goal

c. socially inappropriate activity

d. standing up for one’s rights

Module: 7.3.1: Aggression

Learning Objective 7.3

Analyze It

Moderate

Rationale: Assertiveness is defined as standing up for one’s rights. For example, a child who tells his teacher that another child has taken one of his possessions is displaying assertive behavior.

7.48. Stating your rights is an example of:

a. prosocial behavior

b. aggression

c. assertive behavior

d. egocentrism

Module: 7.3.1: Aggression

Learning Objective 7.3

Evaluate It

Moderate

Rationale: Assertiveness is defined as standing up for one’s rights. For example, a child who tells his teacher that another child has taken one of his possessions is displaying assertive behavior.

7.49. A child who accidentally hurts another child while playing is exhibiting which type of aggression?

a. frustration-aggression

b. hostile aggression

c. instrumental aggression

d. assertiveness

Module: 7.3.1: Aggression

Learning Objective 7.3

Analyze It

Moderate

Rationale: Instrumental aggression is behavior that is not intended to hurt another but does so accidentally. For example, a child who runs to get a toy and accidentally knocks another child down is displaying instrumental aggression.

7.50. Suppose that James works for several hours trying to put a puzzle together. However, the puzzle is too hard, and finally James tips the table over, sending pieces all over the floor. James’s response is best considered to reflect the concept of:

a. instrumental aggression

b. modeling

c. punishment

d. frustration

Module: 7.3.1: Aggression

Learning Objective 7.3

Evaluate It

Moderate

Rationale: Frustration, which occurs when goals are blocked, can also give rise to physically aggressive responses.

7.51. Jaliah wants to play with a certain toy, but every time she tries to reach for it, another child pushes her away. This situation, in which Jaliah’s goal is blocked, would best be considered an example of:

a. instrumental aggression

b. modeling

c. frustration

d. assertiveness

Module: 7.3.1: Aggression

Learning Objective 7.3

Evaluate It

Moderate

Rationale: Frustration, which occurs when goals are blocked, can also give rise to physically aggressive responses.

7.52. When children are younger, they are more likely to engage in ________ aggression; as they grow older they are more likely to engage in __________ aggression.

a. physical; verbal

b. verbal; physical

c. instrumental; hostile

d. instrumental; intentional

Module: 7.3.1: Aggression

Learning Objective 7.3

Understand the Concept

Moderate

7.53. As children grow older, they become ____ egocentric and they engage in ____ physical aggression.

a. more; more

b. less; less

c. more; less

d. less; more

Module: 7.3.1: Aggression

Learning Objective 7.3

Understand the Concept

Moderate

7.54. Generalizing from the text, a child who is frequently punished at home is likely to develop a tendency to become:

a. more aggressive

b. less aggressive

c. more egocentric

d. envious

Module: 7.3.2: Punishment and Modeling

Learning Objective 7.3

Analyze It

Moderate

Rationale: Punishment can create a tendency to behave aggressively—especially if the punishment is harsh and frequent. If children are punished for aggressive acts, they usually avoid those behaviors that lead to punishment—at least in the presence of the person who has punished them. Ironically, however, children who are frequently punished typically become more aggressive. For example, their aggression at home may decrease, but they may become more aggressive at school.

7.55. In general, when children are physically punished on a regular basis, they usually:

a. become much more empathetic to other children who also are physically punished

b. become more egocentric

c. become less assertive

d. become more aggressive themselves

Module: 7.3.2: Punishment and Modeling

Learning Objective 7.3

Analyze It

Moderate

7.56. Research suggest that contribute(s) to children’s development of aggression-related behaviors.

a. both physical punishment and genetic risk factors

b. physical punishment but not genetic risk factors

c. genetic risk factors but not physical punishment

d. neither physical punishment nor genetic risk factors

Module: 7.3.2: Punishment and Modeling

Learning Objective 7.3

Understand the Concept

Easy

7.57. Four-year-old Luke watches his father yell at the TV repairman when he learns his TV cannot be fixed. Luke learns to yell like his father when he gets bad news. The term used to describe Luke’s behavior is:

a. instrumental aggression

b. modeling

c. prosocial behavior

d. egocentrism

Module: 7.3.2: Punishment and Modeling

Learning Objective 7.2

Analyze It

Moderate

Rationale: As noted in the text, adults who use physical punishment to curb a child’s aggression

are modeling aggressive behavior.

7.58. According to data cited in the text, about how many hours of television are U.S. children likely to watch before they enter formal schooling?

a. 1,000 hours

b. 2,000 hours

c. 4,000 hours

d. 6,000 hours

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Understand the Concept

Moderate

7.59. According to research cited in the text, the typical young child in the United States spends about how much time per day using screen media, such as TV or watching DVDs?

a. about 15 minutes

b. about 30 minutes

c. about 1 hour

d. about 1 ½ hours

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Analyze It

Difficult

Rationale: As shown in Figure 7.1, children between the ages of 2 and 4 spend about 98 minutes (about 1 ½ hours) per day watching TV of DVDs.

7.60. At which of the following activities does the typical young child (age 2 to 4) in the United States spend the most time?

a. playing video or computer games

b. reading or being read to

c. listening to music

d. using screen media, such as TV or watching DVDs

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Evaluate It

Moderate

Rationale: As shown in Figure 7.1, U. S. children age 2 to 4 spend on average 29 minutes reading or being read to, 18 minutes listening to music, 14 minutes playing video and computer games, and 98 minutes watching TV or DVDs.

7.61. According to a recent meta-analysis, what impact does media violence have on children’s aggressiveness?

a. a strong negative impact; viewing violent programming makes most children much less violent

b. a weak negative impact; viewing violent programming makes some children less violent

c. a strong positive impact; viewing violent programming makes most children much more violent

d. a weak positive impact; viewing violence makes some children more violent

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Understand the Concept

Moderate

7.62. According to the text, what is the purpose of a “V-chip”?

a. It provides ratings for parents to use as they consider which TV shows their children should be allowed to watch.

b. It can be programmed to block certain TV shows from being shown on the TV.

c. It can be installed in a child’s computer so no violent programming can be downloaded.

d. It can be installed in a child’s computer so parents can monitor the amount of time the child spends playing games.

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Understand the Concept

Moderate

Prosocial Behavior

Learning Objective 7.4: Analyze the processes through which prosocial behavior develops in early childhood

7.63. Barbie sees another child crying so she walks over and offers the child her cookie. Barbie’s behavior is best thought of as an example of:

a. modeling

b. egocentrism

c. assertiveness

d. prosocial behavior

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

Rationale: Prosocial behaviors are actions intended to benefit others (Spinrad & Eisenberg, 2009). These actions include comforting, sympathizing, assisting, sharing, cooperating, rescuing, protecting, and defending. Prosocial behavior is not just a set of social skills, however. When fully developed, it is accompanied by feelings of friendship, caring, and warmth—including empathy, which is the ability to understand the feelings and perspectives of others.

7.64. Lanny sees another child crying and he begins to feel sad too. Lanny’s response is best considered to be an example of:

a. prosocial behavior

b. empathy

c. modeling

d. egocentrism

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

Rationale: Empathy is the ability to understand the feelings and perspectives of others. For example, if a child watches a person who is sad and the child consequently also feels sad, the child is experiencing empathy. We are more likely to act generously to others when we understand their feelings and needs.

7.65. The ability to understand the feelings and points of view of others is called:

a. egocentrism

b. empathy

c. interpersonalism

d. conscientiousness

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Understand the Concept

Easy

7.66. Prosocial behavior is behavior that is intended to:

a. help young children learn the rules of their culture

b. benefit oneself

c. benefit others without the anticipation of an external reward

d. injure others without regard for the consequences

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Understand the Concept

Easy

7.67. Suppose that Patricia watches another child break off half of his cookie and give it to a child who has none. Patricia then breaks off a part of her cookie and gives it to the child also. Patricia’s response is best thought as demonstrating the principle of:

a. empathy

b. rationalization

c. assertiveness

d. egocentrism

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

7.68. As Derrek has grown older, he has gained a better understanding of how other children feel. Psychologists would say that Derrek’s development is characterized by a greater sense of:

a. empathy

b. egocentrism

c. prosocial behavior

d. assertiveness

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Apply What You Know

Moderate
Rationale: Empathy is the ability to understand the feelings and perspectives of others. For example, if a child watches a person who is sad and the child consequently also feels sad, the child is experiencing empathy.

7.69. Megan sees her mother feeling and looking sad. This in turn makes Megan sad. She is experiencing which phenomenon?

a. empathy

b. frustration

c. assertiveness

d. egocentrism

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

7.70. Suppose that Tom was raised in an individualist culture, like that of the United States. Hank was raised in a collectivist culture, like that of Japan. As both children grow older, you would expect that Tom would become ____ competitive and Hank would become ____ competitive.

a. more; less

b. less; more

c. more; more

d. less; less

Module: 7.4.2: The Roots of Prosocial Behavior

Learning Objective 7.4

Evaluate It

Moderate

Rationale: In the United States, competitiveness is highly valued, and U.S. children typically become less cooperative and more competitive as they grow older. For instance, when playing a game that can be won only if the two players cooperate, 4- and 5-year-olds often cooperated. Older children, however, tended to compete with each other; as a result, neither player won (Madsen, 1971). In studies of Mexican children and children raised in Israeli kibbutzim, however, researchers found that older children were more likely to cooperate, presumably because their cultures emphasize group goals more than individual achievement (Eisenberg & Fabes, 1999).

7.71. Alliya’s mother wants her to be more generous with her toys, so she instructs Alliya to act out how she would behave if another child gave her one of his toys to play with. Alliya’s mother is using the technique called:

a. instrumental behavior

b. classical conditioning

c. role playing

d. empathetic understanding

Module: 7.4.3: Modeling and Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

Rationale: When children role play, they act out how another person might behave. Role playing serves to help children gain a better understanding of another person’s point of view and feelings, thereby encouraging empathy.

7.72. Role playing encourages the development of:

a. instrumental aggression

b. empathy

c. egocentrism

d. frustration

Module: 7.4.3: Modeling and Prosocial Behavior

Learning Objective 7.4

Evaluate It

Moderate

Rationale: When children are encouraged to put themselves into another child’s situation, which is what role playing involves, they are more likely to understand how the other child would react. This encourages the development of their empathy, which is the ability to understand how another person feels and thinks.

7.73. According to Erik Erikson, the challenge for 2-year-olds is to develop as sense of:

a. autonomy

b. trust

c. identity

d. ego integrity

Module: 7.4.4: Developmental Conflicts

Learning Objective 7.4

Understand the Concept

Moderate

7.74. According to the views of Erik Erikson, which of the following statements best reflects the developmental crisis for 2-year-old Tommy?

a. Who am I?

b. I want to do it MYSELF!

c. Why NOT?

d. I’m SCARED!

Module: 7.4.4: Developmental Conflicts

Learning Objective 7.4

Evaluate It

Difficult

Rationale: Erikson saw the central conflict for 2-year-olds as developing a sense of autonomy without triggering feelings of shame and doubt. The statement, “I want to do it MYSELF,” represents the 2-year-old’s development of autonomy and independence.

7.75. According to the views of Erik Erickson, which of the following statements best reflects the negative side of the developmental crisis experienced by typical 2-year-olds?

a. I can’t do anything myself without failing.

b. I don’t know who I am.

c. I am afraid my parents don’t love me.

d. I don’t feel like I can depend on anyone but myself.

Module: 7.4.4: Developmental Conflicts

Learning Objective 7.4

Apply What You Know

Difficult

Rationale: Erikson saw the central conflict for 2-year-olds as developing a sense of autonomy without triggering feelings of shame and doubt. The statement, “I can’t do anything myself without failing,” reflects the feelings of shame and doubt that can result when the child fails to develop a sense of autonomy and independence.

7.76. The “terrible twos” result because 2-year-old children typically experience a conflict between:

a. wanting to trust their caregiver but fearing that the caregiver will let them down

b. wanting to be independent but also needing to rely on caregivers for support

c. wanting to love and to hate their caregivers at the same time

d. wanting others to like them but also wanting to be selfish and have everything their own way

Module: 7.4.4: Developmental Conflicts

Learning Objective 7.4

Apply What You Know

Moderate

Rationale: According to Erik Erikson, the challenge for the 2-year-old is to develop a sense of autonomy without triggering feelings of shame and doubt. As noted in the text, this conflict between opposing needs (independence versus reliance on caregivers) often results in children becoming uncooperative and defiant, and temper tantrums become common.

7.77. According to Erikson, what is the primary developmental conflict of the years from 3 to 6?

a. autonomy versus shame and doubt

b. trust versus mistrust

c. initiative versus guilt

d. industry versus inferiority

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Understand the Concept

Moderate

7.78. According to Erik Erikson, most 3-year-olds have developed a sense of autonomy and then can begin to focus on the conflict between:

a. initiative versus guilt

b. love and empathy

c. trust and mistrust

d. ego integrity and despair

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Understand the Concept

Moderate

7.79. According to Erik Erikson, the developmental challenge faced by 3- to 6-year olds is to achieve a balance between:

a. integrity versus despair

b. trust versus mistrust

c. autonomy versus shame and doubt

d. initiative versus guilt

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Understand the Concept

Moderate

7.80. Which of the words below best captures the developmental challenge for the typical 3- to 6-year-old child?

a. competence

b. autonomy

c. trust

d. love

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Evaluate It

Moderate

Rationale: Erikson saw the developmental challenge of early childhood to be the reconciliation of initiative versus guilt. Thus, children in this stage focus on developing a sense of their own mastery and competence.

7.81. The internal guide that alerts us when we violate moral rules or standards is called:

a. conscience

b. conscious

c. ego

d. id

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Understand the Concept

Moderate

7.82. When people’s behavior violates the moral standards they believe in, this triggers their _________ to make them feel ___________.

a. ego; empathetic

b. conscience; guilty

c. id; responsible

d. autonomous self; incompetent

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Analyze It

Moderate

Rationale: According to Erikson, for children between the ages of 3 and 6, guilt is triggered by the child’s newly emerging conscience, which is an internal guide that matches the child’s behavior to accepted moral standards.

7.83. A 6-year-old child says, “I did this REALLY WELL! I am a SMART girl!” These statements best reflect Erik Erikson’s concept of:

a. autonomy

b. trust

c. initiative

d. independence

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Apply What You Know

Moderate

Rationale: According to Erikson’s theory, initiative versus guilt refers to 3- to 6-year-old children’s primary developmental conflict, which focuses on the development of mastery and competence. According to this theory, the key to healthy development in young children is to achieve a balance between initiative and guilt.

7.84. Jeanette misbehaves a lot because she has no real sense of the difference between right and wrong behavior. Psychologists would say that she has failed to develop:

a. autonomy

b. a conscience

c. initiative

d. empathy

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Evaluate It

Moderate

Rationale: According to Erikson, for children between the ages of 3 and 6, guilt is triggered by the child’s newly emerging conscience, which is an internal guide that matches the child’s behavior to accepted moral standards.

7.85. According to Erikson, the healthiest development results from which of the following situations?

a. strong feelings of initiative with no feelings of guilt

b. strong feelings of initiative with small and occasional feelings of guilt

c. a balance between feelings of initiative and guilt

d. few feelings of initiative so that guilt will not be triggered

Module: 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Apply What You Know

Moderate

Rationale: Erikson believed that a balance between initiative and guilt was best for development. Excessive guilt can dampen the child’s initiative, but parents who do not correct their child’s bad behavior lead them to develop unrealistic expectations and a clear sense of appropriate behavior.

7.86. Ronnie’s favorite statement is “I can do it MYSELF!” Lanny’s favorite statement is “I can do it WELL!” Based on only this information you should infer that Ronnie is about __ years old and Lanny is about __ years old.

a. 4; 6

b. 6; 4

c. 4; 2

d. 2; 4

Module: 7.4.4: Developmental Conflicts; and 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Analyze It

Difficult

Rationale: Two-year-olds focus on developing a sense of autonomy or independence, whereas 3- to 6-year-olds focus on developing a sense of initiative or competence.

7.87. Suppose that Brian is seriously ill for much of his early childhood, so his parents protect him by limiting his opportunities to act independently. Instead, they do most things for him. If he recovers his health in middle childhood, his early life experiences of limited independence are most likely to result in which of the following?

a. developing a higher-than-normal IQ

b. becoming overly passive and anxious

c. becoming much more independent from his parents than if he was not so protected by them early in life

d. becoming popular among their peers

Module: 7.4.6: Results of Limited Independence

Learning Objective 7.4

Evaluate It

Moderate

Rationale: Children who have limited ability to develop their own independence are more likely to become passive, cautious, and anxious. They often experience the expectation that academic work will be met with failure, they are more likely to become dependent, to become aggressive or disruptive, to have difficulty establishing friendships.

Peers, Play, and the Development of Social Competence

Learning Objective 7.5: Assess the factors that affect social competence in early childhood development

7.88. If a child were compared to an adult, the adult’s work would correspond with the child’s:

a. caregivers

b. temper tantrums

c. play

d. sleep

Module: 7.5: Peers, Play, and the Development of Social Competence

Learning Objective 7.5

Apply What You Know

Moderate

Rationale: The text states that play is the work of children.

7.89. Mike and Molly are playing together. Their play involves each playing alone, without interacting with each other, but both children are in the same room, using toys from the same toy box. This type of play would best be described as:

a. associative play

b. cooperative play

c. parallel play

d. onlooker play

Module: 7.5: Peers, Play, and the Development of Social Competence

Learning Objective 7.5

Apply What You Know

Moderate

Rationale: Parallel play is defined by children playing alongside each other but they do not interact.

7.90. Sally and Beth are playing together, both taking toys from the same toy box. Sometimes they hand different toys back and forth to each other, but they don’t coordinate their activities. Their play would best be called:

a. associative play

b. cooperative play

c. solitary play

d. onlooker play

Module: 7.5: Peers, Play, and the Development of Social Competence

Learning Objective 7.5

Apply What You Know

Moderate

Rationale: Associative play occurs when children share materials but do not coordinate their activities.

7.91. Bob and Mark are “playing astronauts.” They interact with each other, sharing both toys and a story line that describes a scenario in which their space ship is trying to land on the moon. This type of play is best described as:

a. associative play

b. cooperative play

c. parallel play

d. onlooker play

Module: 7.5: Peers, Play, and the Development of Social Competence

Learning Objective 7.5

Apply What You Know

Moderate

Rationale: Cooperative play occurs when children engage in a single activity together.

7.92. Which of the following types of play is the last to emerge in childhood?

a. onlooker play

b. associative play

c. solitary play

d. cooperative play

Module: 7.5: Peers, Play, and the Development of Social Competence

Learning Objective 7.5

Analyze It

Moderate

Rationale: Cooperative play emerges at about age 6 or 7, making it the last type of play to develop. Onlooker play emerges at about age 3; associate play at about age 5, and solitary play is typical of 2-year-old children.

7.93. The dramatic play that children around the age of 4 begin to engage in is referred to as what?

a. parallel play

b. theatrical

c. social pretend play

d. dynamic play

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Apply What You Know

Moderate

Rationale: Beginning about age 4, children begin to engage in a form of dramatic play referred to as social pretend play, which involves imagination and the sharing of fantasies in accordance with agreed-upon rules.

7.94. Miriam has just begun to use her imagination when she is playing with her playmates. Now she is able to imagine that she is baking cookies, or driving a fire truck, and her play reflects her ability to take on these roles. This type of play is called _____________ and it usually begins at about age ___.

a. social pretend play; 4

b. parallel play; 6

c. associative play; 3

d. onlooker play; 5

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Analyze It

Moderate

7.95. According to the text, about what percent of young children have at least one imaginary companion?

a. about 10%

b. about one-fourth

c. about half

d. about two-thirds

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Apply What You Know

Moderate

Rationale: The text cites research that indicates that as many as 65% of young children have imaginary companions.

7.96. Compared to children who don’t have imaginary companions, those who do:

a. are less sociable

b. are more shy

c. have more friends

d. are less creative

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Understand the Concept

Moderate

7.97. If you were the parent of a 4-year-old, and your child began to talk to her “imaginary friend,” whom she described as a boy who was a clown and who had red hair, which of the following responses should you make?

a. You should probably have her evaluated by a psychologist for an early-onset mental disorder.

b. You should take her to your family doctor, to have her evaluated for a vitamin deficiency.

c. You should encourage her to continue to play with her “friend.”

d. You should discourage her from playing with her friends, and continue to tell her that he does not really exist.

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Evaluate It

Moderate

Rationale: Having imaginary friends in childhood is associated with positive personality characteristics, so the parent should encourage the child to have such a friend.

7.98. Which of the following outcomes is associated with having an imaginary friend in childhood?

a. having a higher incidence of mental disorders in adolescence and adulthood

b. being very shy and not very sociable with other children

c. having a harder time mastering symbolic representation and lacking creativity

d. participating more in family activities

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Understand the Concept

Moderate

7.99. If your child invented an imaginary companion that he talked to, played with, and slept with, how should you react?

a. You should punish the child when he mentioned his “friend.”

b. You should encourage the child to play with his “friend.”

c. You should refuse to acknowledge the friend and ignore your child when the “friend” was mentioned.

d. You should take your child to a doctor for a health evaluation.

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Evaluate It

Moderate

Rationale: Positive outcomes are associated with having an imaginary friend during childhood, so a parent should encourage a child to have such a friend.

7.100. If you observed a society that was at war with neighboring tribes, you would expect to find that children in this society would engage in which of the following types of play?

a. They would not play at all.

b. They would most likely play at “war” games, perhaps involving spear-throwing or hiding.

c. They would most likely invent games, such as playing house that would distract them from thinking about the war.

d. They would probably play only with their parents, and not with other children.

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Analyze It

Moderate

Rationale: Children’s games usually reflect the most important aspects of the culture in which they are raised. If the child’s society is at war, the games selected will most likely reflect this “war” theme.

7.101. The ability to initiate and maintain satisfying reciprocal relationships with peers is referred to as:

a. emotional regulation

b. social competence

c. empathy

d. role satisfaction

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Understand the Concept

Easy

7.102. Bonnie is described as a child who makes friends easily, who is popular with her peers, who has satisfying relationships with the adults in her life, and who is socially skilled. Psychologists would use which of the following terms to describe her:

a. egocentric

b. empathetic

c. autonomous

d. socially competent

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Evaluate It

Moderate

Rationale: Social competence is the ability to initiate and maintain satisfying reciprocal relationships with peers. Socially competent children are more popular with their peers, can make and maintain friendships more easily, and can have satisfying relationships with adults.

7.103. Which of the following aspects of social competence seems especially important to its development?

a. emotional regulation

b. social knowledge

c. social skills

d. social disposition

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Understand the Concept

Moderate

7.104. Generalizing from research reported in the text, you would expect that a shy child would be most likely to also be popular if that child were being raised in which of the following countries?

a. China

b. the United States

c. England

d. Canada

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Analyze It

Moderate

Rationale: The text cites a study in which shy and quiet Chinese Canadian children and European Canadian children were compared. The shy and quiet children’s development was more strongly linked to positive responses among children in the Chinese culture than the European culture. Collectivist cultures view shyness and quietness as more positive traits than do individualist cultures, such as those in Europe and other Western cultures.

7.105. Which of the following factors is positively related to being popular in childhood?

a. having been the victim of child abuse

b. being aggressive

c. being “different” from peers in some significant way

d. being given lots of opportunities to play with other children

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Understand the Concept

Easy

7.106. Which of the following is NOT one of the characteristics of popular children in kindergarten?

a. shows helpful behavior

b. is responsive to other children’s suggestions

c. is aggressive

d. is content playing alongside others

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Analyze It

Moderate

Rationale: As noted in the text, unpopular, rejected children often are either more aggressive or more withdrawn.

7.107. Mr. Smith describes his niece as a child who has learned to incorporate her family’s values and moral standards, as well as those embraced by her society, into her self-concept and understanding of herself. The best term that could be used to describe the niece’s ability is:

a. empathy

b. role playing

c. social competence

d. internalization

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Evaluate It

Moderate

Rationale: Internalization refers to the process of incorporating the values and moral standards of one’s society into one’s self-concept, or understanding of oneself.

7.108. The process by which one incorporates the moral standards and values of one’s society into one’s self-concept or understanding is called;

a. generalization

b. ingestion

c. internalization

d. sensitization

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Understand the Concept

Easy

7.109. According to the text, which of the following is likely to be a first step in the internalization of social rules?

a. saying “no” to oneself while continuing to violate a rule

b. saying “no” to oneself to stop violation of a rule

c. regulating one’s own behavior and controlling impulses

d. regulating the behavior of others with one’s verbalizations

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Analyze It

Difficult

Rationale: In learning internalization of social rules, children initially may simply imitate verbal patterns: A 2-year-old says “No, no, no!” as she marks on the wall with crayons. She continues doing what she wants to do; however, at the same time, she shows the beginnings of self-restraint by telling herself that she should not be doing it.

7.110. The text describes a study in which young children watched a puppet show in which a puppet was described as either a friend or an acquaintance who gets in trouble. The children responded with more empathy when the person in trouble was __________ and showed a greater willingness to help ________.

a. a friend; an acquaintance

b. an acquaintance; a friend

c. an acquaintance; an acquaintance

d. a friend; a friend

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Understand the Concept

Moderate

The Development of the Self

Learning Objective 7.6: Analyze the elements that affect a child’s sense of self

7.111. The cognitive “theories” that children construct about themselves to help them understand how they should behave are called:

a. personal scripts

b. social maps

c. gender roles

d. social self-concepts

Module: 7.6.1: Self-Concept

Learning Objective 7.6

Understand the Concept

Moderate

7.112. Judy believes that being a “girl” means that a person wears pink clothing, doesn’t get dirty, plays with dolls but not with trucks, and tries to be like her mother but not her father. Judy’s belief system and knowledge about what a “girl” is would best be considered an example of what psychologists would call:

a. gender identity

b. an androgynous personality

c. a gender-typed personality

d. gender-based social competence

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Evaluate It

Moderate

Rationale: Gender identity refers to our conceptualization of what it means to be male or female.

7.113. Little Jeffrey has a firm understanding that he is a boy, that he will never be a girl, and that he will grow up to be a man, not a woman. Jeffrey’s understanding best reflects the concept of:

a. sex

b. gender role

c. androgyny

d. gender identity

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Analyze It

Moderate

Rationale: Gender identity refers to our conceptualization of what it means to be male or female.

7.114. ________ is genetically determined and biological, whereas _______ is culturally based and acquired.

a. Sex, gender

b. Gender, sex

c. Masculinity, femininity

d. Femininity, masculinity

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Understand the Concept

Moderate

7.115. Jason states, “Boys should play with trucks and guns because they are the ones who have to take care of their families.” Jason’s statement reflects his understanding of:

a. gender roles

b. androgyny

c. sex differences

d. self-concept

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Analyze It

Moderate

Rationale: Gender roles reflect cultural definitions and expectations about being male or female.

7.116. Research cited in the text suggests that gender differences in the United States appear to be:

a. widening

b. shrinking

c. changing focus so that gender differences are thought to be more important

d. staying the same

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Understand the Concept

Easy

7.117. Tommy believes that both men and woman can have masculine traits such as aggressiveness and both can have feminine traits such as compassion. Tommy’s belief reflects the core idea of the concept called:

a. empathy

b. socialization

c. enculturation

d. androgyny

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Evaluate It

Moderate

Rationale: Androgyny refers to the view that all people, whether male or female, are capable of developing a wide range of traits. This view suggests that feminine and masculine are not opposite ends of a single dimension; instead, they are viewed as two separate dimensions, which means that it is possible for a person to be high or low on either or both.

7.118. The view that both men and women are capable of developing a wide range of traits—both masculine and feminine—is the idea reflected by the term:

a. empathy

b. socialization

c. gender identity

d. androgyny

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Understand the Concept

Moderate

7.119. Young children typically see “feminine” and “masculine” as two distinct and mutually exclusive categories. This situation is in direct conflict with the basic idea of:

a. gender identity

b. gender-role stereotyping

c. androgyny

d. self-socialization

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Evaluate It

Moderate

7.120. Many people believe that girls are more social and less achievement-oriented than boys, despite research that suggests this is not true. The belief in gender-specific differences is usually referred to as:

a. gender identity

b. gender role development

c. gender stereotyping

d. sexual identity

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Analyze It

Moderate

Rationale: Gender role stereotypes refer to rigid and fixed ideas about what is appropriate male or female behavior.

7.121. James knows that he is a boy, but he is unsure about whether or not he will grow up to be a father or a mother. His confusion suggests that he has not yet developed:

a. self-socialization

b. a gender-role stereotype

c. androgyny

d. gender constancy

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Analyze It

Moderate

Rationale: Gender constancy refers to the older child’s understanding that a person’s gender is stable and stays the same despite changes in superficial appearance.

7.122. By what age can a child typically answer the question, “Are you a boy or a girl”:

a. 2½

b. 3½

c. 4½

d. 5½

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Understand the Concept

Moderate

7.123. At what age do children typically acquire gender constancy?

a. between 2 and 4 years of age

b. between 3 and 5 years of age

c. between 4 and 6 years of age

d. between 5 and 7 years of age

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Understand the Concept

Moderate

7.124. A child’s concept of gender is called:

a. gender role

b. gender scheme

c. gender constancy

d. sexual identity

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Understand the Concept

Moderate

7.125. The view that children are intrinsically motivated to acquire values, interests, and behaviors consistent with their gender describes the process called:

a. self-socialization

b. gender reflection

c. gender stereotyping

d. gender constancy

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Understand the Concept

Moderate

7.126. The text reports a study in which female college students interacted with a 6-month-old infant who was either a boy or a girl, and who was dressed as either a boy or a girl. (For example, sometimes a boy was dressed as a boy, sometimes he was dressed as a girl.) Results showed that the college students were more likely to treat a baby as a boy when:

a. the child was a boy, regardless of how he was dressed

b. the child was a girl, regardless of how she was dressed

c. the child was dressed as a boy, regardless of the child’s real sex

d. the child was dressed as a girl, regardless of the child’s real sex

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Understand the Concept

Moderate

7.127. The text reports a study in which female college students interacted with a 6-month-old infant who was either a boy or a girl, and who was dressed as either a boy or a girl. (For example, sometimes a boy was dressed as a boy, sometimes he was dressed as a girl.) Results demonstrate the importance of which of the following factors in the development of gender identity?

a. genetic forces, especially those coded on the X and Y chromosomes

b. brain development, which proceeds either in a “male” or “female” pattern

c. socialization

d. androgyny

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Evaluate It

Moderate

Rationale: As children progressively become more capable of understanding what it means to be a girl or a boy, their ideas about culturally appropriate behavior for females and males become clearer, they become socialized. In the study by Smith and Lloyd (1978) described in this question, the college students treated the baby differently depending upon the child’s assumed sex, conveying signals as to what is culturally appropriate male behavior and culturally appropriate female behavior.

7.128. According to the text, which parent is more important in establishing how children’s ideas about gender develop?

a. Fathers are usually more important.

b. Mothers are usually more important.

c. Fathers and mothers are usually equally important.

d. Neither fathers nor mothers are very important since ideas about gender are biologically programmed and do not depend on learning or socialization to any great degree.

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Understand the Concept

Moderate

Family Dynamics

Learning Objective 7.7: Evaluate the effect of family dynamics on early childhood development

7.129. The amount of affection and approval Mike gives to his son is a good example of the concept called parental:

a. control

b. referencing

c. affect

d. warmth

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Moderate

Rationale: Parental warmth refers to the amount of affection and approval the parents display. Warm, nurturing parents smile at their children frequently and give praise and encouragement. They limit criticism, punishment, and signs of disapproval.

7.130. The various parenting styles that are discussed in the text are distinguished from each other primarily according to the degree that parents exhibit:

a. warmth and control

b. punishment and reinforcement

c. androgen versus gender-role stereotypes

d. love and liking

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Apply What You Know

Moderate

Rationale: As noted in the text, two dimensions of parenting that are especially important in characterizing parenting styles are control and warmth. Parental control refers to how restrictive the parents are. Parental warmth refers to the amount of affection and approval the parents display.

7.131. In her original work, Diana Baumrind identified three of the following types of parenting styles. Which style was added later to Baumrind’s original three styles?

a. permissive parenting

b. authoritative parenting

c. authoritarian parenting

d. indifferent parenting

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Understand the Concept

Moderate

7.132. Karen’s parents have adopted the authoritative parenting style, which means that they show

a. high control and high warmth

b. high control and low warmth

c. low control and high warmth

d. low control and low warmth

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Analyze It

Difficult

Rationale: Authoritative parents are those who combine a high degree of warmth, acceptance, and encouragement of autonomy with firm but flexible control. They encourage communication and negotiation in rule setting within the family.

7.133. A pattern of parenting in which parents are not interested in their role as parents or in their

children is called:

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Understand the Concept

Moderate

7.134. Permissive parents show:

a. high control and high warmth

b. high control and low warmth

c. low control and high warmth

d. low control and low warmth

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Understand the Concept

Easy

7.135. Parents who are low in control and also low in warmth are referred to as:

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Understand the Concept

Easy

7.136. Children who are withdrawn, fearful, moody, and lack independence tend to have parents who are:

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Understand the Concept

Moderate

7.137. Which parenting style has been found to produce the most self-confident children?

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Moderate

Rationale: Children raised with authoritative parenting have been found to be the best adjusted—most self-reliant, self-controlled, and socially competent. These children have better school performance and higher self-esteem.

7.138. Leo and Mary use firm control with their children but encourage communication and negotiation in rule setting within the family. Their parenting style would best be described as:

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Moderate

7.139. Martha wanted to stay up late to watch a television program on a school night. Her parents asked her what her reasons were, what the show was about, and whether it would prevent her from getting enough sleep for school the next day. Martha’s parents’ style of parenting would best be described as:

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Moderate

7.140. When Ted asked his parents if he could skip a family dinner even though it was a family rule to always be present, they refused, saying “A rule is a rule.” Ted’s parents’ response demonstrates a parenting approach best described as:

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Analyze It

Moderate

Rationale: Authoritarian parents are those parents who are highly controlling, show little warmth, and adhere to rigid rules. In families headed by authoritarian parents, children contribute little to the family’s decision-making process.

7.141. Jackie’s parents are controlling and adhere rigidly to rules without explaining their reasons. Baumrind most likely would classify Jackie’s parents as:

a. indifferent

b. authoritarian

c. permissive

d. authoritative

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Analyze It

Moderate

7.142. Children who are self-reliant, self-controlled, and socially competent have parents who have most likely adopted what parenting style?

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Moderate

7.143. Which parenting style generally produces the worst outcome in children?

a. permissive

b. authoritative

c. authoritarian

d. indifferent

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Moderate

Rationale: The worst outcome is often found in children of indifferent parents. When hostility and lack of warmth accompany permissiveness, children tend to show high expression of destructive impulses as well as delinquent behavior.

7.144. Which of the following is not part of the most productive disciplinary technique?

a. setting rules that are fairly enforced

b. establishing a caring environment

c. giving children freedom from punishment

d. keeping two-way communication open

Module: 7.7.2: Discipline and Self-Control

Learning Objective 7.7

Evaluate It

Moderate

Rationale: Regardless of culture, the most productive disciplinary technique usually involves setting

reasonable rules that are enforced fairly; establishing a warm, caring, and consistent environment; and keeping two-way communication as open as possible—a recipe for creating an authoritative style of parenting.

7.145. According to a study described in the text, when parents were able to teach their children how to cope emotionally, their children had all of the following EXCEPT:

a. longer attention spans

b. faster heart rates

c. higher scores on reading tests

d. fewer behavioral problems

Module: 7.7.2: Discipline and Self-Control

Learning Objective 7.7

Understand the Concept

Moderate

7.146. Janet’s parents have clear expectations for all family members that dinner will be eaten in the dining room, with no TV on, and it will begin with a prayer. Everyone in the family understands how dinners will occur, and everyone seems to enjoy this routine. Therefore, it would best be considered an example of the concept of:

a. prosocial behavior

b. social competence

c. rationalization of goals

d. shared goals

Module: 7.7.2: Discipline and Self-Control

Learning Objective 7.7

Analyze It

Moderate

Rationale: Shared goals involve a common understanding of how family interactions will be conducted and what their outcomes will be. The result is a harmonious atmosphere in which decisions are reached without much struggle for control.

7.147. According to the text, if a family does not have a set of shared goals, which of the following is likely to result?

a. Every decision must be negotiated.

b. Parents will become increasingly authoritarian.

c. Parents will become increasingly permissive.

d. Discipline will suffer and child will become unruly.

Module: 7.7.2: Discipline and Self-Control

Learning Objective 7.7

Understand the Concept

Moderate

7.148. In families where there are several children, the typical finding is that the personalities of the various children are ___________ and environmental effects on children are _________________.

a. very much alike; very much the same for all children

b. very much alike; very different for each child in the family

c. quite different from each other; very much the same for all children

d. quite different from each other; very different for each child in the family

Module: 7.7.3: Sibling Dynamics

Learning Objective 7.7

Understand the Concept

Moderate

7.149. Which of the following statements regarding the effects of birth order on children is generally true?

a. Oldest children tend to be more anxious than younger children.

b. Middle children tend to be less competent than either oldest or youngest children.

c. Youngest children tend to be underachievers.

d. Oldest children tend to have higher IQs.

Module: 7.7.3: Sibling Dynamics

Learning Objective 7.7

Understand the Concept

Moderate

7.150. Suppose you are studying the relationship between IQ and being a firstborn child. If you looked at two different groups—children born to middle-class families in the suburbs of Chicago and children raised in a communal setting in South America—which of the following differences would you expect to find?

a. The benefits of being first born would be greater in the suburban setting.

b. The benefits of being first born would be greater in the communal setting.

c. The disadvantages of being first born would be greater in the suburban setting.

d. The disadvantages of being first born would be greater in the communal setting.

Module: 7.7.3: Sibling Dynamics

Learning Objective 7.7

Analyze It

Difficult

Rationale: Any effects in intellectual ability or achievement associated with being a firstborn child are most likely associated with the child’s role in the family. Simply put, the firstborn child benefits from all of the parent’s attention, whereas subsequent children must share. This explanation is supported by cross-cultural research (Murray, et al., 2008). The firstborn child in a U.S. family usually is at least temporarily the only child in the home and has his or her own room and possessions, with liberal access to parents for conversation and games. In contrast, firstborn children in agriculture-based cultures, such as those studied in Kenya (LeVine, 1990), often involve communal living quarters, with the child living with older children from other families who function much like older siblings. As a result, the benefits associated with being firstborn are markedly less.

7.151. According to research presented in the text, the more children there are in the family, the ____ their IQs tend to be and the _____ are their chances from graduating from high school.

a. higher; greater

b. higher; lower

c. lower; greater

d. lower; lower

Module: 7.7.3: Sibling Dynamics

Learning Objective 7.7

Understand the Concept

Moderate

7.152. What relationship appears to exist between strong public support for child care and the impact that large families have on IQ?

a. When support for child care is strong, the negative effect of growing up in a large family is lessened.

b. When support for child care is strong, the positive effect of growing up in a large family is every greater.

c. When support for child care is strong, large family size has no effect on IQ.

d. There is no relationship between child care support and the impact of large family size on IQ.

Module: 7.7.3: Sibling Dynamics

Learning Objective 7.7

Understand the Concept

Moderate

Child Maltreatment

Learning Objective 7.8: Differentiate the causes and effects of the various types of child abuse on child development

7.153. According to data presented in the text, which form of child maltreatment is most common in the United States?

a. sexual abuse

b. child neglect

c. physical abuse

d. emotional abuse

Module: 7.8.1: Physical Abuse and Neglect

Learning Objective 7.8

Analyze It

Moderate

Rationale: Figure 7.2 shows that Neglect is far more prevalent than other forms of child maltreatment.

7.154. In general, which of the following groups is the most likely to maltreat children?

a. fathers

b. mothers

c. brothers

d. non-family members such as teachers and neighbors

Module: 7.8.1: Physical Abuse and Neglect

Learning Objective 7.8

Understand the Concept

Moderate

7.155. According to data collected in 2014 by the U. S. Department of Health and Human Services, about what percent of all cases of child maltreatment involved abuse by the child’s parent or parents?

a. about 35%

b. about 51%

c. about 67%

d. about 91%

Module: 7.8.1: Physical Abuse and Neglect

Learning Objective 7.8

Understand the Concept

Moderate

7.156. Statistically, _______ children are more likely to be abused and _______ children are likely to sustain more serious injuries when abuse does occur.

a. older; older

b. older; younger

c. younger; older

d. younger; younger

Module: 7.8.1: Physical Abuse and Neglect

Learning Objective 7.8

Understand the Concept

Moderate

7.157. Statistically speaking, the sexual abuse of a girl is most likely to be committed by:

a. the girl’s father

b. the girl’s mother

c. male family members other than the father

d. a male stranger

Module: 7.8.1: Physical Abuse and Neglect

Learning Objective 7.8

Understand the Concept

Easy

7.158. Suppose that 6-year-old Samantha (a girl) is sexually abused. Generalizing from statistics, which of the following people would be most likely to have committed this abuse?

a. Samantha’s father

b. Samantha’s older brother

c. Samantha’s mother

d. a male neighbor who is gay

Module: 7.8.1: Physical Abuse and Neglect

Learning Objective 7.8

Apply What You Know

Difficult

Rationale: Although research shows that 95% of sexual abuse is committed by men, when little girls are involved, the child’s biological father usually does not commit the abuse. Female children are most likely to be abused by male family members other than their fathers.

7.159. As a child, Tanya was forced to witness her father beating up her brother. This form of psychological abuse would best be considered as an example of:

a. degradation

b. terrorization

c. exploitation

d. rejection

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Evaluate It

Difficult

Rationale: Terrorization is a form of psychological child maltreatment in which a child is forced to witness the abuse of a loved one or is threatened with personal abuse.

7.160. Suppose that 5-year-old Randy tries to be affectionate with his mother, but she responds with coldness and she ignores him. If the mother’s behavior is serious enough to be considered child maltreatment, what type of psychological abuse is this?

a. degradation

b. terrorization

c. rejection

d. denial of emotional responsiveness

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Evaluate It

Moderate

Rationale: Denial of emotional responsiveness is a form of psychological child maltreatment in which there is a passive withholding of affection that involves behaviors such as coldness or failing to respond to the child’s attempts to communicate.

7.161. When Stacey asked her mother, “What's 2 plus 2?” her mother replied, “Four, you dummy!”

This is an example of what form of psychological abuse?

a. degradation

b. terrorization

c. isolation

d. exploitation

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Evaluate It

Moderate

Rationale: Degradation is a form of psychological child maltreatment that involves humiliating children in public or calling them names like “Dummy.” As a result, children’s self-esteem is lowered by frequent assaults on their dignity or intelligence.

7.162. When Charlie and his brother started arguing in a grocery store, their father shouted at them, “If you don't behave, I'll break every bone in your body!” This is best considered to be an example of what form of psychological abuse?

a. degradation

b. terrorization

c. isolation

d. exploitation

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Evaluate It

Moderate

Rationale: Terrorization is a form of psychological child maltreatment in which a child is forced to witness the abuse of a loved one or is threatened with personal abuse.

7.163. Rejection, degradation, and terrorization are examples of which of the following types of child maltreatment?

a. physical abuse

b. sexual abuse

c. psychological abuse

d. child neglect

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Understand the Concept

Easy

7.164. According to research presented in the text, when children who were abused in their first 5 years were followed to age 21, they were more likely than non-abused children to experience all of the following EXCEPT:

a. abused children were at greater risk for juvenile delinquency

b. abused children married at later ages and had fewer children of their own

c. abused children were more likely to drop out of school

d. abused children were more likely to have problems holding a job

Module: 7.8.3: Effects of Child Abuse

Learning Objective 7.8

Understand the Concept

Moderate

7.165. Suppose that Frank was abused as a small child. Generalizing from research presented in the text, you would expect that consequently he would be:

a. less likely to become a juvenile delinquent

b. more likely to drop out of school

c. less likely to become a teenage parent

d. more likely to hold one job for his entire career

Module: 7.8.3: Effects of Child Abuse

Learning Objective 7.8

Analyze It

Moderate

Rationale: When followed to age 21, children who were physically abused in their first 5 years were at greater risk for arrest, juvenile delinquency, and dropping out of school and were more likely to become a teenage parent and have difficulty holding a job (Lansford et al., 2007). These findings pertain to both abused boys and abused girls.

7.166. Which of the following theorists would be most likely to provide the most useful perspective on understanding child maltreatment?

a. Dr. Jones, who advocates a psychoanalytic approach

b. Dr. Abdulla, who advocates an ecological approach

c. Dr. Marcia, who advocates a biological approach

d. Dr. Julstrom, who advocates a cognitive-development approach

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Evaluate It

Moderate

Rationale: The ecological approach is an especially useful model in understanding child maltreatment because it recognizes the complex and multi-faceted nature of this social phenomenon.

7.167. According to information presented in the text, about what percent of abusive parents were abused themselves as children?

a. nearly 100%

b. about 90%

c. about 75%

d. less than half

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Analyze It

Moderate

Rationale: The text notes that more than half of abusive parents were not abused as children, meaning that less than half experience child maltreatment.

7.168. Generalizing from information presented in the text, which of the following children would be the least likely to be abused?

a. Tommy, who is an infant

b. Robbie, who is a toddler

c. Jamie, who has a physical disability

d. Sammy, who is 12 years old

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Apply What You Know

Difficult

Rationale: Infants and young children are at higher risk for abuse than are older children. Children with physical disabilities, difficult temperaments, or mental disorders are also at higher risk for abuse.

7.169. Which of the following statements is the most accurate description of the relationship between socioeconomic status and child maltreatment?

a. Children in low-income families are least likely to be abused because these families are most likely to be headed by women.

b. Children in high-income families are most likely to be abused, but the abuse is less likely to be reported due to the high social status of the parents.

c. Children in low-income families are most likely to be abused because poverty and unemployment involve stress and heighten risk for abuse.

d. Children in middle-class homes are most likely to be abused, but the abuse is less likely to be reported because one parent usually covers up the abuse for the other parent.

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Analyze It

Moderate

Rationale: While physical abuse is found at all socioeconomic levels, it is more likely to occur in poverty-stricken homes. This may be partly because abuse in middle-class homes is less likely to come to the attention of authorities. It is also true, however, that general family stresses, such as those associated with poverty, increase the risk of child abuse. Unemployment, for example, is another risk factor. In addition to creating financial problems, unemployment lowers the parent’s social status and self-esteem. An unemployed parent may try to compensate by wielding authority at home through physical domination.

7.170. According to statistics presented in the text, which of the following statements is the most accurate summary of how the prevalence of child abuse has changed over the past decade or two?

a. Child abuse is much more common now than in the mid-1990s.

b. Child abuse is slightly more common now than in the mid-1990s.

c. The prevalence of child abuse has not changed significantly since the mid-1990s.

d. Child abuse is much less common now than in the mid-1990s, although recently it has begun to increase slightly.

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Analyze It

Moderate

Rationale: In recent years, various forms of child maltreatment have shown a dramatic decline in the United States. Compared to the peak in 1993, by 2004 there were 20% fewer cases of abuse and neglect reported; during the same period, statistics suggest a 40 to 70% decline in cases of physical and sexual abuse (Finkelhor & Jones, 2006; Jones, Finkelhor, & Halter, 2006). From 2012 to 2014, the rate increased slightly, from 9.1 to 9.4 per 1,000 children.

7.171. According to statistics presented in the text, compared to child abuse rates in 1993, in 2004 there were ________ of abuse and neglect reported and _______ of physical and sexual abuse reported.

a. 20% fewer cases; about 50% more cases

b. 20% more cases; about 50% more cases

c. 20% fewer cases; about 50% fewer cases

d. 20% more cases; about 50% fewer cases

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Understand the Concept

Moderate

7.172. The text suggests three reasons for why rates of child maltreatment have changed over the past two decades. Which of the following is NOT one of these reasons?

a. a stronger national economy

b. increased availability and use of drug treatments for mental illness

c . the No Child Left Behind federal program to strengthen schools

d. increased and more effective efforts to prevent child abuse

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Understand the Concept

Moderate

Changing Perspectives: Electronic Media: Is It Changing the Way That Children Grow Up?

7.173. According to research cited in the text, about what percent of U. S. children ages 2 to 4 have a TV in their bedroom?

a. 6%

b. 12%

c. 24%

d. 37%

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Understand the Concept

Moderate

7.174. Which of the following health conditions appears to be most closely associated with children’s TV viewing habits?

a. asthma

b. obesity

c. depression

d. anxiety disorders

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Understand the Concept

Easy

7.175. To say that “brain plasticity is high in childhood” means that:

a. brain development is modified by the environmental experiences the child has

b. the brain undergoes a “growth spurt” in the number of neurons the develop during childhood

c. the brain is very vulnerable and easily damaged during childhood

d. children have to work very hard to learn new things during this developmental period

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Apply What You Know

Moderate

Rationale: Brain development is rapid in early childhood and plasticity is high, meaning that the brain wires itself partly in response to environmental experiences.

7.176. According to the view suggested by the idea behind “iBrain,” parents should be concerned about their children’s TV viewing because:

a. watching TV can cause the visual part of the brain to shrink

b. heavy media use might change the course of brain development so children have diminished social skills

c. children may become so sophisticated about technology that they will not be able to learn to read

d. children may become so interested in technology that they won’t want to engage in physical activity, which is important for brain development

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Evaluate It

Difficult

Rationale: Brain development is rapid in early childhood and plasticity is high, meaning that the brain wires itself partly in response to environmental experiences. If young children spend more time on technology-related tasks and less time interacting with other people in playtime and through other social activities, this may shift the way the brain develops in early childhood, creating what neuroscientist Gary Small calls the “iBrain.”

Current Issues: One Pathway to Social Competence

7.177. Ralph comes from a home in which there is no television, in which the only toys are guns, and in which conversation about “modern” topics such as news, fashion, and media is discouraged. If Ralph experiences difficulty in developing social competence as the result of his upbringing, this problem would most likely be described as a lack of:

a. social knowledge

b. social disposition

c. emotion regulation

d. empathy

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Analyze It

Moderate

Rationale: Socially competent children have a better understanding of social knowledge: They are aware of the behaviors that are considered appropriate and inappropriate.

7.178. According to research by Susan Denham and her colleagues, which of the following appears to be the most important factor in the development of social competence?

a. social knowledge

b. empathy

c. emotional competence

d. social skills

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Understand the Concept

Moderate

Short Answer questions:

Fear and Anxiety

Learning Objective 7.1: Contextualize fear and anxiety in children

7.179. In what ways are fear and anxiety alike? In what ways are these two concepts different from each other?

Module: 7.1: Fear and Anxiety

Learning Objective 7.1

Evaluate It

Moderate

7.180. Explain how a 3-year-old, a 6-year-old, and an adolescent conceptualize the things they fear? In your answer, discuss how do their cognitive abilities influence the things they are most likely to fear?

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Apply What You Know

Moderate

7.181. What is the overall goal for all of the defense mechanisms? Choose one of the defense mechanisms noted in the text and explain how this defense mechanism addresses that goal.

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Evaluate It

Moderate

7.182. Explain what rationalization is and give an example of it.

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Apply What You Know

Moderate

7.183. In your own words, explain the difference between the defense mechanisms of regression and withdrawal.

Module: 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Analyze It

Difficult

Emotional Regulation

Learning Objective 7.2: Evaluate emotional control in early childhood development

7.184. What do guilt and shame have in common? How are they different from each other?

Module: 7.2.1: Shame and Guilt

Learning Objective 7.2

Evaluate It

Difficult

7.185. Explain how a child’s ability to manage negative emotions is likely to impact development later in that child’s life.

Module: 7.2.2: Learning to Restrain Emotions

Learning Objective 7.2

Evaluate It

Moderate

Childhood Aggression

Learning Objective 7.3: Explain the factors that influence the development of aggressive behaviors in childhood

7.186. Define the terms hostile aggression, instrumental aggression, and assertiveness and give an example of each.

Module: 7.3.1: Aggression

Learning Objective 7.3

Apply What You Know

Moderate

7.187. Give an example of how a young child might “model” a parent’s use of physical punishment.

Module: 7.3.2: Punishment and Modeling

Learning Objective 7.3

Apply What You Know

Moderate

7.188. Suggest three reasons why parents should consider limiting the time their children spend using or watching electronic media.

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Apply What You Know

Moderate

Prosocial Behavior

Learning Objective 7.4: Analyze the processes through which prosocial behavior develops in early childhood

7.189. Define the term “prosocial behavior” and give an example of it.

Module: 7.4.1: Prosocial Behavior

Learning Objective 7.4

Apply What You Know

Moderate

7.190. Explain the developmental conflict Erik Erikson believed was central for 2-year-olds to solve and give an example of how a child could resolve this conflict in a positive way. Then give a second example of how a child could resolve this conflict in a negative way.

Module: 7.4.2: The Roots of Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

7.191. Explain the developmental conflict Erik Erikson believes was central for a 4-year-old to solve and give an example of how a child could resolve this conflict in a positive way. Then give a second example of how a child could resolve this conflict in a negative way.

Module: 7.4.3: Modeling and Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

Peers, Play, and the Development of Social Competence

Learning Objective 7.5: Assess the factors that affect social competence in early childhood development

7.192. If a parent asked you for advice about how to deal with a young child who created an imaginary companion, what advice would you give, based on the text’s discussion of this situation?

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Analyze It

Moderate

7.193. Provide two examples that demonstrate how children’s play is reflective of culture.

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Apply What You Know

Moderate

7.194. Define the term “social competence” and give an example of how the development of social competence in childhood enhances development.

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Analyze It

Moderate

7.195. Define the term “internalization” and give an example of how children learn to internalize the values and moral standards of their society.

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Analyze It

Moderate

The Development of the Self

Learning Objective 7.6: Analyze the elements that affect a child’s sense of self

7.196. How can the way a child is treated by other children become incorporated in that child’s personal script? Provide an example to demonstrate your answer.

Module: 7.6.1: Self-Concept

Learning Objective 7.6

Analyze It

Difficult

7.197. How have the terms sex and gender come to be used in psychology?

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Evaluate It

Moderate

7.198. Do gender differences exist between boys and girls? If so, are such differences larger or smaller than most people have thought?

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Apply What You Know

Moderate

7.199. How can the concept of androgyny be used to explain how boys and girls differ from each other?

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Apply What You Know

Moderate

7.200. What is meant by the term “gender constancy” and how is this trait acquired in childhood?

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Apply What You Know

Difficult

Family Dynamics

Learning Objective 7.7: Evaluate the effect of family dynamics on early childhood development

7.201. Compare and contrast authoritative parenting and authoritarian parenting.

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Moderate

7.202. Suggest 3 things that parents can do to establish effective rules of discipline for their children. Suggest 2 things that parents should not do to establish discipline.

Module: 7.7.2: Discipline and Self-Control

Learning Objective 7.7

Evaluate It

Moderate

7.203. Why is the negotiation of shared goals between parents and children a helpful means of promoting healthy development for children?

Module: 7.7.2: Discipline and Self-Control

Learning Objective 7.7

Evaluate It

Moderate

7.204. Why do firstborn child have, on average, higher IQs than children born later in a family? Suggest two possible reasons.

Module: 7.7.3: Sibling Dynamics

Learning Objective 7.7

Evaluate It

Moderate

Child Maltreatment

Learning Objective 7.8: Differentiate the causes and effects of the various types of child abuse on child development

7.205. Identify the key difference between child abuse and child neglect.

Module: 7.8: Child Maltreatment

Learning Objective 7.8

Analyze It

Moderate

7.206. Describe the steps typically taken when a case of suspected child abuse is report.

Module 7.8.1

Learning Objective 7.8

Apply What You Know

Moderate

7.207. Identify three risk factors for child abuse and neglect and describe the characteristics that typically are associated with a child at increased risk of such maltreatment.

Module 7.8.1

Learning Objective 7.8

Apply What You Know

Moderate

7.208. Identify 4 different ways in which parents can psychologically abuse their children, and define each by giving an example.

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Apply What You Know

Moderate

7.209. Describe two ways in which psychological abuse differs from physical abuse in childhood.

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Apply What You Know

Moderate

7.210. Describe the 4 “levels” included in an ecological model for understanding child abuse and give an example of a factor that might operate at each level.

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Apply What You Know

Difficult

Essay questions:

Fear and Anxiety

Learning Objective 7.1: Contextualize fear and anxiety in children

7.211. Describe how a typical 2-year-old’s expression of emotion differs from that of a typical 6-year-old child.

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Apply What You Know

Moderate

Module: 7.1: Fear and Anxiety; 7.1.2: Individual Differences in Fearfulness and Anxiety; and 7.1.4: Coping with Fear and Anxiety

Learning Objective 7.1

Evaluate It

Difficult

7.213. How do history and culture affect what children fear? Cite examples from the text to support your answer.

Module: 7.1.3: Historical, Cultural, and Developmental Influences

Learning Objective 7.1

Apply What You Know

Moderate

Emotional Regulation

Learning Objective 7.2: Evaluate emotional control in early childhood development

7.214. Explain why shame is usually considered to be a more negative emotion than guilt.

Module: 7.2.1: Shame and Guilt

Learning Objective 7.2

Analyze It

Difficult

7.215. Why is learning to control emotions such an important developmental event in early childhood?

Module: 7.2.2: Learning to Restrain Emotions

Learning Objective 7.2

Evaluate It

Moderate

7.216. Considering a 3-year-old’s natural curiosity about the genital region, suggest how a parent’s response to a child’s masturbation might affect that child’s development of initiative versus guilt.

Module: 7.2.3: Sensuality and Sexual Curiosity

Learning Objective 7.2

Analyze It

Moderate

Childhood Aggression

Learning Objective 7.3: Explain the factors that influence the development of aggressive behaviors in childhood

7.217. How is frustration linked to aggressive behavior in childhood?

Module: 7.3.1: Aggression

Learning Objective 7.3

Analyze It

Moderate

7.218. Describe how modeling can contribute to a child’s development of aggressive behavior and how it can be used to help a child control aggressive urges.

Module: 7.3.2: Punishment and Modeling

Learning Objective 7.3

Evaluate It

Moderate

7.219. Why is punishment an inadvisable method of limiting a child’s aggressive behavior?

Module: 7.3.2: Punishment and Modeling

Learning Objective 7.3

Analyze It

Moderate

7.220. Why would younger children be especially vulnerable to violent images and themes in the media?

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Analyze It

Moderate

7.221. Do TV shows, movies, and other media have a negative or positive impact on the development of today’s generation of young children? Support your answer with evidence from research studies on this topic.

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Evaluate It

Difficult

7.222. Explain why many parents are concerned about the kinds of programming offered on television and in video games. What would they likely object to? How is the media industry responding? Is the media industry doing enough, do you think?

Module: 7.3.3: Media and Violence

Learning Objective 7.3

Evaluate It

Difficult

Prosocial Behavior

Learning Objective 7.4: Analyze the processes through which prosocial behavior develops in early childhood

7.223. How does culture influence the development of prosocial behavior? Provide an example to support your answer.

Module: 7.4.2: The Roots of Prosocial Behavior

Learning Objective 7.4

Analyze It

Difficult

7.224. Explain how role playing can help young children develop empathy.

Module: 7.4.3: Modeling and Prosocial Behavior

Learning Objective 7.4

Analyze It

Moderate

7.225. Distinguish between shame and guilt and explain why the development of competence helps a young child deal with these negative emotions.

Module: 7.4.4: Developmental Conflicts

Learning Objective 7.4

Analyze It

Moderate

7.226. Describe the two central developmental conflicts that young children must resolve in early childhood.

Module: 7.4.4: Developmental Conflicts; and 7.4.5: Initiative Versus Guilt

Learning Objective 7.4

Analyze It

Moderate

Peers, Play, and the Development of Social Competence

Learning Objective 7.5: Assess the factors that affect social competence in early childhood development

7.227. Describe how play develops, beginning with solitary play and ending with cooperative play. How does the development of play reflect the broader development of cognitive skills in early childhood? Be sure to include in your answer a discussion of egocentrism and of empathy.

Module: 7.5: Peers, Play, and the Development of Social Competence

Learning Objective 7.5

Evaluate It

Difficult

7.228. Does having an imaginary companion bode well or ill for normal development in early childhood? Cite research evidence to support your answer.

Module: 7.5.1: Social Pretend Play

Learning Objective 7.5

Analyze It

Moderate

7.229. What is social competence? In what ways is social competence related to children’s popularity among other children?

Module: 7.5.2: Social Competence and the Development of Social Skills

Learning Objective 7.5

Evaluate It

Moderate

7.230. Describe how the process of internalization helps the young child develop greater social competence.

Module: 7.5.3: Social Behavior Classification

Learning Objective 7.5

Analyze It

Difficult

The Development of the Self

Learning Objective 7.6: Analyze the elements that affect a child’s sense of self

7.231. How does the development of a personal script help young children develop their self-concept?

Module: 7.6.1: Self-Concept

Learning Objective 7.6

Analyze It

Difficult

7.232. How does an understanding of the concept of androgyny help explain findings regarding the gender differences that exist between boys and girls?

Module: 7.6.2: Gender: Binary and Nonbinary Concepts

Learning Objective 7.6

Evaluate It

Difficult

7.233. How do the development of gender schemes and the development of gender constancy demonstrate different points in cognitive development?

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Analyze It

Difficult

7.234. How do children come to understand the concept of gender? As part of your answer, discuss the development of gender identity, gender constancy, and gender schemes.

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Apply What You Know

Difficult

7.235. The text describes a study in which college girls cared for male or female children that were either dressed in gender-appropriate or gender-inappropriate clothing. What were the results of this study? What do the results suggest about how culture affects how children learn appropriate gender roles?

Module: 7.6.3: The Development of Gender Identity

Learning Objective 7.6

Evaluate It

Difficult

Family Dynamics

Learning Objective 7.7: Evaluate the effect of family dynamics on early childhood development

7.236. Define and give an example of parental warmth and of parental control. Then describe how each of the four parenting styles proposed by Diana Baumrind reflects the levels of warmth and control that parents use with their children.

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Apply What You Know

Moderate

7.237. Using Diana Baumrind’s view of four parenting styles, discuss which of these styles lead to the healthiest adjustments for children. Which styles lead to negative outcomes for children?

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Analyze It

Moderate

7.238. How does an authoritative parenting style contribute to the development of prosocial behavior in children?

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Difficult

7.239. Why do authoritative parenting behaviors usually produce the best outcomes for child development?

Module: 7.7.1: Parenting Styles

Learning Objective 7.7

Evaluate It

Difficult

7.240. How can having shared goals within a family facilitate the development of social competence among children?

Module: 7.7.2: Discipline and Self-Control

Learning Objective 7.7

Evaluate It

Moderate

7.241. Discuss two reasons why brothers and sisters raised in the same family often have quite different personalities.

Module: 7.7.3: Sibling Dynamics

Learning Objective 7.7

Analyze It

Moderate

Child Maltreatment

Learning Objective 7.8: Differentiate the causes and effects of the various types of child abuse on child development

7.242. Define three different types of child maltreatment and present research about who is most likely to be the abuser in each of these three cases.

Module: 7.8.1: Physical Abuse and Neglect

Learning Objective 7.8

Analyze It

Moderate

7.243. Identify three types of psychological child maltreatment and give an example of each of these.

Module: 7.8.2: Psychological Abuse

Learning Objective 7.8

Apply What You Know

Moderate

7.244. Discuss the likely effects that child abuse would have on the child’s development of the ability to successfully regulate emotions?

Module: 7.8.3: Effects of Child Abuse

Learning Objective 7.8

Evaluate It

Moderate

7.245. Why are ecological models often the most useful theories to explain the causes of child abuse?

Module: 7.8.4: Causes of Child Maltreatment

Learning Objective 7.8

Evaluate It

Difficult

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Aug 21, 2025

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Chapter 7 Childhood Development – Quiz 1

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Wendy L. Dunn

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