UNIT 4 Flashcards
1
Q
________ scaffolds have been increasingly used in recent years.
a. Teacher
b. Peer
c. Social
d. Technology
A
d. Technology
2
Q
In regards to memory formation, information travels through ________, then ________, then ________, respectively.
a. sensory memory; working memory; long-term memory
b. working memory; short-term memory; long-term memory
c. sensory memory; long-term memory; short-term memory
d. short-term memory; long-term memory; sensory memory
A
a. sensory memory; working memory; long-term memory
3
Q
Social and emotional learning programs seek to foster ________ non-subject matter competence(s).
a. 7
b. 1
c. 3
d. 5
A
d. 5
4
Q
Compared to earlier years, the rate of growth of both height and weight ________ in middle to late childhood
a. stays the same
b. slows down
c. None of the answers are correct.
d. speeds up
A
b. slows down
5
Q
Melissa is unable to sit in her chair during reading time. She has to stand up and move arounD. Instead of following the book, she likes to look around the room and does not pay attention to what is being reaD. Melissa most likely has ________ disorder.
a. autism spectrum
b. specific learning
c. attention-deficit/hyperactivity
d. intellectual disability
A
c. attention-deficit/hyperactivity
6
Q
The process of assisting a less experienced individual through complex tasks by providing supports is known as
a. ZPD
b. teaching
c. cognitive load
d. scaffolding
A
d. scaffolding
7
Q
An achievement goal that focuses on self-improvement and skill development, while downplaying ability level and peer comparison, is called a ________ goal.
a. mastery
b. direct
c. primary
d. performance
A
a. mastery
8
Q
Charlie is eight years old and is very good at soccer. His ability is a direct result of the maturation of
a. the prefrontal cortex
b. grey matter
c. the cerebellum
d. white matter
A
b. grey matter
9
Q
Tiffany is told that shape A is bigger than shape B and that shape B is bigger than shape C. She is then asked about the difference between shape A and shape C. If Tiffany is in the concrete operational stage, her answer will most likely be
a. A is smaller than C.
b. None of the answers are correct.
c. A is the same as C.
d. A is bigger than C
A
d. A is bigger than C
10
Q
Kelly is teaching her class how to reaD. She has the class look at a word and break it down to hear the different sounds. Kelly uses the ________ approach.
a. syllable
b. whole-language
c. sound-it-out
d. phonics
A
d. phonics
11
Q
Both Cindy and her dad Lou are taking piano lessons. Cindy finds that she is able to learn how to play new songs faster than her dad. Based on this, we can say Cindy has
a. None of the answers are correct.
b. efficiency
c. consistency
d. flexibility
A
c. consistency
12
Q
________ is an abstract, verbal, mathematical, and logical type of thinking.
a. Analytical intelligence
b. Creative intelligence
c. Triarchic intelligence
d. Practical intelligence
A
a. Analytical intelligence
13
Q
Recent research reports that the prevalence of prescribed ADHD drugs for Canadian children ________ between 1994 and 2007.
a. significantly decreased
b. significantly increased
c. did not change significantly
d. increased by 50%
A
b. significantly increased
14
Q
Asthma rates are higher in children from lower SES households because they
a. are unable to get treatment
b. do not have good health care
c. do not have sufficient doctors
d. have poorer health overall
A
d. have poorer health overall
15
Q
________ is a key area of problem solving.
a. Strategy construction
b. Selective attention
c. All of the answers are correct.
d. Automatization
A
c. All of the answers are correct.
16
Q
Poverty influences development in middle childhood via
a. all of the alternatives
b. assaults on personal dignity
c. lack of social inclusion
d. restricted access to material assets
A
a. all of the alternatives
17
Q
A strong reliance on heteronomous morality in middle childhood indicates that moral development is
a. on time
b. overdeveloped
c. delayed
d. None of the answers are correct.
A
c. delayed
18
Q
Parents engaged in a high-conflict relationship with one another are more likely to use ________ parenting with adolescent children.
a. mild and unpredictable
b. harsh and inconsistent
c. strict and consistent
d. mild and inconsistent
A
b. harsh and inconsistent
19
Q
Effective parenting in middle childhood involves learning to ________ less and ________ more.
a. monitor; punish
b. monitor; direct
c. direct; monitor
d. direct; reward
A
c. direct; monitor
20
Q
Low ________ is one reason a child may believe he or she is not capable of doing well in school.
a. self-esteem
b. All of the answers are correct.
c. self-efficacy
d. self-concept of ability
A
b. All of the answers are correct.
21
Q
An example of a self-conscious emotion that a nine year old might experience is
a. envy
b. pride
c. All of the answers are correct.
d. embarrassment
A
c. All of the answers are correct.
22
Q
According to Kohlberg, a developmentalist would conclude that a child is operating at the preconventional level of moral development if she
a. was focused on what she can “get away with”
b. behaved according to what was most personally satisfying
c. tried to avoid punishment and get as many rewards as possible
d. All of the answers are correct.
A
d. All of the answers are correct.
23
Q
Popular children are more likely to be
a. All of the answers are correct.
b. sensitive
c. friendly
d. cooperative
A
a. All of the answers are correct.
24
Q
In middle childhood, resolving the task of industry versus inferiority results in a child
a. attaining a strong sense of their future self
b. achieving the foundation of an ideal self
c. internalizing a sense of competence
d. expecting that others will see them as competent
A
c. internalizing a sense of competence
25
Data reported by the World Health Organization show that ________ per cent of eleven-year-olds report being bullied in Canadian schools.
a. 17
b. 11
c. 4
d. 30
a. 17
26
Eleven-year-old Kaitlyn, who is best known for her amazing vocabulary and writing skills, wanted to ________ the trophy she won for running in the local 5K, expecting to feel ________.
a. show her peers; envied
b. hide the trophy from her peers; shame
c. hide the trophy from her peers; anger
d. show her peers; pride
d. show her peers; pride
27
When Martha, a developmentalist, teaches parents how to help scaffold moral development in school-aged children, she suggests that parents and teachers encourage their students to
a. enforce the rules, even if others do not
b. consider why someone is doing what he or she is doing
c. think about the consequences before he or she acts
d. tell an adult when someone else is "bad"
b. consider why someone is doing what he or she is doing
28
As children get older, they get better at distinguishing between ________ stressors, which makes them better able to apply effective coping strategies.
a. authoritative and authoritarian
b. ruminative and punitive
c. controllable and uncontrollable
d. active and passive
c. controllable and uncontrollable
29
Adolescent peer groups become
a. more private (low adult supervision)
b. All of the answers are correct.
c. larger
d. more diverse
b. All of the answers are correct.
30
The process of learning about one’s abilities and characteristics by observing how they compare with those of others is known as social
a. comparison
b. compensation
c. optimization
d. selection
a. comparison
31
121. Asthma rates are higher in children from lower SES households because they:
a. do not have good health care.
b. do not have sufficient doctors.
c. have poorer health overall.
d. are unable to get treatment.
c. have poorer health overall.
32
120. Since 1980 obesity rates have:
a. doubled.
b. tripled.
c. quadrupled.
d. stayed the same.
b. tripled.
33
119. Asthma is the ______ cause of child hospitalization.
a. second leading
b. leading
c. third leading
d. none of the choices
b. leading
34
118. ________ is a chronic illness in which the airways of the lung constrict, resulting in decreased air flow.
a. Bronchitis
b. Bronchial infection
c. Asthma
d. Bronchial swelling
c. Asthma
35
117. The recommended average of physical activity is _________ minutes every day.
a. 45
b. 30
c. 60
d. 20
c. 60
36
114. Ethnic minorities and low-income communities experience the _____ rates of childhood obesity.
a. lowest
b. highest
c. same
d. none of the choices
b. highest
37
115. Physical activity aids in:
a. developing the cardiovascular system.
b. improving muscle strength.
c. promoting healthy tissue growth.
d. all of the choices
d. all of the choices
38
116. Sports help improve______ skills by teaching strategies, planning, and goal formation.
a. developmental
b. behavioral
c. cognitive
d. social
c. cognitive
39
113. Obesity and asthma are two common issues in childhood well-being.
a. True
b. False
a. True
40
112. Physical activity plays a role in childhood well-being
a. True
b. False
a. True
41
111. For the first time in history, children have a lower projected life expectancy.
a. True
b. False
a. True
42
110. ADHD occurs in approximately _____ of the childhood population.
a. 2.1 million
b. 1.3 billion
c. 25%
d. 11%
d. 11%
43
109. The rate of ASD has spiked to:
a. 1% of the population.
b. 1.3 billion people.
c. 12% of the population.
d. 2.1 million people.
a. 1% of the population.
44
108. Sasha is really good at writing and reading. However, her teacher notices that she is not as good at math and is often falling behind the other students. Sasha most likely has ____________ disorder.
a. attention-deficit/hyperactivity
b. autism spectrum
c. specific learning
d. intellectual disability
c. specific learning
45
107. When Billy was born, his parents noticed that something was off about his behavior. He did not like to talk to people and often sat in the corner flicking his fingers. Billy will most likely be diagnosed with ___________ disorder.
a. attention-deficit/hyperactivity
b. autism spectrum
c. specific learning
d. intellectual disability
b. autism spectrum
46
106. Melissa is unable to sit in her chair during reading time. She has to stand up and move around. Instead of following the book, she likes to look around the room and doesn’t pay attention to what is being read. Melissa most likely has __________ disorder.
a. attention-deficit/hyperactivity
b. autism spectrum
c. specific learning
d. intellectual disability
a. attention-deficit/hyperactivity
47
105. __________ disorder is a specific difficulty with reading, writing or math that is indicated when academic functioning is substantially below what is expected for age and IQ.
a. Attention-deficit/hyperactivity
b. Autism spectrum
c. Specific learning
d. Intellectual disability
c. Specific learning
48
104. A neurodevelopmental disorder, characterized by impaired social communication and interaction and repetitive behaviors, is called _____________ disorder.
a. attention-deficit/hyperactivity
b. autism spectrum
c. specific learning
d. intellectual disability
b. autism spectrum
49
103. The national legislation enacted in 2001 directing all public schools to increase standards in academics and allow flexibility of school choice is known as the ________Act.
a. HIPPA
b. School Flexibility
c. Academic Achievement
d. No Child Left Behind
d. No Child Left Behind
50
102. By 1975, appropriate schooling for those with special needs was established.
a. True
b. False
a. True
51
101. ADHD and ASD are two common learning disorders.
a. True
b. False
a. True
52
100. Autism spectrum disorder affects a substantial part of the population.
a. True
b. False
a. True
53
99. Teachers’ beliefs about the goals of learning have important implications for their:
a. instructional behavior.
b. Interpersonal style in the classroom.
c. both a and b
d. neither a nor b
d. neither a nor b
54
98. Metacognitive goals have to do with promoting __________ that support learning.
a. habits of mind
b. ways of thinking
c. reasoning
d. all of the choices
d. all of the choices
55
97. SEL programs seek to foster _________ nonsubject matter competence(s).
a. one
b. three
c. five
d. seven
c. five
56
96. In elementary school, students are put into classes based on their:
a. last names.
b. ability levels.
c. school referrals.
d. IQ tests.
b. ability levels.
57
95. Marco likes to play speed division with his students. He writes two problems on the board and has two students race each other to see who can get the answer first. Getting the answer first can best be described as a ___________ goal.
a. performance
b. mastery
c. self-
d. competition
a. performance
58
94. A measure of children’s knowledge about particular academic subjects, such as reading, writing, or math, is called a(n) ___________ test.
a. performance
b. mastery
c. achievement
d. intelligence
c. achievement
59
93. A _________ goal is an achievement goal that emphasizes ability level and competition among peers.
a. performance
b. mastery
c. peer
d. competition
a. performance
60
92. An achievement goal that focuses on self-improvement and skill development, while downplaying ability level and peer comparison, is called a __________ goal.
a. performance
b. mastery
c. self-
d. improvement
b. mastery
61
91. School plays a central role in a child’s life and development.
a. True
b. False
a. True
62
90. The goals of learning in school can be academic, social-emotional, metacognitive, and developmental.
a. True
b. False
a. True
63
89. Schools are complex, multilevel institutions that affect the development of the whole child.
a. True
b. False
a. True
64
88. Reading can lead to decreased motivation which will call on a child’s
a. temperament.
b. effortful control.
c. emotion regulation skills.
d. all of the choices
d. all of the choices
65
87. Early positive experience with reading is linked to:
a. later academic achievement.
b. enhanced vocational success.
c. both a and b
d. neither a nor b
c. both a and b
66
86. Ricardo is teaching his class to read. He likes the students to look at the relationship between and among the words. Ricardo is using a __________ approach.
a. whole-language
b. phonics
c. word
d. relationship
a. whole-language
67
85. Kelly is teaching her class how to read. She has the class look at a word and break it down to hear the different sounds. Kelly uses the __________ approach.
a. whole-language
b. phonics
c. sound-it-out
d. syllable
b. phonics
68
84. The __________ approach is a form of reading instruction that emphasizes communication over particular elements of reading and writing.
a. whole-language
b. phonics
c. spelling
d. word
a. whole-language
69
83. A form of reading instruction that emphasizes the segments of sounds in words is called the _____________ approach.
a. whole-language
b. phonics
c. sound-it-out
d. syllable
b. phonics
70
82. __________ is a principle introduced by McTigue.
a. “Promote self-evaluation”
b. “Assess academic resilience”
c. “Use effective feedback”
d. all of the choices
d. all of the choices
71
81. McTigue and his colleagues identified six classroom characteristics that reinforce mastery of reading.
a. True
b. False
a. True
72
80. As in all languages, in the English language there are rules; different from other languages, there are many exceptions to the rules in the English language.
a. True
b. False
a. True
73
79. Learning to read in English as a second language is one of the most difficult tasks for school-aged children.
a. True
b. False
a. True
74
78. What is one significant criticism of intelligence research?
a. It fails to look at society.
b. It fails to look at culture.
c. It fails to include DSM diagnosis.
d. All of the choices are correct.
b. It fails to look at culture.
75
77. Johnny scored a 100 on the Stanford-Binet IQ test. Based on his scores, we can assume that his performance is:
a. what is expected for his age.
b. above what is expected for his age.
c. below what is expected for his age.
d. none of the choices
a. what is expected for his age.
76
76. Howard Gardner posited _____ intelligences in his theory of multiple intelligence.
a. two
b. four
c. six
d. eight
d. eight
77
75. Analytical, practical, and creative are all part of the:
a. theory of multiple intelligence.
b. theory of intelligence.
c. triarchic theory of intelligence.
d. Stanford-Binet theory of intelligence.
c. triarchic theory of intelligence.
78
74. Julia took an IQ test. Her results showed that she received a 130. Based on her IQ, Julia is:
a. gifted.
b. impaired.
c. average.
d. none of the choices
a. gifted.
79
73. __________ is an abstract, verbal, mathematical, and logical type of thinking.
a. Practical intelligence
b. Analytical intelligence
c. Creative intelligence
d. Triarchic intelligence
b. Analytical intelligence
80
72. A disorder characterized by significantly below-average intellectual functioning and impaired adaptive functioning is called an:
a. intellectual gift.
b. intellectual impairment.
c. intellectual disability.
d. intellectual difficulty.
c. intellectual disability.
81
71. A score calculated from results on an intelligence test is known as a person’s:
a. intelligence scale.
b. intelligence level.
c. intelligence quotient.
d. intelligence skill.
c. intelligence quotient.
82
70. Psychometric theories of intelligence posit the existence of a general intelligence.
a. True
b. False
a. True
83
69. There are many different definitions of intelligence.
a. True
b. False
a. True
84
68. Metacognition helps us define and assess intelligence.
a. True
b. False
a. True
85
67. The information-processing approach focuses on describing changes necessary for success:
a. in school.
b. in other aspects, such as games and sports.
c. both a and b
d. neither a nor b
c. both a and b
86
66. In regards to memory formation, information travels through ____________; then _________; then _________, respectively
a. sensory memory; working memory; long-term memory
b. working memory; short-term memory; long-term memory
c. sensory memory; long-term memory; short-term memory
d. short-term memory; long-term memory; sensory memory
a. sensory memory; working memory; long-term memory
87
65. __________ supervises all the processes that are fundamental to cognitive development.
a. Metamemory
b. Executive function
c. Maintenance rehearsal
d. Metacognition
b. Executive function
88
64. Allan has the lead in his class’s Thanksgiving Day play. When he gets his lines, he says them again and again to try and remember them. Based on this scenario, Allan is:
a. using metamemory.
b. using executive functioning.
c. performing maintenance rehearsal.
d. none of the choices
c. performing maintenance rehearsal.
89
63. Metamemory involves ______ key functions.
a. two
b. four
c. six
d. eight
b. four
90
62. Metamemory improvements underlie improvements in _____________ memory:
a. sensory
b. working
c. long-term
d. all of the choices
d. all of the choices
91
61. One’s own understanding of one’s own memory process is called:
a. strategy.
b. metamemory.
c. information processing.
d. maintenance rehearsal.
b. metamemory.
92
60. ___________ is a key area of problem solving.
a. Selective attention
b. Automatization
c. Strategy construction
d. all of the choices
d. all of the choices
93
59. With practice, reaction time decreases and automatization improves.
a. True
b. False
a. True
94
58. Selective attention refers to the ability to make a decision about what is relevant and what isn’t among stimuli.
a. True
b. False
a. True
95
57. According to information theorists, problem solving improves in four key areas.
a. True
b. False
a. True
96
56. Joy is really bad at math. Her teacher wants the class to know their times tables by the end of the week. When Joy tells the teacher she needs help, the teacher just tells her to suck it up and study. Based on this situation, we can assume that:
a. the teacher has poor scaffolding skills.
b. the teacher has good scaffolding skills.
c. Joy has poor scaffolding skills.
d. Joy has good scaffolding skills.
a. the teacher has poor scaffolding skills.
97
55. One outcome of technology-based scaffolding is that:
a. technology helped students visualize their understanding.
b. technology helped students identify resources.
c. technology managed the number of items that required attention.
d. All of the choices
d. All of the choices
98
54. ___________ scaffolds have been increasingly used in more recent years.
a. Social
b. Peer
c. Teacher
d. Technology
d. Technology
99
53. Angelica and her little sister Lillian like to have tea parties. Angelica shows Lillian how to hold her pinkie up and sip the tea slowly. Angelica is:
a. assisting.
b. conservating.
c. scaffolding.
d. automatizing
c. scaffolding.
100
52. ______________ is a key feature of scaffolding.
a. Sharing a common goal
b. Fading and transfer of responsibility
c. Offering dynamic and adaptive support
d. all of the choices
d. all of the choices
101
51. Researchers have identified _____key features of scaffolding
a. one
b. three
c. five
d. seven
c. five
102
50. ____________ refers to the total number of items that must be attended by one’s working memory.
a. Cognitive load
b. Memory formation
c. Scaffolding
d. Information processing
a. Cognitive load
103
49. The process of assisting a less experienced individual through complex tasks by providing supports is known as:
a. cognitive load.
b. ZPD.
c. scaffolding.
d. teaching
c. scaffolding.
104
48. Teachers, peers, parents, and members of the community all have the potential to contribute to healthy child development.
a. True
b. False
a. True
105
47. Vygotsky proposed the sociocultural theory as a framework for understanding universal child development.
a. True
b. False
a. True
106
46. Vygotsky is a developmentalist known for his research on child social development.
a. True
b. False
a. True
107
45. Children progress to the concrete operational stage via their interactions with(within):
a. the world.
b. their parents.
c. their teachers.
d. themselves.
a. the world.
108
44. Some limitations of the concrete operational stage include:
a. Knowledge is based on their own world.
b. Knowledge is based on their own reality.
c. both a and b
d. neither a nor b
c. both a and b
109
43. Tiffany is told that shape A is bigger than Shape B and that Shape B is bigger than shape C. She is then asked about the difference between shape A and Shape C. If Tiffany is in the concrete operational stage, her answer will most likely be:
a. A is smaller than C.
b. A is bigger than C.
c. A is the same as C.
d. none of the choices
b. A is bigger than C.
110
42. Lana likes to drink her juice in her Little Mermaid Cup. When the new babysitter gives her juice in an Aladdin cup, Lana gets upset. The babysitter pours the juice from the Aladdin cup into the Little Mermaid Cup, but Lana cries that her juice is not the same. Based on this scenario, Lana has not yet developed:
a. conservation.
b. reversibility.
c. transitivity.
d. seriation.
a. conservation.
111
41. Kyle loves to play with Play-Doh. He rolls it into a ball and then flattens it out again. Based on his actions, we can assume that Kyle understands:
a. classification.
b. reversibility.
c. transitivity.
d. seriation.
b. reversibility.
112
40. The logical rule that says if A is greater than B and B is greater than C, then A is greater than C is known as:
a. classification.
b. reversibility.
c. transitivity.
d. seriation
c. transitivity.
113
39. ____________ is the ability to sort objects using a rule that determines an increasing magnitude of one or more dimensions.
a. Classification
b. Reversibility
c. Conservation
d. Seriation
d. Seriation
114
38. The ability to create groups of objects and sort them by similar properties is known as:
a. classification.
b. reversibility.
c. conservation.
d. seriation.
a. classification.
115
37. Two hallmarks of the concrete operational stage are seriation and classification.
a. True
b. False
a. True
116
36. Children begin to think logically in the concrete operational stage.
a. True
b. False
a. True
117
35. The concrete operational stage is the third stage in Piaget’s stages of development
a. True
b. False
a. True
118
34. Christy is able to write complex sentences and communicate her ideas through writing. Her writing is clear and easy to read. Christy has been able to improve her:
a. fine motor skills.
b. gross motor skills.
c. hand–eye coordination.
d. consistency.
c. hand–eye coordination.
119
33. Writing abilities improve in children with better hand-eye coordination. Maturation of hand-eye coordination is the result of:
a. maturation of the CNS.
b. maturation of the muscle systems.
c. development of the fine motor skills.
d. development of the gross motor skills.
a. maturation of the CNS.
120
32. Nate is just learning how to swim. His movements are spastic and he is always splashing water on the lifeguard. Based on this we can Nate needs improvement on his:
a. flexibility.
b. efficiency.
c. consistency.
d. hand–eye coordination.
b. efficiency.
121
31. Bryan loves arts and crafts time. He likes to paint with paint brushes, draw with pencils and color with crayons. Based on his wide use of art supplies, we can say Bryan has good:
a. flexibility.
b. efficiency.
c. consistency.
d. hand–eye coordination
a. flexibility.
122
30. Both Cindy and her dad Lou are taking piano lessons. Cindy finds that she is able to learn how to play new songs faster than her dad. Based on this we can say Cindy has:
a. flexibility.
b. efficiency.
c. consistency.
d. none of the choices
c. consistency.
123
29. The muscular and cardiovascular system energy expense used to perform a physical action is known as:
a. flexibility.
b. efficiency.
c. consistency.
d. cardio.
b. efficiency.
124
28. __________ is the ability to perform a physical act in a variety of contexts with a similar outcome.
a. Flexibility
b. Efficiency
c. Consistency
d. Adaptation
a. Flexibility
125
27. The ability to physically repeat an action in the same way with the same level of function is called:
a. flexibility.
b. efficiency.
c. consistency.
d. repetition.
c. consistency.
126
26. Physical activity does not play a role in the development of muscles.
a. True
b. False
b. False
127
25. The lengthening and differentiation of muscle fibers result in improved motor skills.
a. True
b. False
a. True
128
24. The muscular system and skeletal systems follow similar developmental paths.
a. True
b. False
a. True
129
23. The average increase and weight for ages 6 through 12 is about:
a. 8 pounds 2–3 inches per year.
b. 8 pounds 5–7 inches per year.
c. 2 pounds 4 inches per year.
d. 2 pounds 2 inches per year.
a. 8 pounds 2–3 inches per year.
130
22. Timmy just had his tenth birthday. Based on his age, we can say that Timmy has attained ____ of his ultimate bone mass.
a. all
b. none
c. 50%
d. ¼
c. 50%
131
21. Susie is 10 years old. She is about to begin puberty. Based on skeletal development, we can assume her:
a. pelvis and hips will widen.
b. hips and legs will lengthen.
c. pelvis and spinal cord will lengthen.
d. hips and spinal cord will widen.
a. pelvis and hips will widen.
132
20. Human growth hormone stimulates organs to ______ cell production in the bones.
a. decrease
b. increase
c. stop
d. double
b. increase
133
19. Height increases mainly due to the lengthening in the lower part of the skeleton, mainly the:
a. ribs and hips.
b. tarsals and metatarsals.
c. pelvis and the legs.
d. hips and the legs.
c. pelvis and the legs.
134
18. Compared to earlier years, the rate of growth of both height and weight __________in middle to late childhood
a. slows down
b. speeds up
c. stays the same
d. none of the choices
a. slows down
135
17. The human growth hormone is responsible for:
a. lengthening and enhancing mass.
b. lengthening and decreasing mass.
c. enhancing mass and decreasing lengthening.
d. enhancing mass and stopping lengthening.
a. lengthening and enhancing mass.
136
16. The ____________ stimulates the production of the human growth hormone.
a. hypothalamus
b. pituitary gland
c. both a and b
d. Neither a nor b
c. both a and b
137
15. Physical activity contributes to increased mineral content and bone density.
a. True
b. False
a. True
138
14. The results of skeletons developing with respect to both width and height are more adult-like proportions and improved coordination.
a. True
b. False
a. True
139
13. As children approach puberty, their skeletons expand in both width and height.
a. True
b. False
a. True
140
12. Maggie likes to do math, wear pink, and help her mom cook. Her self-reflections are a direct result of maturation of:
a. gray matter.
b. white matter.
c. her prefrontal cortex.
d. her cerebellum.
c. her prefrontal cortex.
141
11. Charlie is 8 years old and is very good at soccer. His ability is a direct result of the maturation of:
a. gray matter.
b. white matter.
c. the prefrontal cortex.
d. the cerebellum.
a. gray matter.
142
10. Faster communication between the left and right hemispheres is dependent on development of the:
a. pons.
b. corpus callosum.
c. brain stem.
d. prefrontal cortex.
b. corpus callosum.
143
9. The prefrontal cortex is responsible for:
a. complex thought.
b. planning.
c. problem solving.
d. all of the choices
d. all of the choices
144
8. Myelination of white matter results in:
a. faster communication between the left and right hemispheres.
b. improving coordination.
c. both a and b
d. neither a nor b
c. both a and b
145
7. ____________ is(are) responsible for the speed of actions of neurons.
a. Myelination
b. Conduction
c. Convection
d. Action potentials
a. Myelination
146
6. The foremost part of the frontal lobe is:
a. gray matter.
b. white matter.
c. the cerebellum.
d. the prefrontal cortex.
d. the prefrontal cortex.
147
5. The tissue that connects brain areas via nerve fibers is referred to as:
a. gray matter.
b. white matter.
c. the cerebellum.
d. the prefrontal cortex.
b. white matter.
148
4. _____________ is the part of the brain that contains neuronal cell bodies.
a. Gray matter
b. White matter
c. The cerebellum
d. The prefrontal cortex
a. Gray matter
149
3. The prefrontal cortex is located in the back of the brain.
a. True
b. False
b. False
150
2. Compared to younger children, school-aged children are less likely to be frustrated while waiting in line and are better able to follow instructions.
a. True
b. False
a. True
151
1. Gray and white matter work together to perform functions of the brain.
a. True
b. False
a. True
152
1. During middle childhood, children shift toward more realistic self-evaluations.
a. True
b. False
a. True
153
2. In middle childhood, advances in the ability to compare oneself to another facilitates development of a sense of self.
a. True
b. False
a. True
154
3. The first elements of self-concept appear in middle childhood.
a. True
b. False
b. False
155
4. The process of learning about one’s abilities and characteristics by observing how they compare with those of others is known as social:
a. compensation.
b. comparison.
c. selection.
d. optimization.
b. comparison.
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Bloom: Application
5. ____________refers to a child’s multidimensional understanding of one’s own personality, attributes, abilities, and attitudes.
a. Self-esteem
b. Self-concept
c. Self-awareness
d. Self–other relatedness
b. Self-concept
157
. _______________ refers to the evaluation of one’s beliefs about one’s personality, attributes, abilities, and attitudes.
a. Self-esteem
b. Self-concept
c. Self-awareness
d. Self–other relatedness
a. Self-esteem
158
7. Culture __________ influence on a child’s self-concept
a. has an
b. has no
c. for boys, has an
d. for girls, has an
a. has an
159
8. Self-esteem involves the process of children ____________________ about themselves.
a. making judgments
b. having feelings
c. both of the choices
d. neither of the choices
c. both of the choices
160
9. Low ________________ is one reason a child may believe he or she is not capable of doing well in school.
a. self-esteem
b. self-concept of ability
c. self-efficacy
d. all of the choices
d. all of the choices
161
10. Given one minute to evaluate a child’s self-esteem, a developmentalist is likely to conclude that a child has high self-esteem if she observes that the child:
a. is doing well in school.
b. has low levels of anxiety.
c. has a number of friends.
d. all of the choices
d. all of the choices
162
11. In middle childhood, signs of depression and breaking school rules suggest that the child:
a. has low self-esteem.
b. has not yet developed self-esteem.
c. has too much self-esteem.
d. is confused about his self-esteem.
a. has low self-esteem.
163
12. Elodie’s father often tells her that she is good at math. Her mother was a dancer and often tells Elodies stories that compare Elodie’s ability with her own ability at Elodie’s age. These interactions are likely to have the following effect on Elodie’s self-esteem:
a. a positive effect.
b. a negative effect.
c. an unknown effect.
d. contradictory effects, both positive and negative
c. an unknown effect.
164
13. Principal Scott, a developmentalist, explained to parents why he was replacing report cards for elementary school students. To facilitate development of students’ academic self-concepts, he is replacing grades with:
a. student and teacher evaluations of students’ strengths and weaknesses in each school subject.
b. rankings of each student compared to their peers.
c. standardized test scores.
d. teacher evaluations of effort and creativity each student demonstrates.
a. student and teacher evaluations of students’ strengths and weaknesses in each school subject
165
14. A child’s understanding of differences between right and wrong is a core element of moral development.
a. True
b. False
a. True
166
15. During middle childhood, moral development is influenced only by peers.
a. True
b. False
b. False
167
16. Moral development in infancy and early childhood has no influence on moral development during middle childhood.
a. True
b. False
b. False
168
17. According to Piaget, moral development in middle childhood mirrors:
a. maturation of physical coordination.
b. cognitive development.
c. visual-spatial capacity.
d. auditory-spatial ability.
b. cognitive development.
169
18. Moral development in middle childhood is most likely to involve:
a. a lack of understanding of what is right versus wrong.
b. learning that right versus wrong depends on the current situation.
c. increasing adherence to the rules set by authority.
d. decreasing reliance on peer norms.
b. learning that right versus wrong depends on the current situation.
170
19. A strong reliance on heteronomous morality in middle childhood indicates that moral development is:
a. delayed.
b. overdeveloped.
c. on time.
d. none of the choices
a. delayed.
171
20. An 8-year-old child’s use of autonomous morality to explain why another person behaved as she did suggests that the child’s moral development is:
a. delayed.
b. overdeveloped.
c. on time.
d. none of the choices
c. on time.
172
21. When a child who uses autonomous morality asks, “why did you throw the ball that hit me in the head?” she is searching for information that will help her understand:
a. if the other child is good.
b. if the other child is bad.
c. the intentions of the other child.
d. how to punish the other child.
c. the intentions of the other child.
173
22. Throughout childhood, moral development in girls and boys:
a. proceeds in the same way.
b. proceeds in different ways.
c. may proceed differently; this remains a debate.
d. proceeds in different ways in Western cultures only.
c. may proceed differently; this remains a debate.
174
23. According to Kohlberg, a developmentalist would conclude that a child is operating at the preconventional level of moral development if she:
a. was focused on what she can “get away with.”
b. behaved according to what was most personally satisfying.
c. tried to avoid punishment and get as many rewards as possible.
d. all of the choices
d. all of the choices
175
. According to Kohlberg, the following would be an indicator that an older child was advancing to a conventional level of moral development: The child:
a. is obedient to authority to avoid punishment.
b. will do something to get a favor in return
c. is concerned with being nice and gaining approval.
d. asks what her reward will be for doing a good deed.
c. is concerned with being nice and gaining approval.
176
25. According to Kohlberg, it would be rare to observe a precocious child operating at a postconvetional level of moral development. However, a sign of such precocity would be reflected in a child becoming upset when:
a. another child is teased for not celebrating Christmas.
b. she doesn’t get the first-place ribbon when she clearly won the race.
c. her side of the story is different from her friend’s.
d. her parents expect her to set a good example for her younger siblings.
c. her side of the story is different from her friend’s.
177
26. When Martha, a developmentalist, teaches parents how to help scaffold moral development in school-aged children, she suggests that parents and teachers encourage their students to:
a. “consider why someone is doing what he or she is doing.”
b. “tell an adult when someone else is bad.”
c. “think about the punishment they’ll get before they act.”
d. “enforce the rules if others don’t.”
a. “consider why someone is doing what he or she is doing.”
178
27. A developmentalist who works from Carol Gilligan’s model would recognize and emphasize the value of a 9-year-old girl emphasizing the value of _______________________ when making a decision.
a. preserving a meaningful relationship with another
b. correcting another’s misinformation
c. attending to rules rather than feelings
d. making quick evaluations
a. preserving a meaningful relationship with another
179
28. According to Erikson, middle childhood is the developmental stage during which students are challenged to gain a sense of industry.
a. True
b. False
a. True
180
29. According to Erikson, healthy development during middle childhood results in a sense of competence.
a. True
b. False
a. True
181
30. According to Erikson, a child who feels inferior to others is showing the key sign that he is having difficulty resolving the psychosocial crisis of middle childhood.
a. True
b. False
a. True
182
31. In middle childhood, resolving the task of industry versus inferiority results in a child:
a. internalizing a sense of competence.
b. expecting that others will see him as competent.
c. attaining a strong sense of her future self.
d. achieving the foundation of an ideal self.
a. internalizing a sense of competence.
183
34. Sophia is a 9-year-old dancer who is very proud that she has scored very high at every dance competition she has entered. However, before each competition she voices a great deal of self-doubt, often worrying that she won’t perform well at all. This is an indication that:
a. her sense of inferiority dominates her sense of competence.
b. she will not be able to resolve the industry versus Inferiority crisis.
c. unresolved psychosocial crises from her past may be interfering with internalizing a sense of competence.
d. due to her raw talent, she does not need to resolve the industry versus inferiority crisis.
c. unresolved psychosocial crises from her past may be interfering with internalizing a sense of competence.
184
35. Sam could read when he was 4 and could do addition and subtraction by the time he was 5. By sixth grade, however, he complained that he didn’t understand what the teachers wanted from him, that he felt he was he “stupid,” and so he refused to go to middle school. Recognizing his sense of inferiority in the context of knowing Sam’s high ability led his teacher to consider that Sam:
a. may have had an undiagnosed learning disability undermining his sense of competence.
b. was angry that his teachers didn’t recognize his competence.
c. wanted easier work to feel more competent like he did when he was younger.
d. did not have the ability to achieve competence.
a. may have had an undiagnosed learning disability undermining his sense of competence.
185
36. Parents remain an important influence on children’s development in middle childhood.
a. True
b. False
a. True
186
37. A “tween” experiences the world through the lens of both a child and an adolescent.
a. True
b. False
a. True
187
38. Parents are challenged to change their strategies to effectively care for and nurture kids through middle childhood.
a. True
b. False
a. True
188
39. Effective parenting in middle childhood involves learning to ________________ less and ________________more.
a. monitor; direct
b. direct; monitor
c. monitor; punish
d. direct; reward
b. direct; monitor
189
40. Parents who use _____________ are likely to feel more effective in facilitating healthy development through middle childhood.
a. reasoning
b. suggestions
c. neither of these
d. both of these
d. both of these
190
41. Children whose parents are disengaged in middle childhood are more likely to be more:
a. irresponsible.
b. immature.
c. less socially skilled.
d. all of the choices
d. all of the choices
191
42. Poverty influences development in middle childhood via:
a. restricted access to material assets.
b. assaults on personal dignity.
c. lack of social inclusion.
d. all of the choices
d. all of the choices
192
43. In the United States, the poverty rate for children ages 0 to 18 hovers around:
a. 2%.
b. 5%.
c. 10%.
d. 20%.
d. 20%.
193
44. It is impossible for children living below the poverty line to meet normal developmental milestones, achieve developmental tasks, and succeed at the same rate as their peers who live at or above poverty level.
a. True
b. False
b. False
194
45. A developmental systems view of poverty emphasizes the potential for poverty to indirectly undermine healthy child development by:
a. reducing the chances that a child will eventually drop out of school.
b. increasing risk for homelessness due to foreclosures and evictions.
c. impeding vulnerable groups of people from getting jobs that pay a living wage.
d. all of the choices
d. all of the choices
195
46. Developmental science research reveals that children raised by same-sex parents have ___________________ experiences and outcomes as children raised by opposite sex parents.
a. the same type of
b. different types of
c. more positive
d. more negative
a. the same type of
196
47. Parental divorce has long-lasting, negative effects on child development.
A. True
B. False
B. False
197
48. Developmental science research findings indicate that interparental conflict has a strong, undermining effect on child development.
a. True
b. False
a. True
198
49. In the United States, divorce rates are declining, making it less likely that adolescents will experience a parental divorce.
a. True
b. False
a. True
199
50. Younger children tend to blame themselves for interparental conflict, whereas adolescents tend to:
a. become anxious and worried.
b. become aggressive with others.
c. ask adults for help with their feelings.
d. turn to their peers for support.
b. become aggressive with others.
200
51. Maintaining the parent–adolescent relationship with the noncustodial parent:
a. is always associated with better adolescent outcomes.
b. is associated with better adolescent outcomes except when neglect or abuse has been established.
c. neither choice
d. both choices
b. is associated with better adolescent outcomes except when neglect or abuse has been established
201
52. Parents engaged in a high-conflict relationship with one another are more likely to use __________________ parenting with adolescent children.
a. mild and inconsistent
b. strict and consistent
c. harsh and inconsistent
d. mild and unpredictable
c. harsh and inconsistent
202
53. To reduce the negative impact parental divorce has on adolescents, _________________ is a new process that results in a divorce while helping parents limit conflict and focus on positive solutions.
a. collaborative divorce
b. mediation
c. court-ordered separation
d. collaborative
a. collaborative divorce
203
54. Parent education programs benefit adolescents by teaching parents:
a. the value of teens having a healthy relationship with each parent.
b. to limit the amount of conflict and stress to which teens are exposed.
c. how to coparent effectively.
d. all of the choices
d. all of the choices
204
55. When Jess was upset about her parents’ separation and upcoming divorce, the school counselor recommended that Jess talk to:
a. her father, because fathers are more reasonable during separation and divorce.
b. her mother; because mothers are more reasonable during separation and divorce.
c. a therapist, because parents are often emotionally unavailable during divorce.
d. her brother, because siblings are often supportive during their parents’ separation and divorce.
c. a therapist, because parents are often emotionally unavailable during divorce.
205
56. For adolescents, relationships with their siblings have the potential to last the longest across their lifespans.
a. True
b. False
A. True
206
57. Sibling rivalry can be a feature of relationships in childhood and through adolescence.
A. True
B. False
A. True
207
58. Over _____ of U.S. adolescents have at least one sibling.
a. 10%
b. 25%
c. 50%
d. 75%
d. 75%
208
59. The quality of adolescents’ relationships with their siblings is influenced primarily by:
a. parent–adolescent interactions.
b. sibling temperament.
c. both choices
d. neither choice
a. parent–adolescent interactions.
209
60. Sibling rivalry tends to:
a. decrease as adolescents become guides and mentors to younger siblings.
b. increase as adolescents become guides and mentors to younger siblings.
c. remain consistent from childhood through adulthood.
d. fluctuate in adolescence as it does in childhood.
a. decrease as adolescents become guides and mentors to younger siblings.
210
61. Peer relationships in adolescence tend to be similar in quality to childhood peer relationships.
a. True
b. False
a. True
211
62. Bullying refers to unwanted peer behavior that takes advantage of a power imbalance and occurs multiple times.
a. True
b. False
a. True
212
63. Through middle childhood, children spend less time with peers in groups and spend more one-on-one time with peers.
a. True
b. False
b. False
213
64. Sociometric measurement is useful for measuring peer popularity in middle childhood by:
a. interviewing peers.
b. counting party invitations.
c. recording peer rankings.
d. listening to children’s secrets
c. recording peer rankings
214
65. Adolescent peer groups become:
a. larger.
b. more diverse.
c. private (low adult supervision).
d. all of these choices
d. all of these choices
215
66. Popular children receive:
a. many positive votes; few negative votes.
b. few positive votes; few negative votes.
c. many positive votes.
d. few positive or negative votes.
a. many positive votes; few negative votes.
216
67. Rejected peers are those who receive:
a. many negative votes; few positive votes.
b. few negative votes; few positive votes.
c. many negative votes.
d. few positive or negative votes.
a. many negative votes; few positive votes.
217
68. Neglected peers are those who receive:
a. many negative votes; few positive votes.
b. few negative votes; few positive votes.
c. many negative votes.
d. few positive or negative votes.
d. few positive or negative votes.
218
Bloom: Analysis
69. Popular children are more likely to be:
a. friendly.
b. cooperative.
c. sensitive.
d. all of the choices
d. all of the choices
219
70. Children tend to attract peer rejection if they act ________________________ with others.
a. assertively
b. aggressively
c. shyly
d. selfishly
b. aggressively
220
71. Art, a sixth grader, has been considered a bully for a number of years. From a developmental perspective we can predict that Art:
a. has been a victim of harsh parenting.
b. wants to be respected and in charge.
c. is disruptive in school.
d. all of the choices
d. all of the choices
221
72. Self-conscious emotions tend to first appear in middle childhood.
a. True
b. False
a. True
222
73. Emotions reach peak complexity by the time children reach school age.
a. True
b. False
a. True
223
74. School-aged children have a basic emotion vocabulary that allows them to correctly identify facial expressions and behaviors.
a. True
b. False
a. True
224
75. An example of a self-conscious emotion that a 9-year-old might experience is:
a. envy.
b. embarrassment.
c. pride.
d. all of the choices
d. all of the choices
225
76. Children who have ____________________ tend to have better emotional knowledge.
a. mature cognitive abilities
b. strong verbal skills
c. Both of these choices contribute to emotional knowledge.
d. Neither of these choices contributes to emotional knowledge.
c. Both of these choices contribute to emotional knowledge.
226
77. Emotions gain complexity when children begin to recognize that their:
a. behaviors are observed by others.
b. behaviors can be judged as good or bad.
c. feelings can be recognized by others.
d. behaviors can be judged as good or bad.
a. behaviors are observed by others.
227
78. Aiden wanted to spend his time working on his robotics project every day after school, but he goes to his social skills class to learn how to:
a. express his emotions.
b. reduce the frequency of “meltdowns” he feels when stressed.
c. understand social cues.
d. all of these
d. all of these
228
79. Eleven-year-old Kaitlyn, who is best known for her amazing vocabulary and writing skills, wanted to __________________ the trophy she won for running in the local 5k, expecting to feel _______________.
a. show her peers; pride
b. show her peers; envied
c. hide the trophy from her peers; shame
d. hide the trophy from her peers; anger
a. show her peers; pride
229
80. In elementary school, Sarah held hands with her mom and kissed her good-bye before she went into the classroom. Now, in middle school, Sarah is likely to feel:
a. the same love toward her mother.
b. embarrassed that her peers might call her a ”baby.”
c. guilty that she refuses to hold hands with her mom.
d. all of the choices
d. all of the choices
230
81. Resilient children demonstrate positive development in the face of adversity.
a. True
b. False
a. True
231
82. The majority of U.S. children can be described as resilient.
a. True
b. False
b. False
232
83. A risk factor such as _____________________ has the potential to interfere with healthy development in children.
a. insecure attachment
b. death of a parent
c. neighborhood violence
d. all of the choices
d. all of the choices
233
84. A protective factor, such as ____________________ has the potential to facilitate healthy child development.
a. high self-efficacy
b. authoritative parenting
c. supportive friends
d. all of the choices
d. all of the choices
234
85. Under adverse conditions, the likelihood that a child will demonstrate resilience depends on the influence of:
a. risk factors.
b. protective factors.
c. both of these choices combined
d. both of these choices independently
c. both of these choices combined
235
86. _______________________ is a risk factor that may contribute to childhood adversity.
a. A difficult temperament
b. Parent psychopathology
c. Living in poverty
d. any of these choices
d. any of these choices
236
87. _______________________is a protective factor that may contribute to childhood adversity.
a. Having a higher IQ
b. Having a close relationship with at least one caring adult
c. An effective school
d. any of these choices
d. any of these choices
237
88. Unhealthy coping includes ______________________coping.
a. aggressive
b. denial
c. ruminative
d. all of these choices
d. all of these choices
238
89. A child who uses active coping to deal with peer bullying will:
a. try to solve the problem.
b. seek help from others.
c. either of these choices
d. neither of these choices
c. either of these choices
239
90. An example of an unhealthy coping strategy a child can use when he feels rejected by a peer is:
a. asking for help from others.
b. pretending not to care.
c. problem solving.
d. seeking support.
b. pretending not to care.
240
91. Risk and protective factors influence childhood adjustment primarily through:
a. individual characteristics.
b. family features.
c. community factors.
d. all of these choices
d. all of these choices
241
92. As children get older, they get better at distinguishing between _____________________ stressors, which makes them better able to apply effective coping strategies.
a. authoritative and authoritarian
b. controllable and uncontrollable stressors
c. active and passive
d. ruminative and punitive
b. controllable and uncontrollable stressors
242
93. When Grayson made the transition from sixth to seventh grade, he felt like his world had crashed: Middle school was more challenging, his parents divorced, and he didn’t make the basketball team. Knowing these facts, we can conclude that Grayson:
a. will be resilient in the face of adversity.
b. had many protective factors in his life.
c. experienced additional risk factors.
d. would benefit from protective factors
d. would benefit from protective factors
