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1 | |
According to diaries of going back to the sixteenth century, parents in those days |
| | A) | treated children as miniature adults |
| | B) | subjected children to harsh discipline and abuse |
| | C) | were concerned about weaning and teething |
| | D) | took children's illness or death in stride, since it was so common |
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2 | |
The goals of child development as a discipline include all but which of the following? |
| | A) | description |
| | B) | explanation |
| | C) | prediction |
| | D) | compensation |
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3 | |
The organismic model of development sees people as |
| | A) | machines |
| | B) | active initiators of development |
| | C) | reactors to external forces |
| | D) | blank slates |
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4 | |
According to Freud's theory, the chief source of pleasure during the phallic stage is the |
| | A) | mouth |
| | B) | anus |
| | C) | genitals |
| | D) | superego |
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5 | |
In Bronfenbrenner's terminology, the interlocking systems that contain the developing child compose the |
| | A) | microsystem |
| | B) | mesosystem |
| | C) | exosystem |
| | D) | macrosystem |
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6 | |
In Freud's theory, the id is |
| | A) | present at birth |
| | B) | not developed until infants recognize that they are separate beings |
| | C) | replaced by the ego |
| | D) | a source of gratification |
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7 | |
The "reality principle" refers to the |
| | A) | superego |
| | B) | ego |
| | C) | id |
| | D) | defense mechanisms |
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8 | |
In Erikson's theory, the "virtue" developed during infancy is |
| | A) | trust |
| | B) | hope |
| | C) | attachment |
| | D) | obedience |
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9 | |
Learning theories stress |
| | A) | cognitive stages |
| | B) | developmental changes |
| | C) | hereditary influences |
| | D) | environmental influences |
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10 | |
The learning perspective includes |
| | A) | cognitive-stage theory |
| | B) | sociocultural theory |
| | C) | behaviorism |
| | D) | information-processing approach |
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11 | |
In operant conditioning, negative reinforcement is |
| | A) | withdrawal of a privilege |
| | B) | withdrawal of an aversive event |
| | C) | another term for punishment |
| | D) | generally ineffective |
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12 | |
Social-learning theory regards the learner as |
| | A) | active |
| | B) | molded by the environment |
| | C) | influenced mainly by maturation |
| | D) | influenced mainly by reinforcement and punishment |
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13 | |
The term scheme is associated with |
| | A) | Sigmund Freud |
| | B) | Erik Erikson |
| | C) | Jean Piaget |
| | D) | Lev Vygotsky |
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14 | |
Which of the following is a neo-Piagetian theorist? |
| | A) | Jean Baker Miller |
| | B) | Robbie Case |
| | C) | Alfred Binet |
| | D) | John Dewey |
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15 | |
Cindy, age 8, has almost mastered the multiplication tables but is having trouble with some combinations. According to Vygotsky's theory, her parents should: |
| | A) | insist on daily practice, and test her until she gets a perfect score |
| | B) | leave her alone, since she will learn on her own when she is ready |
| | C) | give plenty of praise to build her self-esteem |
| | D) | give hints and ask leading questions to help her get the answers she can't get by herself |
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16 | |
All but which of the following are self-reports? |
| | A) | diary |
| | B) | interview |
| | C) | questionnaire |
| | D) | blood test |
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17 | |
A correlation describes |
| | A) | cause and effect |
| | B) | direction and magnitude of a relationship between variables |
| | C) | practical implications of a relationship between variables |
| | D) | which variable in an experiment is dependent and which is independent |
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18 | |
Which of the following can be used to establish a causal relationship? |
| | A) | case study |
| | B) | laboratory observation |
| | C) | experiment |
| | D) | any of the above |
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19 | |
Which kind of experiment can be used to study environmental effects on identical twins separated at birth? |
| | A) | laboratory experiment |
| | B) | field experiment |
| | C) | natural experiment |
| | D) | none of the above; experimentation on human beings is unethical |
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20 | |
A drawback of longitudinal research is |
| | A) | attrition |
| | B) | confounding developmental effects with cohort effects |
| | C) | tendency for participants to do more poorly in later tests |
| | D) | tendency to mask individual differences |
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2002 McGraw-Hill Higher Education