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1 | |
Emotion is a mixture of:
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| | A) | unconscious and universal processes.
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| | B) | conscious experience and unconscious processes.
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| | C) | physiological arousal, conscious experience, and behavioral expression.
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| | D) | physiological arousal, unconscious processes, and behavioral expression.
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2 | |
_________ represent the first language used by infants and parents. |
| | A) | Emotions |
| | B) | Facial expressions |
| | C) | Words |
| | D) | Gazes |
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3 | |
Carroll Izard (1982) developed the Maximally Discriminative Facial Movement Coding System (MAX), which is a system designed to measure:
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| | A) | attention.
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| | B) | emotion.
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| | C) | memory.
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| | D) | fear.
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4 | |
Which of the following emotions develops before the others? |
| | A) | guilt |
| | B) | contempt |
| | C) | surprise |
| | D) | shame |
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5 | |
Which cry is a rhythmic pattern consisting of a cry, followed by a briefer silence, then a shorter inspiratory whistle somewhat higher in pitch than the main cry, then another brief rest before the next cry?
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| | A) | basic
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| | B) | anger
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| | C) | pain
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| | D) | colicky
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6 | |
The _________ smile appears in response to an external stimulus.
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| | A) | social
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| | B) | internal
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| | C) | reflexive
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| | D) | universal
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7 | |
Which of the following situations is most likely to produce stranger anxiety in an infant?
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| | A) | sitting on the mother's lap
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| | B) | meeting a stranger in a research laboratory
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| | C) | meeting a stranger in the infant's home
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| | D) | encountering a stranger who smiles
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8 | |
Temperament is best defined as:
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| | A) | the way an individual reacts to a special person in the environment.
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| | B) | an individual's general behavioral style.
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| | C) | the emotions experienced by infants and children.
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| | D) | the reaction displayed by a parent when a child engages in an unwanted activity.
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9 | |
Chess and Thomas believe the _________ child is the most typical temperament for a child.
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| | A) | easy
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| | B) | feisty
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| | C) | difficult
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| | D) | slow-to-warm-up
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10 | |
The revised classifications of temperament proposed by Rothbart and Bates (1998) include all of the following EXCEPT:
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| | A) | positive affect and approach.
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| | B) | negative affectivity.
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| | C) | emotionality.
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| | D) | effortful control.
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11 | |
_________ influences temperament, but the degree of influence depends on .
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| | A) | Heredity/environmental experiences
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| | B) | Environmental experiences/heredity
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| | C) | Affectivity/situational experiences
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| | D) | Environment/long-term experiences
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12 | |
Temperament experts Ann Sanson and Mary Rothbart (1995) concluded that:
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| | A) | we are now able to define what is involved in "good parenting."
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| | B) | parents should refrain from structuring their child's environment.
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| | C) | researchers have not yet developed any effective programs for dealing with the "difficult child."
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| | D) | parents need to be sensitive to their infant's signals and needs.
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13 | |
The human infant learns to recognize his or her image in a mirror at approximately months.
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| | A) | 2
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| | B) | 6
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| | C) | 9
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| | D) | 18
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14 | |
According to Erik Erikson, children will develop an excessive sense of shame and a sense of doubt about their abilities under all of the following circumstances EXCEPT when:
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| | A) | impatient parents do things children can do for themselves.
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| | B) | children are consistently overprotected.
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| | C) | accidents the children have had or caused are criticized.
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| | D) | when children are allowed to express their emotions.
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15 | |
_________ is a close emotional connection between the infant and the caregiver.
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| | A) | Bonding
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| | B) | Attachment
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| | C) | Closeness
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| | D) | Security
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16 | |
The research of Harry Harlow and Robert Zimmerman (1959) found that the critical element in the attachment process is:
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| | A) | oral satisfaction.
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| | B) | contact comfort.
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| | C) | feeding the infant.
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| | D) | consistent interaction.
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17 | |
The stage that Erik Erikson believed is most relevant to the formation of attachment is the stage.
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| | A) | anal
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| | B) | phallic
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| | C) | trust versus mistrust
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| | D) | autonomy versus shame and doubt
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18 | |
Randy, a normal infant, now has increased locomotor skills, so he actively seeks contact with his mother and father. Randy is in phase _________ of attachment.
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| | A) | 1
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| | B) | 2
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| | C) | 3
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| | D) | 4
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19 | |
Mary Ainsworth believes that attachment security depends on:
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| | A) | how sensitive and responsive the caregiver is to infant signals.
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| | B) | the mother's love and concern for the welfare of her child.
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| | C) | the consistency of parental responses during the child-care routine.
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| | D) | reinforcement of attachment behaviors by the caregiver.
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20 | |
You are asked to babysit your niece for the evening. When the parents put the child down so they can finish getting dressed, she heads toward her toys while she watches her parents find their coats. Your niece is demonstrating which kind of attachment?
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| | A) | secure
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| | B) | avoidant
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| | C) | resistant
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| | D) | disorganized
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21 | |
Life-span developmentalists agree that secure attachment:
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| | A) | is essential to adult social competence.
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| | B) | is not essential, but is a factor in adult social competence.
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| | C) | is not an important factor in adult social competence.
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| | D) | cannot easily be connected to adult social competence.
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22 | |
Jerome Kagan has emphasized the importance of __________ as a determinant of social competence.
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| | A) | bonding
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| | B) | temperament
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| | C) | peer responsiveness
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| | D) | learning
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23 | |
All of the following are criticisms of attachment theories EXCEPT:
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| | A) | genetics and temperament have not been accounted for and may play more of a role in development than the nature of the attachment.
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| | B) | the role of multiple social agents and changing social contexts have been largely ignored in the study of attachment.
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| | C) | cultural variations show different patterns of attachment.
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| | D) | the relationship between the parent and the infant is not emphasized enough.
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24 | |
Reciprocal socialization is best defined in which of the following ways?
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| | A) | Children are products of their parents' socialization techniques.
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| | B) | Parents are products of their children's socialization techniques.
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| | C) | Socialization is bi-directional.
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| | D) | The interactions that children have with people other than their parents determine how they will be socialized.
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25 | |
Studies of reciprocal socialization during infancy reveal that __________ plays an important role in socialization.
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| | A) | breast-feeding
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| | B) | mutual gaze
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| | C) | trust
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| | D) | attachment
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26 | |
One of the functions of scaffolding is to:
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| | A) | introduce infants to interactive games.
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| | B) | provide a parent support network.
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| | C) | teach infants social rules.
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| | D) | ensure that parents know how to care for their infants.
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27 | |
In maternal and paternal infant interactions:
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| | A) | fathers' interactions are more likely to include play.
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| | B) | fathers' interactions are more likely to center around child care activities.
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| | C) | fathers are less able than mothers to act sensitively and responsively with their infants.
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| | D) | no big differences are seen in mothers' and fathers' interactions with infants in today's "typical" American family.
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28 | |
In a Swedish study where mothers work and fathers stay home with the baby, the fathers:
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| | A) | reverse roles and behave like the typical mother in many respects.
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| | B) | interact with their babies in the usual fatherly manner.
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| | C) | are more likely to discipline and comfort the infant than the mothers.
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| | D) | play with their infants in a less physical manner than do the mothers.
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29 | |
Which country has no national policy permitting paternity leave?
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| | A) | Norway
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| | B) | the United States
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| | C) | Israel
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| | D) | Sweden
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30 | |
Day care for American children:
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| | A) | is primarily provided by large day-care centers.
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| | B) | is least often provided in private homes.
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| | C) | is run by non-profit organizations.
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| | D) | varies extensively.
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31 | |
In his research concerning the effects of child care on children, Kagan has found in the experimental program at Harvard that:
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| | A) | day care had long-term, detrimental effects on children.
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| | B) | day care had no observed adverse effects.
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| | C) | day care facilitated development.
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| | D) | the effects of day care are dependent on the length and type of care given.
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32 | |
A longitudinal study by the National Institute of Child Health and Human Development (NICHHD) assessed the child care experiences of children and their development and found all of the following EXCEPT:
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| | A) | infants from low-income families were more likely to receive low-quality child care than their higher-income counterparts.
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| | B) | child care did not adversely affect the security of infants' attachments to their mothers.
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| | C) | the quality of child care was linked with fewer child problems.
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| | D) | children reared in the exclusive care of their mothers had higher cognitive abilities.
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33 | |
Andrea wanted to put 2-1/2-year-old Jessica in a high-quality day-care setting. In terms of the number of adults she should look for to care for children, the ratio should be:
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| | A) | 1:04
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| | B) | 1:06
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| | C) | 1:08
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| | D) | 1:10
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34 | |
If you wanted to place your child in a day care program, based on what you learned in this chapter you would look for all of the following EXCEPT:
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| | A) | caregivers who observe and record each child's progress and development.
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| | B) | programs designed to increase the children's language skills.
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| | C) | a minimum of 25 square feet of usable playroom floor space indoors per child.
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| | D) | encouragement for parents to observe, discuss policies, and work in the center's activities.
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Match the following persons with the statement or theory that most closely reflects their perspective:
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35 | |
Carroll Izard
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
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| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
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| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
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| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
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| | G) | Devised the Strange Situation to measure attachment in children
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| | H) | Developmentalist who said children go through separation and individuation
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| | I) | British psychiatrist who stated that attachment has a biological basis
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36 | |
Edward Zigler
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
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| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
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| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
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| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
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| | G) | Devised the Strange Situation to measure attachment in children
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| | H) | Developmentalist who said children go through separation and individuation
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| | I) | British psychiatrist who stated that attachment has a biological basis
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37 | |
Mary Ainsworth
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
|
| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
|
| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
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| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
|
| | G) | Devised the Strange Situation to measure attachment in children
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| | H) | Developmentalist who said children go through separation and individuation
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| | I) | British psychiatrist who stated that attachment has a biological basis
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38 | |
John Bowlby
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
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| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
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| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
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| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
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| | G) | Devised the Strange Situation to measure attachment in children
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| | H) | Developmentalist who said children go through separation and individuation
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| | I) | British psychiatrist who stated that attachment has a biological basis
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39 | |
Margaret Mahler
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
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| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
|
| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
|
| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
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| | G) | Devised the Strange Situation to measure attachment in children
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| | H) | Developmentalist who said children go through separation and individuation
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| | I) | British psychiatrist who stated that attachment has a biological basis
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40 | |
Jerome Kagan
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
|
| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
|
| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
|
| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
|
| | G) | Devised the Strange Situation to measure attachment in children
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| | H) | Developmentalist who said children go through separation and individuation
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| | I) | British psychiatrist who stated that attachment has a biological basis
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41 | |
Harry Harlow
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
|
| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
|
| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
|
| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
|
| | G) | Devised the Strange Situation to measure attachment in children
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| | H) | Developmentalist who said children go through separation and individuation
|
| | I) | British psychiatrist who stated that attachment has a biological basis
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42 | |
Mary Rothbart
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
|
| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
|
| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
|
| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
|
| | G) | Devised the Strange Situation to measure attachment in children
|
| | H) | Developmentalist who said children go through separation and individuation
|
| | I) | British psychiatrist who stated that attachment has a biological basis
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43 | |
Alexander Chess & Stella Thomas
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| | A) | Suggested temperament classifications focus on affect, approach, and control
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| | B) | Proposed a solution to day-care needs for many U.S. families
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| | C) | Infants are evolutionarily equipped to stay on a positive developmental course
|
| | D) | Described easy, difficult, and slow-to-warm-up temperaments in infants
|
| | E) | Tested Freud's theory of attachment via oral gratification using monkeys
|
| | F) | Created the Maximally Discriminative Facial Movement Coding System (MAX)
|
| | G) | Devised the Strange Situation to measure attachment in children
|
| | H) | Developmentalist who said children go through separation and individuation
|
| | I) | British psychiatrist who stated that attachment has a biological basis
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2002 McGraw-Hill Higher Education