Midterm 1 Chapter 1, 5, 6, 7 Flashcards
1
Q
accommodation
A
According to Piaget, the modification of existing schemes to permit the incorporation of new events or knowledge. p. 19
2
Q
adaptation
A
According to Piaget, an interaction between the organism and the environment that consists of two processes: assimilation and accommodation. p. 19
3
Q
assimilation
A
According to Piaget, the incorporation of new events or knowledge into existing schemes. p. 19
4
Q
behaviourism
A
John B. Watson’s view that a science or theory of development must study observable behaviour only and investigate relationships between stimuli and responses. p. 8
5
Q
case study
A
A carefully drawn biography of the life of an individual. p. 35
6
Q
child
A
A person undergoing the period of development from infancy through puberty. p. 4
7
Q
chronosystem
A
The environmental changes that occur over time and have an impact on the child (from the Greek chronos, meaning “time”). p. 24
8
Q
classical conditioning
A
A simple form of learning in which one stimulus comes to bring forth the response usually elicited by a second stimulus by being paired repeatedly with the second stimulus. p. 13
9
Q
cognitive-developmental theory
A
The stage theory that holds that the child’s abilities to mentally represent the world and solve problems unfold as a result of the interaction of experience and the maturation of neurological structures. p. 18
10
Q
cohort effect
A
Similarities in behaviour among a group of peers that stem from the fact that group members are approximately the same age. p. 40
11
Q
control group
A
A group made up of subjects in an experiment who do not receive the treatment, but for whom all other conditions are comparable to those of subjects in the experimental group. p. 38
12
Q
correlation
A
A relationship between variables in which one variable increases as a second variable also increases (a positive correlation) or decreases (a negative correlation). p. 36
13
Q
correlation coefficient
A
A number ranging from +1.00 to ?1.00 that expresses the direction (positive or negative) and strength of the relationship between two variables. p. 36
14
Q
cross-sectional research
A
The study of developmental processes by taking measures of children of different age groups at the same time. p. 39
15
Q
cross-sequential research
A
An approach that combines the longitudinal and cross-sectional methods by following individuals of different ages for abbreviated periods of time. p. 40
16
Q
dependent variable
A
In a scientific study, a measure of an assumed effect of an independent variable. p. 38
17
Q
dynamic systems perspective
A
View that children’s physical, social, and cognitive development are all part of an integrated and actively changing system. p. 26
18
Q
ecological systems theory
A
The view that explains child development in terms of the reciprocal influences between children and the settings that make up their environment. p. 22
19
Q
ecology
A
The branch of biology that deals with the relationships between living organisms and their environment. p. 22
20
Q
empirical
A
Based on observation and experimentation. p. 33
21
Q
equilibration
A
The creation of an equilibrium, or balance, between assimilation and accommodation as a way of incorporating new events or knowledge. p. 19
22
Q
ethnic groups
A
Groups of people distinguished by their cultural heritage, race, language, and common history. p. 26
23
Q
ethology
A
The study of behaviours that are specific to a species—how these behaviours evolved, help the organism adapt, and develop during critical periods. p. 21
24
Q
exosystem
A
Community institutions and settings that indirectly influence the child, such as the school board and the parents’ workplaces (from the Greek exo, meaning “outside”). p. 24
25
experiment
A method of scientific investigation that seeks to discover cause-and-effect relationships by introducing independent variables and observing their effects on dependent variables. p. 33
26
experimental group
A group made up of subjects who receive a treatment in an experiment. p. 38
27
genes
The basic building blocks of heredity. p. 31
28
growth
The processes by which organisms increase in size, weight, strength, and other traits as they develop. p. 4
29
hypothesis
A specific statement about behaviour that is tested by research. p. 34
30
identity achievement
An identity status that characterizes those who have explored alternatives and have developed commitments. p. W16-4
31
identity diffusion
An identity status that characterizes those who have made no commitments and are not in the process of exploring alternatives; according to Marcia, the stage when adolescents are not committed to an identity and are not questioning who they are yet. p. W16-5
32
identity foreclosure
According to Marcia, the stage at which adolescents are committed to ready-made values and goals, and have not yet experienced crisis or exploration.p. 13
33
identity moratorium
According to Marcia, the stage at which adolescents are exploring but have not committed to self-chosen goals and values. p. 14
34
imprinting
The process by which some animals exhibit the fixed action pattern (FAP) of attachment in response to a releasing stimulus. The FAP occurs during a critical period and is difficult to modify. p. 21
35
independent variable
In a scientific study, the condition that is manipulated (changed) so that its effects can be observed. p. 38
36
infancy
The period of very early childhood, characterized by lack of complex speech; the first two years after birth. p. 4
37
life crisis
An internal conflict that attends each stage of psychosocial development. Positive resolution of early life crises sets the stage for positive resolution of subsequent life crises. p. 12
38
longitudinal research
The study of developmental processes by taking repeated measures of the same group of children at various stages of development. p. 39
39
macrosystem
The basic institutions and ideologies that influence the child, such as the western ideals of freedom of expression and equality under the law (from the Greek makros, meaning “long” or “enlarged”). p. 24
40
mesosystem
The interlocking settings that influence the child, such as the interaction of the school and the larger community when children are taken on field trips (from the Greek mesos, meaning “middle”). p. 24
41
microsystem
The immediate settings with which the child interacts, such as the home, the school, and the child’s peers (from the Greek mikros, meaning “small”). p. 23
42
naturalistic observation
A method of scientific observation in which children (and others) are observed in their natural environments. p. 34
43
nature
The processes within an organism that guide that organism to develop according to its genetic code. p. 31
44
negative reinforcer
A reinforcer that, when removed, increases the frequency of a behaviour. p. 15
45
nurture
The processes external to an organism that nourish it as it develops according to its genetic code or that cause it to swerve from its genetically programmed course. Environmental factors that influence development. p. 31
46
operant conditioning
A simple form of learning in which an organism learns to engage in behaviour that is reinforced. p. 15
47
positive correlation
A relationship between two variables in which one variable increases as the other variable increases. p. 37
48
positive reinforcer
A reinforcer that, when applied, increases the frequency of a behaviour. p. 15
49
psychosexual development
Freud’s view that as children develop, they find sexual gratification through stimulating different parts of their bodies. p. 9
50
psychosocial development
Erikson’s theory, which emphasizes the importance of social relationships and conscious choice throughout the eight stages of development. p. 12
51
punishment
An unpleasant stimulus that suppresses behaviour. p. 15
52
reinforcement
The process of providing stimuli following a behaviour, which has the effect of increasing the frequency of the behaviour. p. 15
53
scaffolding
Vygotsky’s term for temporary cognitive structures or methods of solving problems that help the child as he or she learns to function independently. p. 25
54
scheme
According to Piaget, an action pattern (such as a reflex) or mental structure that is involved in the acquisition or organization of knowledge. p. 18
55
shaping
In learning theory, the gradual building of complex behaviour patterns through reinforcement of successive approximations of the target behaviour. p. 213
56
social cognitive theory
A cognitively oriented learning theory that emphasizes the role of observational learning in determining behaviour. p. 17
57
socioeconomic status (SES)
Social position as determined mainly by level of income. p. 28
58
stage theory
A theory of development characterized by hypothesizing the existence of distinct periods of life. Stages follow one another in an orderly sequence. p. 9
59
standardized test
A test of some ability or trait in which an individual’s score is compared to the scores of a group of similar individuals. p. 35
60
stimulus
A change in the environment that leads to a change in behaviour. p. 15
61
theory
A formulation of relationships underlying observed events. A theory involves assumptions and logically derived explanations and predictions. p. 8
62
time-lag comparison
The study of developmental processes by taking measures of children of the same age group at different times. p. 41
63
time-out
A behaviour-modification technique in which a child who misbehaves is temporarily removed from positive reinforcement. p. 16
64
variables
Quantities that can vary from child to child or from occasion to occasion, such as height, weight, intelligence, and attention span. p. 36
65
zone of proximal development (ZPD)
Vygotsky’s term for the range of tasks that a child can carry out with the help of someone who is more skilled, frequently an adult who represents the culture in which the child develops. p. 25
66
development
The processes by which organisms unfold features and traits, grow, and become more complex and specialized in structure and function. p. 4
67
identity crisis
A turning point in development during which one examines one’s values and makes decisions about life roles; according to Erikson, an adolescent period of inner conflict during which one examines one’s values and makes decisions about one’s life roles. p. W16-4
68
negative correlation
A relationship between two variables in which one variable decreases as the other variable increases. p. 37
69
neuroscience
The scientific study of the brain and nervous system. p. 22
70
treatment
In an experiment, a condition received by subjects so that its effects may be observed. p. 38
71
axon
A long, thin part of a neuron that transmits impulses to other neurons through small branching structures called axon terminals. p. 166
72
canalization
The tendency of growth rates to return to genetically determined patterns after undergoing environmentally induced change. p. 63
73
cerebellum
The part of the hindbrain involved in muscle coordination and balance. p. 168
74
cerebrum
The large mass of the forebrain, which consists of two hemispheres. p. 168
75
dendrites
The rootlike parts of a neuron that receive impulses from other neurons. p. 166
76
differentiation
The processes by which behaviours and physical structures become more specialized. p. 157
77
failure to thrive (FTT)
A disorder of impaired growth in infancy and early childhood characterized by failure to gain weight within normal limits. p. 159
78
habituation
A process in which one becomes used to a repeated stimulus and therefore pays less attention to it. p. 180
79
kwashiorkor
A form of protein-energy malnutrition in which the body may break down its own reserves of protein, resulting in enlargement of the stomach, swollen feet, and other symptoms. p. 163
80
locomotion
Movement from one place to another. p. 172
81
marasmus
A wasted, potentially lethal body condition caused by inadequate nutrition and characterized by painful thinness. p. W14-9
82
medulla
A part of the brain stem that regulates vital and automatic functions such as breathing and the sleep–wake cycle. p. 150
83
multiple sclerosis
A disorder in which myelin is replaced by hard, fibrous tissue that impedes neural transmission. p. 167
84
myelin sheath
A fatty, white substance that encases and insulates neurons, permitting more rapid transmission of neural impulses. p. 166
85
myelination
The process by which axons are coated with myelin. p. 167
86
nerves
Bundles of axons from many neurons. p. 166
87
neurons
Nerve cells; cells found in the nervous system that transmit messages. p. 166
88
neurotransmitter
A chemical substance that makes possible the transmission of neural impulses from one neuron to another. p. 166
89
perception
The process by which sensations are organized into a mental map of the world. p. 175
90
perceptual constancy
The tendency to perceive objects as the same even though the sensations produced by them may differ when, for example, they differ in position or distance. p. 178
91
pincer grasp
The use of the opposing thumb to grasp objects between the thumb and other fingers. p. 171
92
plasticity
The tendency of new parts of the brain to take up the functions of injured parts p. 170
93
sensation
The stimulation of sensory organs, such as the eyes, ears, and skin, and the transmission of sensory information to the brain. p. 175
94
shape constancy
The tendency to perceive objects as being the same shape even though the shapes of their images on the retina may differ when the objects are viewed from different positions. p. 179
95
size constancy
The tendency to perceive objects as being the same size even though the sizes of their images on the retina may differ as a result of distance. p. 178
96
toddler
A child who walks with short, uncertain steps. Toddlerhood lasts from about 12 months to 30 months of age, thereby bridging infancy and early childhood. p. 173
97
ulnar grasp
A method of grasping objects in which the fingers close somewhat clumsily against the palm. p. 171
98
Which sequence of development means "from the centre outward"?
a. differentiation
b. cephalocaudal
c. integration
d. proximodistal
D.
99
Can children grow "overnight"?
a. yes, research seems to confirm this
b. yes, but in childhood it is usually only girls that do
c. yes, but only during the teen years
d. no, it is not possible
A
100
Can children grow "overnight"?
a. yes, research seems to confirm this
b. yes, but in childhood it is usually only girls that do
c. yes, but only during the teen years
d. no, it is not possible
A.
101
After the second birthday, the legs begin to grow rapidly and are soon longer than the arms. This is an example of:
a. cephalocaudal development
b. proximodistal development
c. differentiation in development
d. minimalistic development
A.
102
What is the term for the tendency to return to one's predetermined growth after a problem is alleviated?
a. cephalocaudal development
b. canalization
c. proximodistal development
d. phenalization
B.
103
How does the infant brain develop?
a. it will not reach 70 percent of its adult weight until adolescence
b. it is fully developed at birth
c. it triples in weight by the child's first birthday
d. it grows slower than the rest of the body
C.
104
Approximately what proportion of women in Canada who have recently given birth are breastfeeding?
a. 3 in 10
b. 4 in 5
c. 1 in 2
d. 1 in 5
B.
105
Which of the following is associated with less myelination of brain neurons?
a. insufficient levels of fat in the diet
b. low levels of iron
c. poor nourishment
d. excessive vitamin B
C.
106
If a mother breastfeeds, the risk for which health problem can be lessened?
a. dehydration
b. rubella
c. bacterial meningitis
d. influenza
C.
107
By what age can children walk backward?
a. by around 24 months
b. by around 16 months
c. by around 12 months
d. as soon as they can walk forward
A.
108
What does the evidence indicate about specific training of infant motor skills?
a. it is proven to have no effect whatsoever on motor development
b. it can actually slow down motor development in the long run
c. it may accelerate some motor skills, but only slightly
d. it leads to superior motor performance throughout life
C.
109
The medulla is part of which of the following?
a. midbrain
b. brain stem
c. forebrain
d. hindbrain
B.
110
What is implied by the phrase "brain adaptability is a double-edged sword"?
a. once we learn something we cannot unlearn it
b. our brains allow us to adjust to changing demands, but lack of stimulation can impair this ability
c. excessive stimulation can be as damaging as too little stimulation
d. our brains are not good at adapting to changing environments
B.
111
Use of the thumb to assist in picking up small objects is referred to as which of the following?
a. grasping reflex
b. pincer grasp
c. palmar reflex
d. ulnar grasp
B.
112
Which of the following flavours in her mother's breast milk does Zoe detest?
a. alcohol
b. garlic
c. vanilla
d. green beans
A.
113
American Sign Language (ASL)
The communication of meaning through the use of symbols that are formed by moving the hands and arms; the language used by some deaf people. p. 218
114
aphasia
A disruption in the ability to understand or produce language. p. 216
115
assimilation
According to Piaget, the incorporation of new events or knowledge into existing schemes. p. 19
116
babbling
The child’s first vocalizations that have the sounds of speech. p. 207
117
Broca’s aphasia
A form of aphasia caused by damage to Broca’s area and characterized by slow, laborious speech. p. 216
118
cooing
Prelinguistic, articulated vowel-like sounds that appear to reflect feelings of positive excitement. p. 207
119
deep structure
The underlying meaning of a sentence. p. 216
120
deferred imitation
The imitation of people and events that were encountered or experienced hours, days, or weeks in the past. p. 197
121
echolalia
The automatic repetition of sounds or words. p. 207
122
expressive language style
Use of language primarily as a means for engaging in social interaction. p. 208
123
expressive language style
Use of language primarily as a means for engaging in social interaction. p. 208
124
expressive vocabulary
The sum total of the words that one can use in the production of language. p. 207
125
extinction
The decrease and eventual disappearance of a response in the absence of reinforcement. p. 213
126
holophrase
A single word that is used to express complex meanings. p. 211
127
intonation
The use of pitches of varying levels to help communicate meaning. p. 207
128
language acquisition device (LAD)
In psycholinguistic theory, neural “prewiring” that facilitates the child’s learning of grammar. p. 216
129
mean length of utterance (MLU)
The average number of morphemes used in an utterance. p. 210
130
models
In learning theory, those whose behaviours are imitated by others. p. 212
131
morpheme
The smallest unit of meaning in a language. p. 205
132
morphology
The forming of words from sounds based on grammatical rules. p. 205
133
object permanence
Recognition that objects continue to exist even when they are not seen. p. 193
134
overextension
Use of words in situations in which their meanings become extended or inappropriate. p. 209
135
phonemes
Basic units of sounds. p. 205
136
phonology
The understanding of how the basic units of sounds are combined. p. 205
137
pragmatics
The practical aspects of communication, such as adaptation of language to fit the social situation. p. 205
138
prelinguistic
Referring to vocalizations made by the infant before the development of language. (In language, words symbolize objects and events.) p. 205
139
primary circular reactions
The repetition of actions that first occurred by chance and that focus on the infant’s own body. p. 191
140
psycholinguistic theory
The view that language learning involves an interaction between environmental influences and an inborn tendency to acquire language. The emphasis is on the inborn tendency. p. 216
141
receptive vocabulary
The sum total of the words whose meanings one understands. p. 207
142
referential language style
Use of language primarily as a means for labelling objects. p. 208
143
scheme
According to Piaget, an action pattern (such as a reflex) or mental structure that is involved in the acquisition or organization of knowledge. p. 18
144
secondary circular reactions
The repetition of actions that produce an effect on the environment. p. 191
145
semantics
The meanings ascribed to words and clusters of words. p. 205
146
sensitive period
In linguistic theory, the period from about 18 months to puberty when the brain is thought to be especially capable of learning language because of its plasticity. p. 217
147
shaping
In learning theory, the gradual building of complex behaviour patterns through reinforcement of successive approximations of the target behaviour. p. 213
148
surface structure
The superficial grammatical construction of a sentence. p. 216
149
syntax
Rules that stipulate the way words are to be arranged in sentences. p. 205
150
telegraphic speech
Type of speech in which only the essential words are used. p. 210
151
tertiary circular reactions
The purposeful adaptation of established schemes to new situations. p. 192
152
visual recognition memory
The kind of memory shown in an infant’s ability to discriminate previously seen objects from novel objects. p. 203
153
Wernicke’s aphasia
A form of aphasia caused by damage to Wernicke’s area and characterized by impaired comprehension of speech and difficulty in attempting to produce the right word. p. 217
154
Wernicke’s aphasia
A form of aphasia caused by damage to Wernicke’s area and characterized by impaired comprehension of speech and difficulty in attempting to produce the right word. p. 217
155
Latifa has learned that small furry creatures are sometimes called "kittens." She sees a small furry creature that barks and she calls it a "puppy." She is using which of the following?
a. augmentation
b. assimilation
c. reaction range
d. accommodation
D.
156
Which name is most closely associated with the theory of sensorimotor development?
a. Skinner
b. Erikson
c. Piaget
d. Vygotsky
C.
157
Which of the following is the first substage in Piaget's sensorimotor period?
a. secondary circular reaction
b. simple reflexes
c. primary circular reaction
d. tertiary circular reaction
B.
158
How do primary and secondary circular reactions differ?
a. primary focus on the body, whereas secondary focus on the environment
b. primary involve only reflexes, whereas secondary involve thoughts
c. they are the same, one is just engaging in a more complex behaviour
d. primary involve more important behaviours than secondary
A.
159
Which of the following is an example of a tertiary circular reaction?
a. Lorenzo kicks his mobile over and over because it makes it move
b. Kala accidentally touches her nose with her thumb and it makes her laugh; she then repeats the action and it makes her laugh again
c. Jose turns toward the sound of the phone ringing
d. After many tries, Megan turns her toy sideways and is able to pull it into the crib; now, whenever she wants the toy she turns it sideways to pull it through
D.
160
Object permanence refers to which of the following?
a. a recognition that things exist that cannot readily be seen
b. an understanding that changes in shape do not change the object
c. a realization that objects can look different but still be the same
d. the understanding that things are not always as they appear
A.
161
Object permanence refers to which of the following?
a. a recognition that things exist that cannot readily be seen
b. an understanding that changes in shape do not change the object
c. a realization that objects can look different but still be the same
d. the understanding that things are not always as they appear
A.
162
Using a reminder procedure, researchers were able to improve the memory of three-month-old infants to which of the following lengths of time?
a. 28 days
b. 10 days
c. 14 days
d. 3 months
A.
163
Which type of neuron was accidentally discovered by Gallese and Rizzolatti?
a. motor neuron
b. bipolar neuron
c. unipolar neuron
d. mirror neuron
D.
164
According to Piaget, how do children learn regarding object permanence?
a. children come to understand object permanence even without prior experience
b. children develop the skills that lead to object permanence by three months of age
c. children develop an understanding of object permanence all at once
d. children develop object permanence before they develop emotional bonds to specific caregivers
D.
165
What is meant by deferred imitation?
a. a child has a mental representation in mind long before the behaviour is imitated
b. the child can mimic only within five seconds what he/she has seen
c. children can imitate from the moment they are born
d. imitation is a more automatic process than was assumed in the past
A.
166
How can infant memory be correctly described?
a. infants can remember only after six months of age
b. older infants are more capable of encoding information
c. infants do not demonstrate reliable memory until about three months of age
d. infants can memorize things with only one exposure
B.
167
Improvement in memory probably indicates which of the following?
a. the presence of mirror neurons
b. infantile amnesia
c. increased efficiency in retrieving stored information
d. reminder of the information
D.
168
Which of the following describes the first words infants produce?
a. they have no specific degree of predictability
b. they are very similar across cultures
c. they tend to be for objects that are brightly coloured and catch their attention
d. they tend to be ones used by their parents
D.
169
Which of the following is accurate in terms of individual differences in intelligence among infants?
a. there can be a great deal of variability in intelligence among infants
b. there are no individual differences in intelligence among infants
c. infant intelligence develops in a discontinuous, stage-like process across childhood
d. a genetic process of development minimizes individual differences in infant intelligence
A.
170
A child says "doggy!" This is an example of which of the following?
a. telegraphic speech
b. a morpheme
c. a holophrase
d. mean length of utterance
C.
171
Which of the following explains language development?
a. it is dependent entirely upon environmental stimulation, not genetics
b. it is unpredictable
c. it is sequenced and step-like
d. it is gender specific in its timing
C.
172
A child says "doggy!" This is an example of which of the following?
a. telegraphic speech
b. a morpheme
c. a holophrase
d. mean length of utterance
C.
173
ambivalent/resistant attachment
A type of insecure attachment characterized by severe distress at the leave-takings of, and ambivalent behaviour at reunions with, an attachment figure. p. 224
174
attachment
An affectional bond between individuals characterized by a seeking of closeness or contact and a show of distress upon separation. p. 224
175
attachment-in-the-making phase
The second phase in the development of attachment, occurring at three or four months of age and characterized by preference for familiar figures. p. 229
176
autism
A developmental disorder characterized by failure to relate to others, communication problems, intolerance of change, and ritualistic behaviour. p. 66
177
autism spectrum disorders (ASDs)
Developmental disorders—including autism, Asperger’s syndrome, Rett’s disorder, and childhood disintegrative disorder—that are characterized by impaired communication skills, poor social interactions, and repetitive, stereotyped behaviour. p. 243
178
avoidant attachment
A type of insecure attachment characterized by apparent indifference to the leave-takings of, and reunions with, an attachment figure. p. 224
179
clear-cut-attachment phase
The third phase in the development of attachment, occurring at six or seven months of age and characterized by intensified dependence on the primary caregiver. p. 229
180
contact comfort
The pleasure derived from physical contact with another; a hypothesized need or drive for physical contact with another. p. 230
181
differential emotions theory
Izard’s view that the major emotions are distinct at birth but emerge gradually in accord with maturation and the child’s developing needs. p. 249
182
disorganized–disoriented attachment
A type of insecure attachment characterized by dazed and contradictory behaviours toward an attachment figure. p. 224
183
echolalia
The automatic repetition of sounds or words. p. 207
184
emotion
A state of feeling that has physiological, situational, and cognitive components. p. 249
185
emotional regulation
Techniques for controlling one’s emotional states. p. 251
186
goodness of fit
Agreement between the parents’ expectations of, or demands on, the child and the child’s temperamental characteristics. p. 257
187
indiscriminate attachment
The display of attachment behaviours toward any person. p. 228
188
initial-preattachment phase
The first phase in the formation of bonds of attachment, lasting from birth to about three months of age and characterized by indiscriminate attachment. p. 229
189
mutism
Inability or refusal to speak. p. 245
190
personality
An individual’s distinctive ways of responding to people and events. p. 253
191
reciprocal-relationship phase
The fourth phase in the development of attachment, occurring at 18 months to two years and onwards, and characterized by less separation protests and a better understanding of relationship duration beyond the immediate. p. 229
192
secure attachment
A type of attachment characterized by showing mild distress at leave-takings, seeking nearness to an attachment figure, and being readily soothed by this figure. p. 224
193
self-concept
One’s impression of oneself; self-awareness. p. 253
194
separation anxiety
Fear of being separated from a target of attachment, usually a primary caregiver. p. 224
195
social referencing
Using another person’s reaction to a situation to form one’s own assessment of it. p. 251
196
social smile
A smile that occurs in response to a human voice or face. p. 231
197
stranger anxiety
A fear of unfamiliar people that emerges between six and nine months of age. Also called fear of strangers. p. 251
198
temperament
Individual differences in styles of reaction that are present early in life. p. 254
199
theory of mind
A commonsense understanding of how the mind works p. 235
200
theory of mind
A commonsense understanding of how the mind works p. 235
201
An infant fusses mildly when his mother leaves and seeks comfort from her upon her return. This infant shows which type of attachment?
a. avoidant attachment
b. secure attachment
c. ambivalent attachment
d. insecure attachment
B.
202
Securely attached infants probably are this way because of which of the following?
a. a combination of genetics and parenting
b. socioeconomic factors
c. education
d. good parenting
A.
203
When do adopted children become securely attached to their adopted parents?
a. as teenagers
b. at various ages
c. as infants
d. as young children
B.
204
What is assumed in a cognitive view of attachment?
a. some understanding of object permanence is necessary for specific attachment
b. infant-specific attachments will occur as soon as the child can recognize faces
c. attachment will assist in developing the child's cognitive skills
d. attachment and cognitive skills are unrelated
B.
205
The fixed action pattern of attachment is theorized to occur during a critical period of life. What does this mean?
a. if it does not occur, that means it was not needed
b. it determines the personality of the child
c. it is essential for the survival of the organism
d. if it does not occur during this period, it may never occur
D.
206
A child is willing to explore the environment and shows positive emotions to things that she or he does not know. This child is most likely to have which type of attachment?
a. secure attachment
b. disorganized attachment
c. ambivalent attachment
d. avoidant attachment
A.
207
How does attachment develop?
a. it has nothing to do with the parents and everything to do with the child
b. it is more likely to affect female children than male children
c. it may be passed along generationally
d. it is determined by the environment
C.
208
Amy is a four-month-old infant. She appears withdrawn and depressed, and is losing all interest in the world. Amy may be experiencing which of the following?
a. social deprivation
b. early signs of mental retardation
c. early-onset schizophrenia
d. severe neurological damage
A.
209
How can the involvement of the father with the child be determined?
a. it is based upon the mother's pattern of attachment
b. it only affects boys and not girls
c. by the number of diapers the father changes
d. it is unrelated to infant attachment
C.
210
A child observes another child acting unafraid in the presence of a stranger, and then also stops acting afraid of the stranger. This is an example of which of the following?
a. insecure attachment
b. activation of reflexes
c. social referencing
d. secure attachment
C.
211
Which statement can be accurately made regarding self-awareness?
a. it makes possible the development of self-conscious emotions, such as embarrassment and envy
b. it impacts a child's cognitive development
c. it does not reliably occur until about 24 months of age
d. it is not necessary for sharing and cooperation
A.
212
What did Bowlby suggest regarding smiling in the infant?
a. it is unrelated to attachment
b. it may serve as a releasing stimulus for affection from others
c. it is random until about six months of age
d. it is usually due to gastrointestinal distress
B.
213
How can a caregiver's feelings of stress and anger be defused without resorting to violence?
a. by strengthening parenting skills
b. by ignoring those feelings
c. through active play
d. by effective counselling with a therapist
A.
214
How do physical punishment and child abuse differ?
a. physical punishment involves spanking; abuse involves hitting
b. the difference is extremely difficult to tell
c. it depends upon the age of the child
d. they do not differ
B.
215
Which of the following is most likely to lead to relationship problems in later life?
a. physical abuse
b. sexual abuse
c. overprotectiveness
d. neglect
B.
