Toddlerhood Socioculture Quiz Ch.5 Test Questions & Answers

Name _______________________

Chapter 5—Infancy and Toddlerhood: Personality and Sociocultural Development—Quick Quiz 1

1. Dr. Barnes decides to offer a course that will examine the patterns of how humans interact with others, focusing on issues related to an individual’s characteristic beliefs and attitudes. Which of the following would be the most appropriate title for this course?

a. Temperament

b. Attachment

c. Personality

d. Individual Differences

2. According to research presented in the text, which of the following ages is correctly paired with the developmental milestone associated with it?

a. birth to 3 months: falling in love

b. by 5 months: becoming calm, attentive, and interested in the world

c. by 9 months: becoming a two-way communicator

d. by 48 months: solving problems and forming an organized sense of self

3. According to Erik Erikson, which of the following is the first critical developmental issue that is resolved in the first year of life?

a. trust versus mistrust

b. attachment versus misalignment

c. autonomy versus shame and doubt

d. oral fixation versus anal fixation

4. According to the results of Mary Ainsworth’s studies, about what percent of children raised in the United States experience insecure attachment relationships with their caregivers?

a. 5–10%

b. 10–20%

c. 30–40%

d. 50–60%

5. Emotional signals, usually from a child’s parents, that influence the child's behavior are referred to as:

a. social adaptation cues

b. social referencing

c. synchrony

d. scaffolding

6. Baby Chuck is picked up by a stranger. He immediately looks at his mother’s face, and judges his reaction based on whether she expresses pleasure or concern. Chuck’s reliance on cues from his mother in forming his own reaction is best considered an example of:

a. stranger anxiety

b. separation anxiety

c. prosocial behavior

d. social referencing

7. Which of the following patterns of parental discipline will be most likely to lead to a positive resolution of conflict between developing autonomy versus shame and doubt?

a. discipline that is involves many limits on the child’s behavior

b. discipline that places few limits on the child’s behavior

c. discipline that places an intermediate amount of limits on the child’s behavior

d. There is no clear and consistent relationship between parental discipline practices and the development of autonomy.

8. According to research presented in the text, younger fathers are more likely to behave like ____________ when they play with their children whereas older fathers are more likely to behave like ___________.

a. traditional fathers; traditional mothers

b. traditional mothers; traditional fathers

c. traditional fathers; grandfathers

d. older brothers; grandfathers

9. According to the text, when a second child is born, parents can best help the older child adjust successfully by:

a. not allowing the older child to interact much with the baby, “pretending” she doesn’t exist

b. encouraging the older child to spend as much time as possible with the new baby, “pretending” to be his mother or father

c. setting aside some time to be with only the older child, giving her all of their attention

d. seldom allowing the older child time to be alone with the parents, so that she understands that the baby is a permanent member of the family

10. Robin’s parents are drug addicts and therefore are unresponsive to her needs. Although they provide enough food for her to eat, they pay little attention to her and she spends most of her time unattended and alone. When Robin goes to kindergarten, the teacher is concerned because she is so small and thin, and she has trouble eating the school lunch without vomiting. The most likely diagnosis for Robin’s condition is:

a. anemia

b. failure-to-thrive syndrome

c. malnutrition

d. stunting

Name _____________________________

Chapter 5—Infancy and Toddlerhood: Personality and Sociocultural Development—Quick Quiz 2

1. According to research presented in the text, which of the following ages is NOT correctly paired with the developmental milestone associated with it?

a. birth to 3 months: becoming calm, attentive, and interested in the world

b. by 5 months: falling in love

c. by 9 months: becoming a two-way communicator

d. by 14 to 18 months: discovering a world of ideas

2. Suppose you observe a father and his infant daughter in a laboratory and they are playing together. At some point, the father stops responding to his daughter and the experimenter records how the child reacts. The term for an experiment of this type is:

a. a habituation experiment

b. a still-face experiment

c. a classical conditioning experiment

d. a visual cliff experiment

3. According to Freud, the first year of life is centered mostly on how the child’s ______ needs are satisfied:

a. oral

b. latent

c. anal

d. communication

4. According to the views of Mary Ainsworth, the form of attachment in which a strong emotional bond between a child and caregiver develops because of responsive caregiving is called:

a. avoidant attachment

b. secure attachment

c. resistant attachment

d. dependent attachment

5. Which of the following children would likely have the easiest time developing a healthy sense of autonomy?

a. Jim, who is experiencing a high level of stranger anxiety

b. Bob, who is very securely attached to his mother

c. Rex, who is not securely attached to his mother

d. Tom, who has learned to be mistrustful of his caregivers

6. At the daycare center, Maria sees another child crying so she breaks her own cookie in half and offers a piece to the crying child. Maria’s behavior is best considered as a demonstration of the principle of:

a. social referencing

b. imprinting

c. synchrony

d. prosocial behavior

7. According to research presented in the text, mothers are more likely to hold infants for

, whereas fathers are more likely to hold infants for ______.

a. play; caretaking

b. caretaking; play

c. social acceptance; self-gratification

d. self-gratification; social acceptance

8. Lacy says she “hates” her little brother because he gets all the attention and causes all the trouble. Lacy’s response is consistent with the basic idea behind the development of:

a. autonomy

b. empathy

c. the discrepancy hypothesis

d. sibling rivalry

9. The percentage of U.S. mothers with children under 3 years who work outside the home today is about:

a. 33%

b. 50%

c. 62%

d. 85%

10. The key word in the text’s distinction between child abuse and child neglect is:

a. physical

b. emotional

c. intentional

d. psychological

Quick Quiz Answers

Quick Quiz 5.1

1. c; Chapter Introduction

2. c; 5.1.1

3. a; 5.2

4. c; 5.3.1

5. b; 5.4.1

6. d; 5.4.1

7. c; 5.4.2

8. a; 5.5.1

9. c; 5.5.2

10. b; 5.7.1

Quick Quiz 5.2

1. d; 5.1.1

2. b; 5.1.1

3. a; 5.2.1

4. b; 5.3.1

5. b; 5.4.2

6. d; 5.4.3

7. b; 5.5.1

8. d; 5.5.2

9. c; 5.5.3

10. c; 5.7

Chapter 5

Infancy and Toddlerhood: Personality and Sociocultural Development

Learning Objectives

5.1: Compare the roles of biology and environment in early childhood emotional development

5.2: Characterize the role of trust in infant interactions

5.3: Explain how attachment functions over time

5.4: Outline changes associated with a young child’s development of autonomous behavior

5.5: Analyze caregiving roles within their sociocultural contexts

5.6: Describe challenges in caregiving for children with special needs

5.7: Differentiate how child maltreatment and responses to child maltreatment affect child development

Multiple Choice questions:

The Foundations of Personality and Social Development

Learning Objective 5.1: Compare the roles of biology and environment in early childhood emotional development

5.1. The characteristic beliefs, attitudes, and ways of interacting with others is referred to as one’s:

a. temperament

b. trust

c. personality

d. orientation

Module: Chapter Introduction

Learning Objective 5.1

Understand the Concept

Easy

5.2. Dr. Barnes decides to offer a course that will examine the patterns of how humans interact with others, focusing on issues related to an individual’s characteristic beliefs and attitudes. Which of the following would be the most appropriate title for this course?

a. Temperament

b. Attachment

c. Personality

d. Individual Differences

Module: Chapter Introduction

Learning Objective 5.1

Apply What You Know

Moderate

Rationale: Personality is defined in the text as “the characteristic beliefs, attitudes, and ways of interacting with others.” Thus, since this is the exact content of Dr. Barnes’s course, the title “Personality” would be the most accurate choice.

5.3. According to the text, the period defined as “Infancy and Toddlerhood” begins at birth and extends through age:

a. 12 months

b. 18 months

c. 24 months

d. 36 months

Module: 5.1: The Foundations of Personality and Social Development

Learning Objective 5.1

Understand the Concept

Easy

5.4. During the first 2 years of life, children’s emotions become more:

a. positive

b. negative

c. complex

d. selfish

Module: 5.1.1: Emotional Development

Learning Objective 5.1

Evaluate It

Moderate

Rationale: As infants develop, their emotional states become more complex. Babies focus first on managing distress and comfort, then learn to exchange signals, sounds, and smiles with a responsive caregiver. Over the first year, basic emotions emerge, and in the second year socially oriented emotions emerge.

5.5. Suppose you observe a father and his infant daughter in a laboratory and they are playing together. At some point, the father stops responding to his daughter and the experimenter records how the child reacts. The term for an experiment of this type is:

a. a habituation experiment

b. a still-face experiment

c. a classical conditioning experiment

d. a visual cliff experiment

Module: 5.1.1: Emotional Development

Learning Objective 5.1

Analyze It

Moderate

Rationale: The text describes a still-face experiment, in which parents were first asked to sit and play with their infants and then, after 3 minutes, to stop communicating with their babies by putting on a blank, still face. Babies first responded with surprise but their behavior soon began to deteriorate. This research demonstrated the importance of the reciprocal two-way parent-child communication system.

5.6. Suppose you watch a mother and her infant son playing “peek-a-boo.” Now the mother stops playing and breaks off all communication with the little boy, looking away and not responding to his actions. If this infant responds in a typical way, what will he most likely do?

a. sit calmly, maintaining eye contact, and wait for the mother to “re-engage” with him

b. become “happier” and more energetic in an attempt to win back the mother’s attention

c. fall asleep

d. look away and become upset

Module: 5.1.1: Emotional Development

Learning Objective 5.1

Analyze It

Moderate

Rationale: The book describes a still-face experiment, in which parents were first asked to sit and play with their infants and then, after 3 minutes, to stop communicating with their babies by putting on a blank, still face. Babies first responded with surprise but their behavior soon began to deteriorate. This example in this question is analogous to a still-face experiment.

5.7. According to research presented in the text, which of the following ages is correctly paired with the developmental milestone associated with it?

a. birth to 3 months: falling in love

b. by 5 months: becoming calm, attentive, and interested in the world

c. by 9 months: becoming a two-way communicator

d. by 48 months: solving problems and forming an organized sense of self

Module: 5.1.1: Emotional Development

Learning Objective 5.1

Analyze It

Difficult

Rationale: The milestone reached by 9 months is becoming a two-way communicator. Falling in love is the milestone reached by 5 months, becoming calm and attentive is the milestone reached by 3 months, and problem solving is the milestone reached by 14 to 18 months.

5.8. According to research presented in the text, which of the following ages is NOT correctly paired with the developmental milestone associated with it?

a. birth to 3 months: becoming calm, attentive, and interested in the world

b. by 5 months: falling in love

c. by 9 months: becoming a two-way communicator

d. by 14 to 18 months: discovering a world of ideas

Module: 5.1.1: Emotional Development

Learning Objective 5.1

Analyze It

Difficult

Rationale: Developing a world of ideas is the milestone reached by 24 to 30 months. The rest of the milestones are matched with the correct age range.

5.9. According to research presented in the text, which of the following developmental milestones occurs between birth and 3 months?

a. building bridges between ideas

b. falling in love

c. being attentive and interested in the world

d. solving problems and forming a sense of self

Module: 5.1.1: Emotional Development

Learning Objective 5.1

Analyze It

Difficult

Rationale: Being calm, attentive, and interested in the world is the milestone reached by 3 months. The other milestones occur at later age periods.

5.10. The term developmentalists use to describe the characteristic way that infants interact with the world around them is:

a. personality

b. temperament

c. affective engagement

d. attachment

Module: 5.1.2: Temperament

Learning Objective 5.1

Understand the Concept

Easy

5.11. All of the following are styles of temperament identified by Thomas and Chess EXCEPT:

a. anxious

b. easy

c. difficult

d. slow-to-warm-up

Module: 5.1.2: Temperament

Learning Objective 5.1

Understand the Concept

Moderate

5.12. Betty’s infant daughter cries often and is routinely in negative moods. She reacts to change with difficulty and slowness. According to research conducted by Thomas and Chess, this baby most likely has which of the following types of temperaments?

a. anxious

b. easy

c. difficult

d. slow-to-warm-up

Module: 5.1.2: Temperament

Learning Objective 5.1

Evaluate It

Moderate

Rationale: According to Thomas and Chess, the easy baby adapts easily to new situations and usually has positive moods.  Slow-to-warm-up babies react negatively to new people and situations initially but successfully adjust over a period of time and difficult babies react to change with difficulty and slowness.

5.13. Robert’s infant daughter rarely expresses extremely negative moods. She adapts easily to change, new places, and new people. According to research conducted by Thomas and Chess, this baby most likely has which of the following types of temperaments?

a. anxious

b. easy

c. difficult

d. slow-to-warm-up

Module: 5.1.2: Temperament

Learning Objective 5.1

Evaluate It

Moderate

Rationale: According to Thomas and Chess, the easy baby adapts easily to new situations and usually has positive moods. Slow-to-warm-up babies react negatively to new people and situations initially but successfully adjust over a period of time and difficult babies react to change with difficulty and slowness.

5.14. Bianca’s infant daughter reacts negatively to new places and new people, but successfully adjusts after some time. According to research conducted by Thomas and Chess, this baby most likely has which of the following types of temperaments?

a. anxious

b. easy

c. difficult

d. slow-to-warm-up

Module: 5.1.2: Temperament

Learning Objective 5.1

Evaluate It

Moderate

Rationale: According to Thomas and Chess, the slow-to-warm-up baby reacts negatively to new people and situations initially but successfully adjusts over a period of time. Easy babies adapt easily and difficult babies react to change with difficulty and slowness.

5.15. Which of the following is NOT one of the broad dimensions of temperament, according to Mary Rothbart?

a. extroversion

b. effortful control

c. slow-to-warm-up style

d. negative affectivity

Module: 5.1.2: Temperament

Learning Objective 5.1

Analyze It

Difficult

Rationale: The term “slow-to-warm-up” is a term in Thomas and Chess’s description of different styles of temperament, along with “easy” and “difficult” styles. Mary Rothbart does not discuss different types of temperamental styles, but rather focuses on the core dimensions of temperament, which include the degree to which individuals possess effortful control, negative affectivity, and extroversion.

5.16. Dr. Barker observes children and rates them on a scale according to how frustrated they get when they cannot get what they want, at how they react when they are overstimulated by too much activity in their environment, and how easily they are comforted by their parent when they are upset. The scale that Dr. Barker is using would best be considered a measure of which of Mary Rothbart’s basic dimensions of temperament?

a. extroversion

b. effortful control

c. difficulty

d. negative affectivity

Module: 5.1.2: Temperament

Learning Objective 5.1

Evaluate It

Difficult

Rationale: These descriptors pertain to Rothbart’s dimension of negative affectivity. Difficulty is not one of Rothbart’s basic dimensions of temperament, but rather is a term used by Thomas and Chess to describe one of three basic styles of temperament.

The Development of Trust

Learning Objective 5.2: Characterize the role of trust in infant interactions

5.17. According to Erik Erikson, which of the following is the first critical developmental issue that is resolved in the first year of life?

a. trust versus mistrust

b. attachment versus misalignment

c. autonomy versus shame and doubt

d. oral fixation versus anal fixation

Module: 5.2: The Development of Trust

Learning Objective 5.2

Understand the Concept

Easy

5.18. According to Sigmund Freud and others, which of the following activities seems to be especially important in establishing a sense of trust in early infancy?

a. toilet training

b. reciprocal smiling

c. reciprocal communication

d. feeding

Module: 5.2.1: Feeding and Comforting

Learning Objective 5.2

Analyze It

Moderate

Rationale: Researchers who study the development of trust often focus on how feeding fits into the overall pattern of nurturing. All theories of human development acknowledge the important early socialization associated with feeding. Foremost among these is Sigmund Freud’s view, which argued that the first year of life is characterized by a focus on oral stimulation that is associated most closely with the feeding rituals established by the mother.

5.19. According to Freud, the first year of life is centered mostly on how the child’s ______ needs are satisfied:

a. oral

b. latent

c. anal

d. communication

Module: 5.2.1: Feeding and Comforting

Learning Objective 5.2

Understand the Concept

Easy

5.20. Dr. Jamison argues that the most critical part of parenting during the first year depends on how the infant is fed. She argues that if the feeding ritual is disturbing to the infant in any way, the infant will develop a personality that focuses on oral habits, such as nail-biting and cigarette smoking. Dr. Jamison’s views are closest to those espoused by:

a. Erik Erikson

b. Mary Ainsworth

c. John Bowlby

d. Sigmund Freud

Module: 5.2.1: Feeding and Comforting

Learning Objective 5.2

Evaluate It

Moderate

Rationale: All theories of human development acknowledge the important early socialization associated with feeding. Sigmund Freud’s view, in particular, argues that the first year of life is characterized by a focus on oral stimulation that is associated most closely with the feeding rituals established by the mother. According to Freud, much of later personality development depends on how the child’s oral needs are gratified in this first year of life.

5.21. Which of the following is the most accurate statement about the relationship between feeding and comforting behaviors and the development of trusting relationships in infancy?

a. Cultural differences in feeding and comforting are quite wide, but children in all cultures can develop trusting relationships with parents.

b. There are almost no differences among cultures in how competent adults feed and comfort infants, although differences in child-care techniques do emerge during the infant’s second year of life.

c. In cultures in which children are weaned late and they are treated as helpless infants for an extended period of time, children are more likely to develop trusting relationships with adults.

d. In cultures in which children are weaned early and they are expected to be independent at early ages, children are more likely to develop trusting relationships with adults.

Module: 5.2.1: Feeding and Comforting

Learning Objective 5.2

Evaluate It

Difficult

Rationale: As the book notes, cultures differ dramatically in their customs regarding feeding and comforting. However, in all cultures, attachment and trusting relationships between infants and caregivers occur. The book notes that this is the case even within the seemingly cruel teasing atmosphere of Italian family culture.

5.22. The text describes a study in Italy in which mothers and other family members were observed as they cared for infants. In particular, the authors noted that Italian children were often teased by family members. The point of describing this study was that:

a. teasing causes lasting harm to the positive emotional development of children

b. teasing should be considered a form of child abuse

c. children seem to develop normal trusting relationships with adults, even when they are teased, so long as they are well cared for in other ways

d. Italian mothers perform very few of the child-care duties assigned to mothers in the United States, and their children therefore grow up to be much more independent

Module: 5.2.2: Cross-Cultural Comparisons on the Development of Trust

Learning Objective 5.2

Evaluate It

Difficult

Rationale: As the book notes, cultures differ dramatically in their customs regarding feeding and comforting. However, in all cultures, attachment and trusting relationships between infants and caregivers occur. The book notes that this is the case even within the seemingly cruel teasing atmosphere of Italian family culture. Healthy adjustment requires a balance in the development of trust (which allows infants to form secure relationships with others) and mistrust (which teaches them to protect themselves when conditions are threatening).

5.23. Which of the following is most likely to provide the most positive outcome for young children?

a. when they experience almost no distrust in their early relationships with adults

b. when they experience both trust and distrust in early relationships, but trust predominates

c. when they experience both trust and distrust in early relationships, but distrust predominates

d. when they experience an almost equal balance of trust and distrust in their early relationships with adults

Module: 5.2.3: The Relationship Between Attachment and Trust

Learning Objective 5.2

Apply What You Know

Moderate

Rationale: Healthy adjustment requires a balance in the development of trust (which allows infants to form secure relationships with others) and mistrust (which teaches them to protect themselves when conditions are threatening). Trust, however, must predominate in early relationships or the infant may have difficulty establishing successful relationships throughout life.

Attachment

Learning Objective 5.3: Explain how attachment functions over time

5.24. Dr. Arquette is concerned that an infant he is treating does not appear to have established any emotional bonds between herself and the adults who care for her. She shows no affection toward her mother, she stiffens up whenever her mother picks her up or sings to her, and she does not show any interest in looking at her mother’s face. Dr. Arquette’s concern relates to this little girl’s development of:

a. personality

b. emotionality

c. temperament

d. attachment

Module: 5.3: Attachment

Learning Objective 5.3

Analyze It

Moderate

Rationale: Attachment is defined as the emotional bond between infants and their parents or other primary caregivers.

5.25. Suppose you read about a research study in which babies are taken by their mothers to a waiting room, where they are met by a stranger. After the baby has begun to play with some toys on the floor, the mother leaves the room, and the stranger observes how the baby responds. This situation describes the research technique called:

a. the strange-situation test

b. the still-face test

c. the loneliness scenario

d. the attachment dilemma

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Analyze It

Moderate

Rationale: This procedure basically describes Ainsworth’s strange-situation test, which is often used to assess the quality of infant attachment to the primary caregiver.

5.26. According to the views of Mary Ainsworth, the form of attachment in which a strong emotional bond between a child and caregiver develops because of responsive caregiving is called:

a. avoidant attachment

b. secure attachment

c. resistant attachment

d. dependent attachment

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Apply What You Know

Moderate

Rationale: Using the strange-situation test, Ainsworth found two basic types of attachment. Between 60 and 70% of U.S. middle-class babies displayed the first type of attachment, which is called secure attachment, where a strong emotional bond between a child and a caregiver develops because of responsive caregiving. The remaining babies—about 30 to 40%—displayed insecure attachment, which results from inconsistent or unresponsive caregiving.

5.27. According to the results of Mary Ainsworth’s studies, about what percent of children raised in the United States experience secure attachment relationships with their caregivers?

a. 20–30%

b. 40–50%

c. 60–70%

d. 80–90%

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Understand the Concept

Moderate

5.28. According to the results of Mary Ainsworth’s studies, about what percent of children raised in the United States experience insecure attachment relationships with their caregivers?

a. 5–10%

b. 10–20%

c. 30–40%

d. 50–60%

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Analyze It

Moderate

Rationale: Using the strange-situation test, Ainsworth found two basic types of attachment. Between 60 and 70% of U.S. middle-class babies displayed the first type of attachment, which is called secure attachment, where a strong emotional bond between a child and a caregiver develops because of responsive caregiving. The remaining babies—about 30 to 40%—displayed insecure attachment, which results from inconsistent or unresponsive caregiving.

5.29. According to the views of Mary Ainsworth, the form of attachment which typically results from inconsistent or unresponsive caregiving is called:

a. difficult attachment

b. insecure attachment

c. anxious attachment

d. dependent attachment

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Understand the Concept

Moderate

5.30. According to the views of Mary Ainsworth, the form of attachment in which a child becomes angry when the mother leaves and avoids her when she returns is called:

a. avoidant attachment

b. secure attachment

c. resistant attachment

d. dependent attachment

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Understand the Concept

Moderate

5.31. According to the views of Mary Ainsworth, the form of attachment in which a child is ambivalent toward the mother is called:

a. avoidant attachment

b. secure attachment

c. resistant attachment

d. dependent attachment

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Understand the Concept

Moderate

5.32. According to the views of Mary Ainsworth, the form of attachment in which a child displays contradictory behavior towards the mother is called:

a. avoidant attachment

b. secure attachment

c. resistant attachment

d. disorganized/disoriented attachment

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Understand the Concept

Moderate

5.33. In comparison to children who do not form secure attachments in infancy, you would expect that children who are securely attached would be more likely to:

a. experience difficulty with social relationships with peers in kindergarten

b. engage in routine play rather than imaginative play

c. work less hard at learning new skills

d. have more highly developed social skills for interacting with adults

Module: 5.3.2: The Effects of Attachment

Learning Objective 5.3

Analyze It

Moderate

Rationale: Research cited in the text found that children who have experienced secure attachment during infancy exhibit more highly developed social skills in interacting with adults and peers.

5.34. Insecure attachment appear to put a child at higher risk for all of the following EXCEPT:

a. hyperactivity

b. chronic stress reactions

c. problems with their social behaviors

d. diabetes

Module: 5.3.2: The Effects of Attachment

Learning Objective 5.3

Analyze It

Moderate

Rationale: Research studies cited in the text found that insecurely attached children are more likely to be hyperactive, have chronic stress reactions, and to have behavioral problems.

5.35. The formation of a bond between some newborn animals (especially birds) and their mothers is called:

a. flocking

b. connecting

c. synchrony

d. imprinting

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Understand the Concept

Moderate

5.36. Newly hatched goslings will treat the first moving thing they see upon hatching as their mother. This is a striking example of:

a. imprinting

b. disorganized attachment

c. synchrony

d. social ecology

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Analyze It

Moderate

Rationale: Imprinting is the formation of a bond between some newborn animals (especially birds) and their mothers that appears to be present at birth and is therefore viewed as the result of biological programming rather than learning. In now-classic research, Konrad Lorenz noted that newly hatched goslings, which normally imprint on their mothers, would imprint on any moving object— the family dog or even Lorenz himself—if that object, rather than the mother goose, were present when the goslings hatched.

5.37. Harry Harlow studied the early development of infant monkeys who were placed in cages with two surrogate mothers, one made of metal that was a milk source and one that had no milk but was made of soft terrycloth. Harlow found that that these infant monkeys developed attachments with:

a. the wire surrogate with the milk supply

b. the terrycloth surrogate without the milk supply

c. neither of these surrogate mothers

d. both of these surrogate mothers

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Apply What You Know

Moderate

Rationale: The results of Harlow’s study were that the infant monkeys showed a distinct preference for the surrogate made of terrycloth. They spent more time clinging and vocalizing to it, and they ran to it when they were frightened. Apparently, attachment requires more from the mother than mere physical presence or the provision of food.

5.38. Harry Harlow’s research on the development of attachment in monkeys with surrogate mothers demonstrated the importance of which of the following factors?

a. contact comfort

b. eye contact

c. drive-reduction functions

d. hunger and feeding

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Evaluate It

Difficult

Rationale: The results of Harlow’s study were that infant monkeys showed a distinct preference for a surrogate made of terrycloth over a wire surrogate that provided a milk supply. They spent more time clinging and vocalizing to it, and they ran to it when they were frightened. Apparently, attachment requires more from the mother than mere physical presence or the provision of food—it requires a quality mother-infant bond and the comfort that comes from physical contact.

5.39. In Harry Harlow’s early work with infant monkeys, he noticed that when they were raised with adequate food but without any attention from or contact with their mothers or other adult monkeys, they usually:

a. developed maladapted behaviors and sometimes died

b. lost all their fur

c. spent all of their time playing with other infant monkeys

d. failed to learn to walk upright

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Apply What You Know

Moderate

Rationale: Harry Harlow (1959) noted that when monkeys in his lab were raised without their mothers, they often developed maladapted behaviors. They were easily frightened, irritable, and reluctant to eat or play, despite the fact that they had a nutritious diet and were otherwise well cared for. Some monkeys even died. Obviously, these baby monkeys needed something more than regular feeding to thrive and develop.

5.40. According to John Bowlby, which of the following theories provides the best explanation for the development of attachment?

a. evolutionary theory

b. psychoanalytic theory

c. drive-reduction theory

d. behavioral theory, and especially reinforcement theory

Module: 5.3.4: The Reciprocal Nature of Attachment

Learning Objective 5.3

Apply What You Know

Moderate

Rationale: Bowlby takes an evolutionary perspective in arguing that biologically preprogrammed behaviors, which serve to enhance the prospect of infant survival and normal development, occur in both the infant and the caregiver. As development proceeds, early biologically programmed behaviors are displayed and reinforced.

5.41. Molly and her infant son often engage each other in a “love-stare” in which each looks and smiles at the other for extended periods of time. The word that best describes this back-and-forth relationship would be:

a. social referencing

b. synchrony

c. imprinting

d, empathy

Module: 5.3.4: The Reciprocal Nature of Attachment

Learning Objective 5.3

Evaluate It

Moderate

Rationale: Synchrony is defined as the back-and-forth interactions between an infant and a caregiver.

5.42. Which of the following phrases best captures the essence of what is meant by the term synchrony?

a. two-way

b. kind

c. generous

d. evolutionary

Module: 5.3.4: The Reciprocal Nature of Attachment

Learning Objective 5.3

Evaluate It

Moderate

Rationale: Synchrony is defined as the back-and-forth (i.e., two-way) interactions between an infant and a caregiver.

5.43. Suppose you study two mothers who have new babies but who have different attitudes about how to care for a crying baby. Ruthie believes that every time her baby cries, she should be picked up and comforted. Glenda believes that picking up a crying baby will reinforce the crying and the child will become harder to care for. Research on this topic suggests that whose child is likely to cry less at age 1 year?

a. Ruthie’s baby will probably cry less, due to a stronger development of trust and attachment.

b. Glenda’s baby will probably cry less, due to a stronger development of reality and responsibility.

c. Glenda’s baby will probably cry less, because she will learn that crying does not lead to reward.

d. Ruthie’s and Glenda’s babies will probably cry about the same amount, regardless of how their mothers attend to their crying.

Module: 5.3.4: The Reciprocal Nature of Attachment

Learning Objective 5.3

Analyze It

Difficult

Rationale: Research has shown that, contrary to what reinforcement theory would predict, mothers who quickly and consistently respond to their infants’ crying over the first few months are more likely to have infants who cry less by the end of the first year.

5.44. According to Erik Erikson, securely attached infants are able to develop:

a. initiative

b. independence

c. self-confidence

d. trust

Module: 5.3.4: The Reciprocal Nature of Attachment

Learning Objective 5.3

Understand the Concept

Easy

5.45. In comparison to Puerto Rican mothers, U.S. Anglo mothers are more likely to emphasize socialization goals that foster:

a. cooperation

b. family unity

c. secure attachment

d. individualism

Module: 5.3.5: The Role of Culture in Attachment

Learning Objective 5.3

Understand the Concept

Moderate

Separating from the Caregiver

Learning Objective 5.4: Outline changes associated with a young child’s development of autonomous behavior

5.46. Little Susie has been a very easy baby to love, since she smiles at everyone who holds her and engages them with eye contact. Recently, however, Susie has become anxious when anyone other than her mother or father holds her, and she wails whenever she is picked up by a stranger. Based on a knowledge of child development, your best guess is that Susie is about how old:

a. 4 months old

b. 7 months old

c. 13 months old

d. 22 months old

Module: 5.4: Separating from the Caregiver

Learning Objective 5.4

Analyze It

Difficult

Rationale: Susie’s change in behavior most likely results from the development of stranger anxiety or separation anxiety, a normal developmental change that occurs in all normal children. Stranger anxiety begins to develop at about 7 months of age.

5.47. Stranger anxiety is tied most closely to:

a. being dropped by a caregiver and developing a phobia about security

b. the newly developed ability to distinguish between caregivers and strangers

c. child abuse, especially when it results from the father’s or step-father’s behavior

d. growing up in an unresponsive environment in which basic needs are sometimes not met

Module: 5.4: Separating from the Caregiver

Learning Objective 5.4

Evaluate It

Moderate

Rationale: Most developmental psychologists see stranger and separation anxiety as being closely tied to the infant’s cognitive development. As cognitive processes mature, infants develop schemas for what is familiar, and they notice anything that is new and strange. Once such schemas develop, infants can distinguish caregivers from strangers, and they often become keenly aware when the primary caregiver is absent.

5.48. The discrepancy hypothesis explains:

a. attachment

b. synchrony

c. social referencing

d. stranger and separation anxiety

Module: 5.4: Separating from the Caregiver

Learning Objective 5.4

Apply What You Know

Moderate

Rationale: According to the discrepancy hypothesis, separation anxiety results when infants become capable of detecting departures from the known or the expected.

5.49. Baby Chuck is picked up by a stranger. He immediately looks at his mother’s face, and judges his reaction based on whether she expresses pleasure or concern. Chuck’s reliance on cues from his mother in forming his own reaction is best considered an example of:

a. stranger anxiety

b. separation anxiety

c. prosocial behavior

d. social referencing

Module: 5.4: Separating from the Caregiver

Learning Objective 5.4

Analyze It

Moderate

Rationale: Social referencing refers to the subtle emotional signals, usually from the parent, that influence the infant’s behavior.

5.50. Cultural values are transmitted from parents to children through many processes. Which of the following concepts is most closely tied to this cultural transmission across the generations?

a. development of shame and doubt

b. social referencing

c. stranger anxiety

d. separation anxiety

Module: 5.4.1: Social Referencing and Culture

Learning Objective 5.4

Evaluate It

Moderate

Rationale: Social referencing refers to the subtle emotional signals, usually from the parent, that influence the infant’s behavior, and is thus a cultural phenomenon. The other choices refer to maturational processes.

5.51. Diana’s mother greets a stranger with a smiling face and a cheery “Hello.” Consequently, Diana is more positive toward the stranger. The term that best describes this situation is:

a. synchrony

b. social adaptation

c. social referencing

d. guided participation

Module: 5.4.1: Social Referencing and Culture

Learning Objective 5.4

Analyze It

Moderate

Rationale: Social referencing refers to the subtle emotional signals, usually from the parent, that influence the infant’s behavior, and is thus a cultural phenomenon.

5.52. Emotional signals, usually from a child’s parents, that influence the child’s behavior are referred to as:

a. social adaptation cues

b. social referencing

c. synchrony

d. scaffolding

Module: 5.4.1: Social Referencing and Culture

Learning Objective 5.4

Understand the Concept

Easy

5.53. A toddler bumps his head on a table and then looks at the mother’s reaction before getting upset. This example best demonstrates the principle of:

a. social referencing

b. autonomy

c. overdependence

d. prosocial behavior

Module: 5.4.1: Social Referencing and Culture

Learning Objective 5.4

Analyze It

Difficult

Rationale: Social referencing refers to the subtle emotional signals, usually from the parent, that influence the infant’s behavior, and is thus a cultural phenomenon.

5.54. Studies of the Kung San culture described in the text showed that parents in this culture pay a great deal of attention to their infants’ sharing of objects, but pay very little attention to their infants’ exploration of objects. This study is cited to demonstrate the point that:

a. synchrony develops naturally in every culture

b. collectivist cultures emphasize the development of sharing over self-oriented behaviors

c. attachment is significantly influenced by how children are punished and rewarded

d. the development of autonomy occurs earlier in collectivist cultures

Module: 5.4.1: Social Referencing and Culture

Learning Objective 5.4

Evaluate It

Difficult

Rationale: For the Kung San, sharing is highly valued (collectivist culture). When cultural anthropologists looked at mothers and their 10- to 12-month-old infants, they were surprised to find that, in contrast to many U.S. parents (individualistic culture), the Kung San parents seemed to pay no attention to the infant’s exploration of objects and paid close attention to the sharing of objects, reflecting their collectivist cultural values.

5.55. Erik Erikson believed that the second critical developmental challenge experienced by toddlers centers on the development of:

a. autonomy vs. shame and doubt

b. trust vs. mistrust

c. inferiority vs. superiority

d. integrity vs. despair

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Understand the Concept

Easy

5.56. A mother lets her toddler pick out which shirt he wants to wear to the playground, rather than insisting that he wear a particular shirt she chooses for him. This type of behavior encourages the development of:

a. empathy

b. autonomy

c. narcissism

d. shame and doubt

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Analyze It

Moderate

Rationale: Although they continue to rely on their caregivers for emotional support, toddlers in their second year begin to reach out on their own in their quest for autonomy— their need to be independent and separate from their caregivers.

5.57. When 2-year-old Shania says to her father, “Me do it!” she is expressing the sense of which of the following developmental processes?

a. development of stranger anxiety

b. development of trust

c. development of mistrust

d. development of autonomy

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Evaluate It

Moderate

Rationale: Although they continue to rely on their caregivers for emotional support, toddlers in their second year begin to reach out on their own in their quest for autonomy—their need to be independent and separate from their caregivers.

5.58. According to Erik Erikson’s view of child development, which of the following children would most likely have recently resolved their initial developmental conflict between autonomy and shame and doubt:

a. Alex, who is 12 months old

b. Julia, who is 2 ½ years old

c. Marc, who just had his 4th birthday

d. Devon, who is age 6

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Analyze It

Moderate

Rationale: Although they continue to rely on their caregivers for emotional support, toddlers in their second year begin to reach out on their own in their quest for autonomy— their need to be independent and separate from their caregivers. This pattern of separating from one’s caregivers is known as Erikson’s stage of autonomy versus shame and doubt, which is resolved in the second and third years of a child’s life.

5.59. Which of the following children would likely have the easiest time developing a healthy sense of autonomy?

a. Jim, who is experiencing a high level of stranger anxiety

b. Bob, who is very securely attached to his mother

c. Rex, who is not securely attached to his mother

d. Tom, who has learned to be mistrustful of his caregivers

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Analyze It

Moderate

Rationale: As noted in the textbook, children who have developed a trusting relationship with their caregivers during the first year of life, thereby developing a healthy autonomy from their caregivers, are better prepared to take the first steps toward independence than those who are insecurely attached. Toddlers who have failed to form secure attachments, however, are likely to have a more difficult time.

5.60. According to Freud, if toilet training is begun too early or is too strict, the child is at greater risk for developing:

a. an Oedipal complex

b. phobias

c. an anal fixation

d. an introverted personality

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Analyze It

Moderate

Rationale: Freud believed that toilet training that was begun too early or that was too strict could produce an anal fixation that would be carried forward in development, interfering with normal development later in life. Similarly, a too lax approach to toilet training could cause other problems to develop.

5.61. Which of the following patterns of parental discipline will be most likely to lead to a positive resolution of conflict between developing autonomy versus shame and doubt?

a. discipline that is involves many limits on the child’s behavior

b. discipline that places few limits on the child’s behavior

c. discipline that places an intermediate amount of limits on the child’s behavior

d. There is no clear and consistent relationship between parental discipline practices and the development of autonomy.

Page 5.4.2: The Development of Autonomy

Learning Objective 5.4

Evaluate It

Moderate

Rationale: Children who have a strong attachment relationship and whose needs are met through loving interaction with an adult are neither spoiled by attention nor frightened or threatened by reasonable limits. They are stronger and more confident because they have a secure base from which to venture forth into independent activities.

5.62. Two-year-old Eleanor helped to put all the toys away after playing at a friend’s house. This behavior is a good example of the concept called:

a. reciprocity

b. deferred imitation

c. synchrony

d. prosocial behavior

Module: 5.4.3: The Development of Prosocial Behavior

Learning Objective 5.4

Analyze It

Moderate

Rationale: Prosocial behaviors are helping, sharing, or cooperative actions that are intended to benefit others.

5.63. At the daycare center, Maria sees another child crying so she breaks her own cookie in half and offers a piece to the crying child. Maria’s behavior is best considered as a demonstration of the principle of:

a. social referencing

b. imprinting

c. synchrony

d. prosocial behavior

Module: 5.4.3: The Development of Prosocial Behavior

Learning Objective 5.4

Analyze It

Moderate

Rationale: Prosocial behaviors are helping, sharing, or cooperative actions that are intended to benefit others.

5.64. Prosocial behaviors are behaviors that are intended to:

a. benefit others

b. gain attention from caregivers

c. gain positive rewards from caregivers

d. teach children the rules the define a particular culture

Module: 5.4.3: The Development of Prosocial Behavior

Learning Objective 5.4

Evaluate It

Moderate

Rationale: Prosocial behaviors are defined as helping, sharing, or cooperative actions that are intended to benefit others.

5.65. The ability to understand how another person is feeling and what another person is thinking is the core concept involved in:

a. synchrony

b. empathy

c. autonomy

d. social referencing

Module: 5.4.3: The Development of Prosocial Behavior

Learning Objective 5.4

Apply What You Know

Difficult

Rationale: Empathy is defined by the textbook as the ability to understand another’s feelings and perspective.

5.66. When a toddler grabs a toy away from another child and says, “Mine!” this most clearly demonstrates the development of:

a. separation anxiety

b. mistrust

c. shame and doubt

d. self

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Evaluate It

Moderate

Rationale: Reflective of their growing self-awareness, by the end of the second year, children’s language is filled with references to themselves. The words me and mine take on new significance, and the concept of ownership is clearly and strongly acted out.

5.67. Suppose you observe a baby sitting in front of a mirror. You now place a dot of rouge on the baby’s nose. You see the baby look at the mirror, and then he crawls around the mirror to find the baby on the other side. Your best guess is that this baby is about how old?

a. about 6 months of age

b. about 12 months of age

c. about 18 months of age

d. 24 months of age

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Apply What You Know

Moderate

Rationale: Previous research has shown that between 8 and 16 months of age, babies will sometimes crawl around the mirror to try to find the other baby. If a researcher puts a dot of red rouge on the baby’s nose, the baby notices it but points to the nose in the mirror and not to his or her own nose.

5.68. Suppose you observe a baby sitting in front of a mirror. You now place a dot of rouge on the baby’s nose. You see the baby look at the mirror, and then reach out to the touch the nose of the baby in the mirror. Your best guess is that this baby is about how old?

a. about 6 months of age

b. about 12 months of age

c. about 18 months of age

d. 24 months of age

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Analyze It

Moderate

Rationale: Previous research has shown that between 8 and 16 months of age, babies will sometimes crawl around the mirror to try to find the other baby. If a researcher puts a dot of red rouge on the baby’s nose, the baby notices it but points to the nose in the mirror and not to his or her own nose.

5.69. Suppose you observe a baby sitting in front of a mirror. You now place a dot of rouge on the baby’s nose. You see the baby look at the mirror, and then touch her own nose to feel why it is red. Your best guess is that this baby is about how old?

a. about 6 months of age

b. about 12 months of age

c. about 18 months of age

d. 36 months of age

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Analyze It

Moderate

Rationale: Previous research has shown that at about 18 months of age, babies recognize that the image in the mirror is their own image. If the researcher now puts a dot of red rouge on the toddler’s nose, there is a classic reaction. The toddler points to her own nose, turns her head away from the mirror, drops her eyes, smiles, and looks embarrassed.

5.70. Suppose you observe a baby sitting in front of a mirror. You now place a dot of rouge on the baby’s nose. You see the baby look at the mirror, but rather than focusing on the red nose, the baby appears to be looking at many aspects of her appearance. In fact, she begins to sing and do hand movements to her favorite song as if she is performing for her own enjoyment. Your best guess is that this baby is about how old?

a. about 6 months of age

b. about 12 months of age

c. about 18 months of age

d. 36 months of age

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Analyze It

Moderate

Rationale: By 2 years of age, self-knowledge expands to include awareness of activities as well as appearance. A 2-year-old who preens in front of a mirror is engaging in a self-admiring activity.

5.71. At about age 2, which words begin to take on especially important significance to toddlers?

a. “me” and “mine”

b. “you” and “yours”

c. “yes” and “no”

d. “open” and “shut”

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Understand the Concept

Easy

5.72. Patricia’s mother notices that Patricia recently has become very selfish with her toys, and uses the words “me” and “mine” far more frequently than in the past. Patricia is probably about how old?

a. 12 months old

b. 15 months old

c. 18 months old

d. 24 months old

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Analyze It

Moderate

Rationale: Reflective of their growing self-awareness, by the end of the second year, children’s language is filled with references to themselves. The words me and mine take on new significance, and the concept of ownership is clearly and strongly acted out.

A Broader Context of The Family System

Learning Objective 5.5: Analyze caregiving roles within their sociocultural contexts

5.73. According to the text, which of the following is the most accurate statement about typical fathers in contemporary Western cultures?

a. Fathers are playing increasingly smaller roles in child care, as more children are being cared for in daycare environments.

b. Fathers can be as responsive to their infant’s cues as can mothers.

c. Fathers are as loving as mothers, but infants have a harder time forming attachments to their fathers regardless of their father’s parenting style.

d. Infants generally experience considerably more separation anxiety when they are cared for by their fathers.

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.74. According to research presented in the text, mothers are more likely to hold infants for

, whereas fathers are more likely to hold infants for ______.

a. play; caretaking

b. caretaking; play

c. social acceptance; self-gratification

d. self-gratification; social acceptance

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.75. Generalizing from research presented in the text comparing fathers to mothers, when fathers in contemporary Western cultures hold infants, it is most often for what purpose:

a. feeding

b. playing

c. changing diapers

d. bathing

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.76. In comparison to mothers’ play with children, fathers’ play is _______ conventional and __________ physical.

a. more; more

b. more; less

c. less; more

d. less; less

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.77. According to the text, when a father is the sole caretaker, his parenting role become more:

a. authoritarian

b. permissive

c. like that of a grandparent

d. like that of a mother

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Easy

5.78. According to research presented in the text, younger fathers are more likely to behave like ____________ when they play with their children, whereas older fathers are more likely to behave like ___________.

a. traditional fathers; traditional mothers

b. traditional mothers; traditional fathers

c. traditional fathers; grandfathers

d. older brothers; grandfathers

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.79. Frank had two children when he was in his early 20s. Now, in his early 50s, he remarries and has another child. In comparison to how he interacted with his first two children, research suggests he would respond to his new baby more like:

a. an older brother

b. a grandfather

c. an uncle

d. a traditional mother

Module: 5.5.1: Fathers

Learning Objective 5.5

Analyze It

Difficult

Rationale: Recent research suggests that older fathers are more likely to behave like traditional mothers when playing with their children, whereas younger fathers are more likely to conform to the traditional father role.

5.80. Suppose that Jim has a 2-year-child when his wife dies, leaving Jim to raise the child as a single father. In comparison to his former relationship with his child, his future role will likely become more like that of:

a. a grandfather

b. a grandmother

c. a traditional mother

d. an older brother

Module: 5.5.1: Fathers

Learning Objective 5.5

Analyze It

Difficult

Rationale: Research has found that when the father is the primary or sole caregiver of the infant

or toddler he acts more like a traditional mother.

5.81. According to the text, as children grow older, father-child interactions typically become:

a. less frequent

b. more frequent

c. less satisfying for the father, but more satisfying for the child

d. more satisfying for the father, but less satisfying for the child

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.82. John wants to be closely involved in his children’s lives, knowing that his involvement is likely to have a positive impact in reducing __________ problems of his sons and in reducing _________ problems of his daughters.

a. behavioral; behavioral

b. psychological; psychological

c. psychological; behavioral

d. behavioral; psychological

Module: 5.5.1: Fathers

Learning Objective 5.5

Analyze It

Moderate

Rationale: Research has found that father involvement seems to reduce the occurrence of behavioral problems in boys and of psychological problems in young women, while enhancing the cognitive development for children of both genders.

5.83. Strife and competition among children in the same family for parental attention is referred to as:

a. autonomy

b. antisocial behavior

c. sibling rivalry

d. the discrepancy hypothesis

Module: 5.5.2: Other Family Members as Caregivers

Learning Objective 5.5

Understand the Concept

Easy

5.84. Lacy says she “hates” her little brother because he gets all the attention and causes all the trouble. Lacy’s response is consistent with the basic idea behind the development of:

a. autonomy

b. empathy

c. the discrepancy hypothesis

d. sibling rivalry

Module: 5.5.2: Other Family Members as Caregivers

Learning Objective 5.5

Analyze It

Moderate

Rationale: The textbook defines sibling rivalry as strife and competition between siblings, such as for parental attention.

5.85. Marcus wears himself out trying to out-compete his older brother, who is a talented athlete. Marcus’s behavior is best understood as an example of:

a. sibling rivalry

b. imprinting

c. synchrony

d. the discrepancy hypothesis

Module: 5.5.2: Other Family Members as Caregivers

Learning Objective 5.5

Analyze It

Moderate

Rationale: The textbook defines sibling rivalry as strife and competition between siblings, such as for parental attention.

5.86. According to the text, when a second child is born, parents can best help the older child adjust successfully by:

a. not allowing the older child to interact much with the baby, “pretending” she doesn’t exist

b. encouraging the older child to spend as much time as possible with the new baby, “pretending” to be his mother or father

c. setting aside some time to be with only the older child, giving her all of their attention

d. seldom allowing the older child time to be alone with the parents, so that she understands that the baby is a permanent member of the family

Module: 5.5.2: Other Family Members as Caregivers

Learning Objective 5.5

Evaluate It

Difficult

Rationale: In general, if parents set aside special time for the first child after the birth of a second child, it is more likely that the firstborn child will feel special rather than disregarded.

5.87. The term “social ecology of child care” refers to which of the following?

a. the overall environment in which child care occurs

b. the government’s role in providing child care through federally funded programs

c. the degree to which child care arrangements are directed toward the development of “social” skills rather than “cognitive” skills

d. the goal of providing the best quality of child care for the lowest possible cost

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Understand the Concept

Moderate

5.88. In 2015, the percentage of women with children under age 3 who were in the U. S. workforce was closest to that in which of the following previous years?

a. 1975

b. 1985

c. 1995

d. 2000

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Apply What You Know

Moderate

Rationale: Figure 5.1 notes that the percentage of women with children under age 3 who were in the workforce in 1975 was 34.5%, in 1985 was 49.5%, in 1995 was 58.7%, and in 2009 was 61.1%. Although the text does not specifically cite statistics from 1955, it does note that the percentage of women with young children who also are in the labor force has been increasing throughout the past several decades.

5.89. According to research about child care in Sweden presented in the text, about what percent of mothers with children under school age work part time or full time outside the home?

a. about 30%

b. 55%

c. 67%

d. nearly 80%

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Understand the Concept

Moderate

5.90. According to research about child care in Sweden presented in the text, the majority of the need for child care for Swedish children is met by:

a. paying mothers to stay at home until the child is ready to attend public schools

b. extended families

c. private for-profit businesses which are paid for through employment taxes

d. a publicly funded child-care system

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Understand the Concept

Moderate

5.91. In the United States today, about what percent of mothers of infants and toddlers work outside of the home:

a. 35-40%

b. 45-50%

c. 62%

d. 75%

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Understand the Concept

Moderate

5.92. The percentage of U.S. mothers with children under 3 years who work outside the home today is about:

a. 33%

b. 50%

c. 62%

d. 85%

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Understand the Concept

Moderate

5.93. In comparison with child care in Sweden, child care in the United States is:

a. of much higher quality

b. much cheaper

c. less likely to be supported by government funding

d. much more likely to be provided in the child’s home

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Evaluate It

Moderate

Rationale: In Sweden there is a publicly funded child-care system in which every child is guaranteed a place in preschool at age 18 months; all centers are licensed and regulated. There is also a system of open preschools where mothers or day mothers may take children to play with other children and receive advice and support. By comparison, parents in the United States receive little public support.

Infants and Toddlers With Special Needs

Learning Objective 5.6: Describe challenges in caregiving for children with special needs

5.94. Infants who are born with no sight have a particularly hard time with which of the following developmental tasks?

a. developing trust

b. establishing a synchronous relationship with caregivers

c. developing autonomy

d. developing empathy

Module: 5.6.1: Infants and Toddlers With Visual Impairments

Learning Objective 5.6

Evaluate It

Difficult

Rationale: A problem that can develop with an infant with visual impairments is that the caregiver may feel the infant is unresponsive. For example, blind infants usually do not develop a selective, responsive smile as early as sighted children, they do not smile as often or as ecstatically, and they have fewer facial expressions. Despite this, it is essential that the parents and the unseeing child establish a synchronous communication system that compensates for the child’s disability.

5.95. According to the text, parents of children who cannot see are encouraged to:

a. sing and talk to their child as much as possible

b. try to establish a “quiet” environment for the child so there is less chance of overstimulation

c. not look at their child, in order to encourage synchrony

d. place their child in a special school for children with visual impairments at as early an age as possible

Module: 5.6.1: Infants and Toddlers With Visual Impairments

Learning Objective 5.6

Understand the Concept

Easy

5.96. According to the text, one of the things that parents of a child who cannot hear should watch for and encourage is:

a. signs of early vocalizations, such as cooing and babbling

b. walking at an early age

c. a tendency to lie on the back, rather than the stomach, so the child can see more of the surroundings

d. early use of hand signals as a means of communication

Module: 5.6.2: Infants and Toddlers With Hearing Impairments

Learning Objective 5.6

Apply What You Know

Moderate

Rationale: Training parents and caregivers to watch for and interpret hand signals of children who cannot hear greatly enhances parent–child interaction, attachment formation, and subsequent socialization, as do other home-based interventions with parents and caregivers.

5.97. If a child’s hearing impairment is not detected until about age 1, the first indication is often noticed when the child:

a. begins to use hand gestures

b. begins to rock back and forth while sitting up

c. frequently seems startled when people approach

d. displays a strong interest in toys that vibrate

Module: 5.6.2: Infants and Toddlers With Hearing Impairments

Learning Objective 5.6

Analyze It

Moderate

Rationale: As the textbook notes, the first indications of hearing impairment in 1-year-olds oftentimes appears to be their disobedience, or “startle” reactions when people approach, the child simply does not hear them coming.

5.98. If a severe hearing impairment is not diagnosed until a child is about 2 years of age, what is most likely to be the first sign of this disability?

a. seeming disobedience

b. unresponsiveness to touch

c. slurred speech

d. speaking too loudly

Module: 5.6.2: Infants and Toddlers With Hearing Impairments

Learning Objective 5.6

Evaluate It

Moderate

Rationale: The first signs of hearing impairment in 2-year-olds often include temper tantrums and frequent disobedience owing to failure to hear what the parents want. This may be accompanied by the toddler’s overall failure to develop normal expectations about the world.

Infants and Toddlers Who Suffer From Abuse or Neglect

Learning Objective 5.7: Differentiate how child maltreatment and responses to child maltreatment affect child development

5.99. The unintentional failure of a caregiver to respond to or care for a child is one definition of:

a. child abuse

b. child neglect

c. impaired parenting

d. parental abnormality

Module: 5.7: Infants and Toddlers Who Suffer From Abuse or Neglect

Learning Objective 5.7

Understand the Concept

Easy

5.100. The key word in the text’s distinction between child abuse and child neglect is:

a. physical

b. emotional

c. intentional

d. psychological

Module: 5.7: Infants and Toddlers Who Suffer From Abuse or Neglect

Learning Objective 5.7

Evaluate It

Difficult

Rationale: Child abuse involves physical, emotional, and psychological harm, but these can also be the result of child neglect. Thus, the thing that distinguishes child abuse from child neglect is that it is intentional, rather than the result of unintentional mistreatment of a child.

5.101. The primary reason that child abuse or neglect is especially damaging when it occurs during the first year of life is that it so often interferes with which of the following developmental events?

a. development of autonomy

b. development of shame

c. development of empathy

d. development of attachment

Module: 5.7: Infants and Toddlers Who Suffer From Abuse or Neglect

Learning Objective 5.7

Analyze It

Moderate

Rationale: Child neglect, which is often unintentional, involves the failure of a caregiver to respond to or care for a child. As the book notes, early infant–caregiver attachment is critical to later development and child abuse and neglect interfere with attachment.

5.102. Two-year-old Tommy is referred to a pediatrician because he is small and scrawny and he has trouble digesting food. If Tommy’s condition is not the result of malnutrition but rather is linked to child neglect, the most likely diagnosis is:

a. kwashiorkor

b. stunting

c. anemia

d. failure-to-thrive syndrome

Module: 5.7.1: Child Abuse and Neglect

Learning Objective 5.7

Analyze It

Moderate

Rationale: In failure-to-thrive syndrome, infants are small for their age and emaciated, they appear sick, and they are unable to digest food properly. Failure-to-thrive can occur as a result of malnutrition, which can be associated with other health concerns. In many cases, however, it appears to be linked to a lack of affection and attention, including poor-quality or non-existent attachment.

5.103. Robin’s parents are drug addicts and therefore are unresponsive to her needs. Although they provide enough food for her to eat, they pay little attention to her and she spends most of her time unattended and alone. When Robin goes to kindergarten, the teacher is concerned because she is so small and thin, and she has trouble eating the school lunch without vomiting. The most likely diagnosis for Robin’s condition is:

a. anemia

b. failure-to-thrive syndrome

c. malnutrition

d. stunting

Module: 5.7.1: Child Abuse and Neglect

Learning Objective 5.7

Analyze It

Moderate

Rationale: In failure-to-thrive syndrome, infants are small for their age and emaciated, they appear sick, and they are unable to digest food properly. Failure-to-thrive can occur as a result of malnutrition, which can be associated with other health concerns. In many cases, however, it appears to be linked to a lack of affection and attention, including poor-quality or non-existent attachment.

5.104. Which of the following symptoms is NOT typically associated with children diagnosed with failure-to-thrive syndrome?

a. hyperactivity

b. low body weight for age

c. poor eye contact with others

d. digestive problems

Module: 5.7.1: Child Abuse and Neglect

Learning Objective 5.7

Apply What You Know

Moderate

Rationale: In failure-to-thrive syndrome, infants are small for their age and emaciated, they appear sick, and they are unable to digest food properly. Such infants typically avoid eye contact by staring in a wide-eyed gaze, turning away, or covering their face or eyes.

5.105 According to a study cited in the text, when teachers are trained to use therapeutic techniques with maltreated children, what results would we expect?

a. most children will improve their social skills

b. most children will become attached to their teacher, rather than their parent

c. most girls will develop an eating disorder, due to increased stress

d. most boys will become more aggressive

Module: 5.7.2: Responding to Abuse and Neglect

Learning Objective 5.7

Apply What You Know

Moderate

Rationale: In a study that examined outcomes of 19 separate projects that trained teachers to use therapeutic techniques with maltreated children between the ages of 18 months and 8 years, results were that 70% of these children improved in their social, emotional, adaptive, and cognitive skills.

Changing Perspectives: Fatherhood in the Changing American Family—What Matters?

5.106. According to the text, which of the following social conditions has had the most dramatic effect on fathers’ roles?

a. the downturn of the U.S. economy

b. the passage of the Civil Rights Act

c. the passage of the Family and Medical Leave Act

d. the increase in women’s participation in the labor force

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.107. In comparison to the amount of time mothers in typical U.S. two-parent households today spend with their children during the work week, the typical father spends about ___ as much time.

a. 33%

b. 50%

c. 67%

d. nearly 100%

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Moderate

5.108. Which of the following is NOT one of the “big three” elements of effective fatherhood:

a. income

b. accessibility

c. engagement

d. responsibility

Module: 5.5.1: Fathers

Learning Objective 5.5

Understand the Concept

Easy

Current Issues: Infant and Toddler Child Care

5.109. In the United States today, about what percent of children currently receive child care from someone other than their parents?

a. about 37%

b. about 50%

c. about 64%

d. about 78%

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Understand the Concept

Moderate

5.110. Suppose your friend has a baby and expects to return to work. If she asks how much she should plan on spending for childcare, you should note that the typical expense in the United States is about:

a. $200 per month

b. $400 per month

c. $750 per month

d. $1,200 per month

Module: 15.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Analyze It

Moderate

Rationale: The text notes that in 2010 the typical expenditure for child care in the United States was $138 per week, but that number is $171 per week for families with a child under age 5. Given that there are about 2 ½ weeks in a month, this equates to a little more than $750 per month.

5.111. According to the results of the Study of Early Child Care and Youth Development, which of the following is NOT a result typically associated with children who spend time in high-quality child care during early childhood?

a. they are more ready to begin school at age 4 ½

b. they are less aggressive with other children when they enter school

c. they have better language skills at age 3

d. they have more positive interactions with other children at age 3

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Understand the Concept

Moderate

5.112. Suppose your friend is going to place her infant in a high-quality child-care center. She asks you what, if any, negative results might be associated with this arrangement. Based on the results of the Study of Early Child Care and Youth Development, you suggest that the negative result most likely to occur is that her child may:

a. be delayed in learning to read

b. be delayed in learning to do arithmetic

c. less ready to enter kindergarten when the time comes

d. be more aggressive and disobedient when entering kindergarten

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Evaluate It

Moderate

Rationale: According to the Study of Early Child Care and Youth Development, children who spend significant time in child care generally demonstrated more “externalizing problems,” such as disobedience and aggressiveness to other children, when they entered school. On the other hand, higher-quality child care predicted greater school readiness at age 41⁄2 as reflected in standardized tests of number skills and language skills.

5.113. If you were concerned that your child would display behavioral problems in later childhood or early adolescence, you might want to select a child care arrangement that did not include:

a. an institutional care setting

b. care provided by grandparents

c. care provided by the child’s father

d. care provided by a babysitter in the child’s own home

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Evaluate It

Moderate

Rationale: Among fifth and sixth graders followed in the NICHD study, those who were cared for by relatives or in home-based settings appear to experience no greater aggressiveness or social problems than do children cared for by their mothers.

Short Answer questions:

The Foundations of Personality and Social Development

Learning Objective 5.1: Compare the roles of biology and environment in early childhood emotional development

5.114. Describe the procedure used in the classic still-face experiment.

Module: 5.1.1: Emotional Development

Learning Objective 5.1

Apply What You Know

Moderate

5.115. List and define each of Mary Rothbart’s three broad dimensions of temperament.

Module: 5.1.2: Temperament

Learning Objective 5.1

Understand the Concept

Moderate

5.116. Give an example of both a “good” and a “bad” fit between an infant’s temperament style and a caregiver’s expectations.

Module: 5.1.2: Temperament

Learning Objective 5.1

Evaluate It

Moderate

The Development of Trust

Learning Objective 5.2: Characterize the role of trust in infant interactions

5.117. Why are feeding practices thought to be important to the development of trust?

Module: 5.2.1: Feeding and Comforting

Learning Objective 5.2

Evaluate It

Moderate

5.118. Describe typical child-rearing practices in two different cultures and suggest which might be more strongly linked to the development of trust in infancy.

Module: 5.2.2: Cross-Cultural Comparisons on the Development of Trust

Learning Objective: 5.2

Analyze It

Moderate

Attachment

Learning Objective 5.3: Explain how attachment functions over time

5.119. Define and give an example of what is meant by the term “synchronous attachment.”

Module: 5.3: Attachment

Learning Objective 5.3

Apply What You Know

Moderate

5.120. How would a securely attached infant’s behavior differ from that of an insecurely attached infant when both are placed in the strange situation?

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Evaluate It

Difficult

5.121. Define and give an example of imprinting.

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Apply What You Know

Moderate

5.122. Suppose a friend with a new baby asked you whether or not she should pick up her baby whenever he cried or should let him “cry it out” so that he would learn that crying would not be reinforced. What advice would you give her, and why would you give this advice?

Module: 5.3.4: The Reciprocal Nature of Attachment

Learning Objective 5.3

Evaluate It

Moderate

5.123. How do attachment patterns in the United States differ from those that develop between infants and their caregivers in other parts of the world?

Module: 5.3.5: The Role of Culture in Attachment

Learning Objective 5.3

Analyze It

Moderate

Separating from the Caregiver

Learning Objective 5.4: Outline changes associated with a young child’s development of autonomous behavior

5.124. Give an example of what is meant by separation, or stranger, anxiety.

Module: 5.4: Separating from the Caregiver

Learning Objective 5.4

Apply What You Know

Moderate

5.125. How does the discrepancy hypothesis explain why separation anxiety develops?

Module: 5.4: Separating from the Caregiver

Learning Objective 5.4

Apply What You Know

Moderate

5.126. Suppose a child is at a party and another child squirts water on him with a squirt gun. How might the first child use social referencing to figure out how to respond?

Learning Objective 5.4

Analyze It

Moderate

5.127. According to Erik Erikson, how would an abusive parent likely influence a 2-year-old’s development of autonomy? Give an example to support your answer.

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Evaluate It

Difficult

5.128. Describe how the development of empathy contributes to a child’s ability to engage in prosocial behavior and give an example to demonstrate your point.

Module: 5.4.3: The Development of Prosocial Behavior

Learning Objective 5.4

Evaluate It

Difficult

5.129. Explain how the development of stranger anxiety demonstrates the emergence of the self.

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Apply What You Know

Moderate

A Broader Context of The Family System

Learning Objective 5.5: Analyze caregiving roles within their sociocultural contexts

5.130. How do mothers’ roles typically differ from fathers’ roles with respect to caring for and playing with young children?

Module: 5.5.1: Fathers

Learning Objective 5.5

Evaluate It

Moderate

5.131. How do younger fathers typically differ from older fathers in the way they interact with their children?

Module: 5.5.1: Fathers

Learning Objective 5.5

Apply What You Know

Moderate

5.132. Give a clear example of sibling rivalry and suggest two things that parents can do to encourage their children to get along with each other.

Module: 5.5.2: Other Family Members as Caregivers

Learning Objective 5.5

Evaluate It

Moderate

5.133. Under what types of circumstances would you expect young children to become securely attached to their grandparents?

Module: 5.5.2: Other Family Members as Caregivers

Learning Objective 5.5

Evaluate It

Moderate

5.134. Suppose your friend asks for your help in finding a child-care center in which to enroll her newborn daughter. List the 5 most important things that you believe she should look for that would indicate that a center provided a high quality of care.

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Evaluate It

Moderate

Infants and Toddlers With Special Needs

Learning Objective 5.6: Describe challenges in caregiving for children with special needs

5.135. Describe 3 things that parents of a child who cannot see from birth can do to help the child develop a secure attachment to them.

Module: 5.6.1: Infants and Toddlers With Visual Impairments

Learning Objective 5.6

Apply What You Know

Moderate

5.136. Describe 3 things that parents of a child who cannot hear from birth do to help the child develop a secure attachment to them.

Module: 5.6.2: Infants and Toddlers With Hearing Impairments

Learning Objective 5.6

Apply What You Know

Moderate

5.137. Why is the diagnosis of blindness usually made earlier in the developmental process than is the diagnosis of deafness?

Module: 5.6.2: Infants and Toddlers With Hearing Impairments

Learning Objective 5.6

Analyze It

Moderate

Infants and Toddlers Who Suffer From Abuse or Neglect

Learning Objective 5.7: Differentiate how child maltreatment and responses to child maltreatment affect child development

5.138. Define the terms child abuse and child neglect and describe the two ways in which they differ from each other.

Module: 5.7: Infants and Toddlers Who Suffer From Abuse or Neglect

Learning Objective 5.7

Analyze It

Difficult

5.139. Describe why a physician might suspect parents of child abuse or child neglect when the child presents symptoms consistent with failure-to-thrive syndrome.

Module: 5.7.1: Child Abuse and Neglect

Learning Objective 5.7

Analyze It

Moderate

5.140. Suggest three things that a teacher might do if he or she suspected that a child in the class was a victim of child maltreatment. What are the pros and cons of each course of action?

Module: 5.7.2: Responding to Abuse and Neglect

Learning Objective 5.7

Evaluate It

Moderate

Essay questions:

The Foundations of Personality and Social Development

Learning Objective 5.1: Compare the roles of biology and environment in early childhood emotional development

5.141. How does the concept of temperament differ from that of personality?

Module: Learning 5.1.2

Objective 5.1

Analyze It

Difficult

5.142. Describe the behavior you would expect from an easy child, a difficult child, and a slow-to-warm-up child the first time they were fed a strained food rather than milk.

Module: 5.1.2: Temperament

Learning Objective 5.1

Apply What You Know

Moderate

5.143. How does Mary Rothbart’s approach to the study of temperament differ from the approach taken by Thomas and Chess? What is the central focus of each of these approaches?

Module: 5.1.2: Temperament

Learning Objective 5.1

Analyze It

Difficult

The Development of Trust

Learning Objective 5.2: Characterize the role of trust in infant interactions

5.144. Should parents attempt to prevent their infants from experiencing any amount of mistrust in their environment? Why or why not?

Module: 5.2.3: The Relationship Between Attachment and Trust

Learning Objective 5.2

Evaluate It

Moderate

5.145. Describe how the development of trust is encouraged when infants and caregivers establish a secure attachment relationship.

Module: 5.2.3: The Relationship Between Attachment and Trust

Learning Objective 5.2, 5.3

Apply What You Know

Moderate

Attachment

Learning Objective 5.3: Explain how attachment functions over time

5.146. Describe in detail the strange-situation paradigm used by Mary Ainsworth. How did Ainsworth use this paradigm to explore the concept of attachment?

Module: 5.3.1: Studying Infant and Toddler Attachment

Learning Objective 5.3

Apply What You Know

Difficult

5.147. Describe three ways in which you would expect a securely attached child to develop differently from an insecurely attached child.

Module: 5.3.2: The Effects of Attachment

Learning Objective 5.3

Analyze It

Moderate

5.148. What does imprinting suggest about the evolutionary significance of the development of attachment in humans?

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Evaluate It

Difficult

5.149. Describe the critical features of Harry Harlow’s experiment in which he studied how infant monkeys responded to different types of surrogate mothers. What do the results of this experiment suggest about the nature of human mother–infant attachment relationships?

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Evaluate It

Difficult

5.150. Considering the results of Harry Harlow’s experiment with infant monkeys, why do many theorists still maintain their view that feeding is an especially important influence on the development of early attachment.

Module: 5.3.3: Explaining Attachment

Learning Objective 5.3

Evaluate It

Difficult

5.151. What does it mean to say that attachment is “synchronous”?

Module: 5.3.4: The Reciprocal Nature of Attachment

Learning Objective 5.3

Apply What You Know

Moderate

Separating from the Caregiver

Learning Objective 5.4: Outline changes associated with a young child’s development of autonomous behavior

5.152. How does the negotiation of a balance between trust and mistrust set the stage for the development of autonomy? What are the ideal developmental outcomes of these two stages of early development?

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Analyze It

Moderate

5.153. What role does parental feedback, in the form of effective discipline, play in a child’s development of autonomy? Describe why punishment that is too harsh or frequent can interfere with positive development and why punishment that is too lax or absent can also interfere.

Module: 5.4.2: The Development of Autonomy

Learning Objective 5.4

Evaluate It

Difficult

5.154. Describe how a baby typically would respond to her image in a mirror at the ages of 6 months, 12 months, 18 months, and 36 months. How would this baby’s responses represent the development of her own self-concept?

Module: 5.4.4: The Development of the Self

Learning Objective 5.4

Apply What You Know

Difficult

A Broader Context of The Family System

Learning Objective 5.5: Analyze caregiving roles within their sociocultural contexts

5.155. How is the role that fathers play in their children’s lives changing in the United States, as we move into second decade of the 21st century? What social forces are propelling these changes?

Module: 5.5.1: Fathers

Learning Objective 5.5

Evaluate It

Moderate

5.156. Suggest two social changes that have occurred, or are occurring, in the United States that are presently affecting the social ecology of child care. Suggest what impact you believe these changes will have on the families of tomorrow.

Module: 5.5.3: The Social Ecology of Child Care

Learning Objective 5.5

Evaluate It

Moderate

Infants and Toddlers With Special Needs

Learning Objective 5.6: Describe challenges in caregiving for children with special needs

5.157. During the first 6 months of an infant’s life, which do you believe would be the more challenging disability for parents to cope with: blindness or deafness? Explain your answer, noting the challenges associated with providing care for children with each of these disabilities.

Modules: 5.6.1: Infants and Toddlers With Visual Impairments; 5.6.2: Infants and Toddlers With Hearing Impairments

Learning Objective 5.6

Evaluate It

Moderate

5.158. Suppose you have a close family member who has just had a new baby what has a serious disability, such as cystic fibrosis. Based on your reading of the text, suggest three pieces of advice that you think would be helpful to pass along to this new parent.

Module: 5.6.3: Infants and Toddlers With Severe Disabilities

Learning Objective 5.6

Evaluate It

Moderate

Infants and Toddlers Who Suffer From Abuse or Neglect

Learning Objective 5.7: Differentiate how child maltreatment and responses to child maltreatment affect child development

5.159. How might the study of attachment provide a partial explanation for the finding that people who were abused as children are more likely to become abusive parents themselves?

Module: 5.7.1: Child Abuse and Neglect

Learning Objective 5.6

Evaluate It

Difficult

5.160. Summarize the typical results of intervention programs that provide instruction in parenting skills or psychological counseling to abusive parents. Suggest two reasons why not all parents benefit from such programs.

Module: 5.7.2: Responding to Abuse and Neglect

Learning Objective 5.7

Evaluate It

Moderate